Credentialling of Teacher Professional Development Activities.
Paul Dillon
Orange Agricultural College, University of Sydney,and
The National Association of Agricultural Educators.
Ref: DILLP97.353
Author Contact: Gympie High School,
P.O. Box 22,
Gympie. Q 4570.
E-mail: pdillon@peg.apc.org
ABSTRACT
The recently completed National Professional Development Program (NPDP)
actively promoted the delivery of teacher professional development (PD)
activities that were designed by partnerships including professional
associations and university Education Faculties.
The National Association of Agricultural Educators (NAAE) NPDP project
final report recommended key issues that required further
investigation. The primary focus of these recommendations was the
reality of a professional association developing PD activities that
would satisfy university accreditation requirements and allow
participating teachers to obtain meaningful university credentialling.
From the NAAE project emerged the question of whether this experience
(to date) was representative of that experienced by other professional
associations involved in NPDP projects, or was it peculiar to teachers
of agriculture? The answer to this question would inform the practice
of all professional associations. Consequently the managers of
those NPDP Projects facilitated by professional associations were
interviewed.
The findings reflect the perceptions of these managers on a range of
issues including:
The reality of obtaining credentialling from tertiary institutions.
The willingness of teachers to engage in the activity.
The enthusiasm of teachers to seek the available credential.
This study is the first stage of a much wider study of the
participants' perceptions of professional development.
1. INTRODUCTION
Professional development for teachers is increasingly considered a
critical component of improving Australian schools. Schools are only
as good as their teachers, regardless of how high their standards, how
up-to-date their technology, or how innovative their programs. Teachers
need to be given adequate opportunities to learn. If not, they may
have little chance of meeting the ever-increasing demands placed upon
them (Editorial Projects on the Web, 1996).
The professional development agenda in Australian schools is
increasingly being driven by the reality that the majority of teachers
who will take the nation's children into the next millennium are
already in Australian schools. The ongoing development of teachers must
be at the centre of any quality assurance agenda for the education of
the youth of Australia (Adey,1996).
It was in this environment that the Federal Government implemented the
National Professional Development Program (NPDP). Over a three period
from 1994-1996 this program provided A$60,000,000 for the enhancement
of teacher professionalism. The stated objective of the program was
the improvement of educational outcomes for young people through
teacher professional development activities. The underlying strategy of
the NPDP was the development of effective partnerships between teacher
professional associations, universities and teacher employing
authorities. These partnerships were to design and facilitate
professional development initiatives specifically for teachers based on
the significant input of teachers.
The National Association of Agricultural Educators (NAAE) became
involved in the NPDP through their project, 'Developing a National
Approach To Agricultural Education'. Their three year project was
structured to obtain consensus between partners, identify teacher
professional development needs, design a relevant professional
development package and ultimately deliver this package throughout all
States of Australia. One facet of the project that was not adequately
addressed was the development of university credentialling arrangements
for the project professional development activities. Consequently the
NAAE project evaluation report (DEETYA,1997) recommended that further
research should be undertaken to explore the reality of teachers
obtaining university credentials through the completion of
professional development activities. The evaluation report suggested
that any research should be done through the eyes of the numerous
stakeholders in this area of 'continuing teacher education'.
As an indication of the scope of stakeholder perspectives, Retallick
and Groundwater-Smith (DEETYA, 1996a) acknowledge that various
professional associations now offer their own courses, some in
conjunction with universities. Some, such as the Australian Science
Teachers' Association are even investigating ways in which they might
articulate their own professional standards (Matthews & Wright, 1996).
Similarly, some employing authorities have been offering professional
development activities where the certificates obtained are being
credited by universities as subject equivalents in post graduate
courses (DEETYA, 1996a). The evidence would suggest that there is a
growing involvement in teacher professional development by the various
stakeholders.
This increasing involvement by stakeholders would appear to provide the
potential for the delivery of enhanced professional outcomes for
teachers. One area of significant potential is the increasing
involvement of professional associations in both the design and
delivery of professional development activities. As teacher
professional associations increasingly move into this area there is a
growing need to clarify stakeholders' perceptions of teachers
obtaining university credentials, as an outcome of their professional
development activities.
1.1.ACCREDITATION AND CREDENTIALLING
From the outset it is important, particularly for those unfamiliar with
the university sector, to clarify the terms, "accreditation" and
"credentialling", and identify the relationships between the two.
One definition presents accreditation as 'the public approval and
recognition of the educational worth and/or academic standards of a
course or program by an external accrediting agency' (The Dictionary of
Australian Education, 1989 ).
A credential is defined by the same source as 'written evidence in the
form of a certificate, reference or letter attesting a person's
achievements or status'. Credentialling is then the process of giving
evidence.
Ideally accreditation of a course or program occurs prior to the
delivery of the course. Historically university credentials have been
obtained upon the satisfactory completion of an accredited university
program. Within the context of the NPDP, The Department of Employment
Education Training and Youth Affairs presented universities as an
appropriate external accrediting body for teacher professional
development activities. This accreditation could be viewed as a
significant quality assurance strategy, providing substance and worth
to the credential obtained. It is the relationship between the
completion of a university accredited program and the receipt of a
credential that is attracting attention from the stakeholders in
teacher professional development activities.
An indication of this interest is the research undertaken by the
Queensland Consortium for Professional Development in Education (1996).
This work highlighted that policies of universities vary considerably
with regard credit for non-award study. All Faculties of Education in
Queensland are prepared to grant credit for non-award study such as
professional development courses but the amount and nature of such
credit varies according to the process of development, the delivery,
and the assessment of the courses. Where the course is developed in
cooperation with a university and using their quality control
procedures, the amount of credit available for the course is
prespecified. Where a course is independently provided, students can
present to a faculty the work that they produced in a course. This
work will then be assessed and the amount of credit determined on the
basis of that assessment. This process is usually defined as
Recognition of Prior Learning (RPL).
1.2. RECOGNITION OF PRIOR LEARNING
There are changes occurring within universities particularly as each
institution addresses the issue of RPL. Developing from the previous
definitions it is suggested that RPL and its extension, Professional
Portfolios, are alternative routes to the achievement of credentials.
Retallick and Groundwater-Smith (DEETYA,1996a) facilitated an NPDP
project that explored the issues of RPL and more specifically the
development of Professional Portfolios within Education Faculties in
Australian Universities. Their work confirmed that Australian
universities generally accept credit transfer and, increasingly,
Recognition of Prior Learning (RPL) as methods of granting credit or
advanced standing in both undergraduate and postgraduate courses.
Principles and guidelines have been developed by the Australian Vice
Chancellors' Committee to facilitate these processes (DEETYA,1996a).
Each university has its own policy on credit and will make its own
determination on this matter.
Mathews (1996) highlighted that current university RPL models focused
on an individual negotiating credit into an existing university
program. This credit may be minimal and it may take the form of status
within a subject or credit for a subject. She presented RPL as 'an
often tortuous and time-consuming process for both the individual and
the university'. Mathews suggested that given this model of RPL it
could be possible that teachers don't consider it worth their time to
participate in the complex negotiations which may result in small
amounts of credit.
Within the domain of RPL, Retallick and Groundwater-Smith are
individually continuing research into the use of portfolios based on
extended professional learning of teachers, as a means of determining
the granting of university credit.
THE STUDY
The research was specifically aimed at answering the following
questions.
Did many of the NPDP activities enable participants to obtain a
university credential?
Is there a relationship between the type of professional development
activity and the attainment of a credential?
How important was the offer of credentialling to participating
teachers?
Are there common barriers to obtaining credentialling?
The study reported here is the preliminary stage of a project that
focuses on teachers' perceptions of professional development and
associated credentialling. A descriptive research methodology was
employed to explore the perceptions of project managers. Data was
collected by surveying the managers of NPDP projects sponsored by
professional associations. The projects surveyed were identified from
the complete list of NPDP projects provided by the National Education
Forum, for their workshop at the Melbourne Business School, in August
1996. The survey focused on managers of strategic element initiative
projects from year three (1996) of the NPDP. The projects were
specifically sponsored by national teacher professional associations
and targeted educators across Australia.
At this point it might be useful, for those not familiar with the
Australian context, to clarify the nature of teacher professional
associations. The National Forum of Teacher Professional Associations
Project (DEETYA,1996b) defined a teacher professional association as
'an organised group of educators- a significant proportion of whom are
practising teachers- working primarily to improve the quality of
teaching and learning in schools'. On that basis there are currently
400 professional associations operating around Australia (DEETYA,
1996b). Within this number four types of professional associations
were identified (DEETYA, 1996b). They were:
Discrete- a group of individuals acting locally.
Federation- a collection of associations cooperating on common tasks.
Coalition- a body comprising a number of discrete associations
coordinating service delivery.
Umbrella- a loose coupling of discrete organisations collaborating on
contemporary issues.
The majority of associations can be classified as discrete state based
associations (DDETYA,1996b). This research focused on national
professional associations that were federated, coalition or umbrella
groups. Initially 11 project representatives were identified and
interviewed. The professional associations represented the curriculum
Learning Areas of Maths, Science, Studies of Society and the
Environment, Technology, The Arts, Health and English.
The survey used guided telephone interviews to collect the necessary
data. The interview schedule contained any introductions, prompting or
clarification required during the interview. The interview was a
balance of open and closed questions, designed to collect a blend of
analytical and descriptive response. The ultimate aim was to develop
an enhanced understanding of the factors related to the credentialling
of professional development.
While the original intent of the research was to interview only
personnel directly associated with each project, either project
managers or professional association executive members, the methodology
was influenced by evolutionary forces through the project's life. The
final methodology mirrored a 'Snowball' sampling methodology (Lincoln &
Guba,1985, quoted in Crabtree & Miller, 1992). Many of the initial
interviewees identified others who they felt could contribute to the
research. They were interviewed and in some cases they also
identified further contacts. Eventually a stage was reached where the
efforts in undertaking additional interviews could not be justified in
terms of the additional outlay of energy and resources.
After completing the 11 original interviews the responses started to
reflect a number of common themes. This suggested that further
interviews would not yield new information. There were five referral
interviews undertaken. In many cases the referrals provided
collaborating information rather than new insight into the topic.
3.RESEARCH FINDINGS
The analysis of the collected information was based on seeking answers
to the four primary research questions from within the interview data.
However during the analysis phase, six key areas became apparent.
These six areas are used as focus points for the presentation of the
collected information.
How many projects achieved credentialling?
The type of professional development activity.
The interest of participants in credentials.
Reflections from those projects not providing credentials.
The issue of partnerships.
Future involvement in professional development by professional
associations.
It is important to preface any analysis with a point that was made
forcefully by a number of those interviewed. 'Meaningful professional
development is more than just credentialling……it is about teachers
networking, acquiring information, new technologies and new skills'.
So while the focus of this analysis is credentialling, it is vital that
sight is not lost of the reality that much exemplary professional
development is undertaken that does not provide credentialling.
3.1. HOW MANY PROJECTS ACHIEVED CREDENTIALLING?
Nearly 40% of those projects examined identified that participants
could receive credentialling after completing the professional
development requirements of their activities. This was in keeping with
the research presented in the 1995 NPDP Evaluation Report (DEET, 1995).
The level of the credit available as a result of the successful
completion of professional development activities varied from one
part of a unit/module to 75% (3 units from the necessary 4 units) of
a Graduate Certificate in Education (Professional Practice).
In a majority of cases where credentialling was offered, prior
arrangements existed with the partner universities. In one case
there was a combination of a pre-arranged level of credentialling and
a portfolio presentation.
Highlighting a problem associated with portability of credentials one
manager identified that one university would provide credentialling
for their professional development activity while other universities
contacted were only prepared to consider individual participant
requests for recognition of prior learning.
The uptake of the credentialling option by participants varied but the
standard responses were 'I don't know' or 'minimal'. As an indicator
one project had 10 from 120 participants apply for the available
credential. Mathews and Brett (1996) suggested that nearly 200 South
Australian teachers from the approximately 5,000 teachers who had
engaged in the NPDP programs in that state would have completed the
Graduate Certificate in Education (Professional Practice). Another
project manager identified the figure as 1% of participants.
The issue of credential uptake did not appear to be of major concern to
either the project managers or participants.
.3.2.THE TYPE OF PROFESSIONAL DEVELOPMENT ACTIVITY
There was a greater likelihood of accreditation of the professional
development activities where the activities were focused on the
delivery of a range of specific modules. The two specific examples of
this were the Australian Science Teachers Association project
particularly in South Australia and the Australian Association for
Environmental Education Inc., once again particularly in South
Australia. The influence of the NPDP:SA Consortium was significant in
achieving this success. There were other examples of accreditation of
activities but they were based on a single university working with a
single professional association.
Another common type of professional development employed the 'train
the trainer' model. This approach was used to facilitate a
'cascading' of information back to the members of the state
organisations via trained presenters who would run state based
workshops. In two projects the presenters were able to obtain
university credit that was not available to activity participants. The
issue of the high levels of professional growth experienced by those
who developed and delivered the particular activities was raised a
number of times during the interviews.
The primary aim of many of the projects was the development or
strengthening of communication networks between the member
organisations of the respective national bodies. It was felt that
effective networks must exist before moving into the design or
delivery of professional development activities. These projects did
not lend themselves to accreditation and had limited options for
credentialling. However a number of those interviewed highlighted
that, as a result of the professional growth of individuals closely
involved with the project there could be opportunities for
credentialling either through RPL or the development of a professional
portfolio.
3.3.THE INTEREST OF PARTICIPANTS IN CREDENTIALS
Those interviewed indicated that the interest of teachers in the
available credential ranged from very little interest to some
interest. A manager of a large project stated that there was minimal
interest in credentials and the interest that existed was mainly
evidenced in South Australia and the Northern Territory. It was
acknowledged that the teachers who acted as trainers were often the
most interested in the credentialling available. There is a suggestion
that those acting as trainers for their respective professional
associations would be those most interested in the activities of the
professional associations and perhaps more focused as professionals.
Reasons suggested for teachers seeking the university credential
included,
to obtain the higher qualification available,
to accelerate the achievement of this qualification if they were
already studying,
to assist with promotion,
to assist in maintaining their employment position (South Australia).
Another perspective was that teachers were not interested in the
credential but were more concerned with professional development that
made a difference in the classroom. As one project manager stated,
'teachers want something that will help them to be good teachers…..they
want professional development'. Currently there appears to be no
motivation for teachers to want credentials for their participation in
professional development.
3.4.REFLECTIONS FROM THOSE PROJECTS NOT PROVIDING CREDENTIALS
There was a significant variance in background for those projects that
didn't have credentialling available. Some projects didn't seek
credentialling as an outcome and others had worked with universities
but were not able to achieve an agreement.
The reasons provided for the lack of success by those project managers
who had sought credentialling varied from a focus on the professional
association's lack of expertise in negotiating the accreditation
arrangements with universities, to a focus on the individual
universities. One interviewee commented, 'other universities weren't
interested in outside ideas, the time frame was too long winded, the
project could disappear after one year, and it hardly seemed worth the
effort'. Another stated, ' the University of South Australia was just
smarter and quicker off the mark, some would say opportunist but their
initiative seemed successful'. A response by several project managers
was that there appeared to be little co-operation between
universities. Another response was that universities were unwilling to
commit to or explore the possibilities.
In reviewing what may have enhanced the chance of individual projects
succeeding in obtaining accreditation, the importance of personal
contact between the professional association and particular university
staff was identified as an important element of the negotiations.
There needs to be a relationship based on equality between professional
associations and universities as they work with each other.
Unfortunately there can sometimes tend to be a one way view. Learning
is necessary for both teachers and teacher educators.
From a much simpler perspective one project manager identified that
success may have occurred if discussions had started earlier.
3.5.THE ISSUE OF PARTNERSHIPS
In all cases where credentialling for professional development
participants was provided, the universities that provided the
credentialling were partners in the project. However the degree of
involvement by individual university partners varied. The most common
models were,
A specific university lecturer actually presented the professional
development activity and undertook the necessary assessment.
The university partner was contracted to develop the professional
development activity.
The university partners had minimal involvement in the project.
The human side of partnerships was revealed in a number of the projects
where university staff involved in the project were also members of the
professional association. The 1995 NPDP Evaluation (DEET 1995)
identified that 'relations with universities are strong because the
association has a wide range of educators from the tertiary sector
involved' and 'the partnerships with and between the universities tend
to rely on personalities and contacts'.
One visionary executive officer whose association managed several NPDP
projects predicted, 'there is a huge future for subject associations
and universities to work together but there must be a true partnership
with benefits to both parties……within five years quality issues will
drive the credentialling of professional development.'
3.6. FUTURE INVOLVEMENT IN PROFESSIONAL DEVELOPMENT BY PROFESSIONAL
ASSOCIATIONS
The common belief of those interviewed was that it is part of the role
of the professional association. One interviewee said bluntly,
'Professional development, we are still doing it….we were doing it
before the NPDP and we are doing it since the NPDP'. All but one of
those representatives of professional associations interviewed
expressed a very strong desire to be involved in any future project
that had professional development aims similar to the NPDP. The one
exception did support involvement in further professional development
but felt that some activities were best handled by their state based
affiliates.
Reflecting the reality of the learning experience in which they had
been involved, the majority of the respondents raised the issue of the
'real' cost of overall development and delivery as a stumbling block to
continued involvement in professional development. Put bluntly,
'training is expensive' and 'cost is prohibitive'.
In a somewhat ironic twist one interviewee identified that if there
was a repeat of the NPDP, their association would be smarter next time
and protect themselves from the 'backlash of freeness'. Their concern
was that NPDP has set a dangerous precedent for the cost of
professional development to participants with all projects that
providing the option of credentialling initially having no cost. One
project was subsequently forced to charge a small fee in the second
year of the project. This contrasts starkly with the post-NPDP
situation where a project manager identified that the University
partner was now charging individual teachers $600 per unit to complete
an activity that had previously been cost-free.
All the project managers freely acknowledge that the professional
associations could not have afforded to research, develop and deliver
their respective professional development activities without NPDP
funding.
CONCLUSIONS AND IMPLICATIONS
A number of conclusions have been drawn from the completed analysis.
Where appropriate possible implications of these conclusions have
been suggested. The conclusions are based on the following :
Strategic alliances.
Control of quality.
Why worry about credentials?
The barriers to partnerships.
4.1. STRATEGIC ALLIANCES
Conclusion
The ability of professional associations to design professional
development activities at a standard to obtain university accreditation
and credentials was never identified as a concern during the
interviews. The underlying issue is more about professional
associations developing strategic alliances with universities. Having
to obtain university accreditation could be viewed as the catalyst
that brings the stakeholders together and initiates dialogue. The
resulting alliance is then the vehicle used to facilitate the complete
development process. Responsibility for the development,
accreditation, delivery and if needed, assessment of product could be
shared between the various stakeholder groups in the alliance.
The potential benefit from alliances is not just rhetoric, the results
have been demonstrated through the NPDP. To develop and maintain a
successful alliance both partnership relationships and partnership
structures need to be considered.
Implications
What partnership models should be explored?
One professional association accredited with one university?
One professional association accredited with a number of universities?
A peak professional association involved in either of the above
options?
An individual teacher negotiating RPL or producing a portfolio for an
individual university?
The most successful models appear to have been focused on individual
states and centred around a strong consortium of professional
associations. This structure allows each member association to develop
their professional development activities but still maintain certain
levels of quality assurance and perhaps aim for the achievement of
common objectives. Nationally developed activities could be the basis
of any state run activity. The South Australian experience would
indicate that projects with access to significant budgets and with
significant numbers of professional associations and their members
involved, have the best chance of making the partnerships function and
achieving positive learning outcomes for teachers. Credentialling
should be seen as just one of those outcomes.
The consortium model could cause certain tensions. The need for a
critical mass of potential participants which would enable the
recoupment of the development costs would be a major issue. Small and
specialist subject associations such as the NAAE and its affiliates
have specific professional development requirements. These groups may
be denied access to affordable and relevant professional development.
The needs of specialist subject areas will also move the teacher
professional development requirements from the domain of Education
Faculties into the other University Faculties e.g. Agriculture, Drama
and the Natural Sciences.
CONTROL OF QUALITY
Conclusions
It is the completion and assessment of a critical reflection component
in the professional development activity that distinguishes a
credential bearing activity from others. It is the area of assessment
of professional development outcomes that is of particular concern to
universities. This concern appeared to be addressed by the active
involvement of universities in both the developing of the professional
development activity and the subsequent accreditation process. The
research has shown that in most situations universities will want
control over the quality of the assessment component of any activity
developed by professional associations.
Implications
This clearly reinforces the need for the establishment and maintenance
of functioning strategic alliances between universities and
professional associations as previously discussed.
4.3.WHY WORRY ABOUT CREDENTIALS?
Conclusion
There appears to be little wide spread demand by teachers for
credentials associated with professional development. No more than 10%
of the participants in any NPDP activity saw a need to obtain the
university credit if it was available. Even though this is a relatively
small percentage there are positives that can be drawn. Firstly the
accreditation of professional development activities provides a quality
standard for teacher professional development. Secondly it provides
some reward for those professionals who wish to avail themselves of the
credit, for whatever the motivation.
Implications
University credentials are not seen as an important outcome of
professional development. The issue of motivation is crucial to any
discussion of why credentials are not seen to be important. There are a
number of questions to be considered when discussing motivation. Is
the motivation employed, the 'carrot or the stick'? Should there be
financial or professional rewards for obtaining credit from
participation in professional development? Should the completion of
certain quantities of professional development be a mandatory component
of teachers' enterprise agreements? The current discussion on
professional standards for teachers and the implementation of these
may have a significant impact on the issue of motivation. There are
many issues associated with the motivation of teachers to participate
in professional development that will need to be addressed if the
dialogue on teacher learning is to be more than just rhetoric.
The question of whether teachers view the effort involved in achieving
RPL worth the value of the resultant credential remains unanswered.
This question warrants further investigation.
THE BARRIERS TO PARTNERSHIPS
Conclusion
The common barriers would appear to be a lack of motivation for the
various stakeholders to communicate and the lack of vision by the same
stakeholders for the benefits that could stem from effective
partnerships.
Implications
The development of a shared vision among stakeholders requires time.
This time is necessary to allow those involved to explore and debate
the related issues. Ideally these relationships between stakeholders
need to already exist, if projects such as the NPDP are to be
effective.
There are issues peculiar to teacher professional associations that
need to be addressed if classroom teachers are to have the available
time to participate in the development and maintenance of professional
partnerships. In situations where the executive members of
professional associations are practising teachers, access to time has
both a personal and financial cost. Realistically, external sources of
funding will be the only means by which professional associations will
be able to support the costs of teacher release from class room duties
and travel and accommodation. This is where government or other
systemic agencies become important members of strategic alliances.
5.THE FUTURE
'What's in it for me?' could well be the cry from the individual
stakeholders when discussing the value of linking university
credentials with professional development activities. Teacher,
professional association, university and employing authority all need
to reflect on their individual motivation for seeking to link
university credentials to professional development activities.
This current research project has clearly demonstrated that it is
possible for professional associations to deliver professional
development activities at a level to warrant the achievement of a
university credential. It remains to be determined if there is real
worth for the individual stakeholders being involved in this level of
professional development. To answer the question of worth will
require a deeper exploration of individual stakeholder motivation for
supporting the linkage of credential and activity. A particular focus
of the exploration would be to quantify the strength of purpose and
level of commitment from the individual stakeholders seeking to
achieve the specific outcome of university credentialling.
There is also a need to more closely investigate the effective NPDP
partnerships. More focused research may allow the individual
ingredients of successful partnerships to be identified. This
information could be of value to professional development stakeholders
seeking to build meaningful partnerships.
Finally, a bigger research challenge rests in the investigation of
whether the educational outcomes for students are improved as a result
of their teachers participating in professional development activities
with associated university credentials. Isn't the enhancement of
student outcomes the ultimate test of any teacher professional
development activity?
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