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Translating National Policies into Schoolwide Practices  

Watinee Amornpaisarnloet

One of the ultimate goals in improving students’ quality of life is to provide them with quality learning experiences in schools. This goal has led many developed and developing countries to establish educational policies that encourage school practitioners to implement systems and practices that maximize students’ positive outcomes in both special education and inclusive school settings. Policy initiatives have influenced schoolwide practices and processes in many ways to change the requirements of schools and implement new approaches. Schools are directed by policies and then either strengthen or hinder implementation. Translating policies into practices can be sometimes complex and difficult. Many schools are faced with implementation failure due to a variety of factors, ranging from teacher problems with confidence, skills, and knowledge or issues in adapting to the changed practices of larger systems. Meeting these challenges requires the involvement of teachers, schools, stakeholders, and policymakers to close the gaps between existent policies and actual school practices. One promising approach to closing the gaps is known as implementation science, which is centered on a systematic process to promote the adaptation of research-based practices and other evidence-based policies into a regular routine. Core components include ongoing coaching, staff selection and training, and support systems. These components need to be employed and sustained at a high level for successful implementation. To achieve better outcomes, schools and all stakeholders require a systematic process of transferring policies. Stages of implementation considered as a formal protocol include exploration, installation, initial implementation, full implantation, innovation, and sustainability. Community-wide efforts are required to improve the uptake and effectiveness of policies in school contexts.

Article

Place-Based Educational Leadership  

Noelle W. Arnold

Understanding, shaping, and mediating the unique contexts and communities in which schools are located offers a unique approach to educational-leadership preparation. The emerging frame of PLACE describes a place-based leading and learning framework for educational-leadership preparation that uses a combination of concept-based curricula that includes practice and problem-solving in context, bridging culture and community, arts and humanities pedagogies, creative evaluation and engagement, and leadership for context rather than for region that includes followership models. Place-based educational leadership focuses on context-based professional practice that has a direct bearing on the well-being of individuals in the school ecology and the larger ecologies in which they live and work.

Article

Interdisciplinary Professional Partnerships  

Poi Kee Low

With the growing diversity of professions working in schools, interdisciplinary partnership and collaboration are growing quickly the world over. Apart from traditional teaching and learning concerns, awareness of children and youth mental health issues and socio-emotional wellbeing, grew readily since the 2000s. Rising in tandem with this trend is the number of psychologists, social workers, and counselors joining educators to support children and young persons in schools. Challenges such as misconception of roles, differing perceptions as well as cross-disciplinary misunderstanding threaten to prevent concerned professionals in working collaborative to help children and young persons in need. Fortunately, this aspect of interdisciplinary partnership in schools gains the much-needed attention in research from Asia and the Middle East to Europe and the Americas. Models and frameworks suggesting best practices for interdisciplinary collaboration emerged in school psychology, counseling and social work literature. Also growing in tandem is research in methods of measurement and evaluation of such collaboration as well as studies on pre-service professional training on interdisciplinary collaborative skills in the related disciplines.

Article

Teacher Education in México  

Edmund T. Hamann, Juan Sánchez García, and Yara Amparo López López

While teaching and therefore teacher education in Mexico can, in one sense, be traced back to pre-Conquest Aztec military academies, the first significant expansion of Western-style schooling in Mexico occurred in the early 19th century, while the first substantial national efforts at teacher education date to the Porfiriato in the late 19th century. In the 100-plus-year history of teacher education in Mexico, attention has been episodic, has often reflected national refractions of ideas originating elsewhere, and has been centrally intertwined with national governmental efforts to shape what it means to be Mexican. Variously, teacher education has been buffeted by attempts to be Catholic, modern, secular, socialist, neoliberal, and globally competitive economically. In all of this, there has been a tension between centralist (focusing on Mexico City) and nationalist impulses, on the one hand (making teaching patriotic work and the teachers’ union part of the national government), and attention to regional variations, including Mexico’s indigenous populations, rural populations, and economic diversity, on the other. While Mexico’s more than two million teachers may all work in the same country, where one is trained (i.e., which escuela normal, or normal school), where one works (from public schools in affluent and stable neighborhoods to rural telesecundarias where resources are scarce and teachers are not expected to be content area experts), how many shifts one works (it is common for Mexican educators to work at more than one school to compensate for limited salary), which state one works in (funding varies significantly by state), and what in-service professional development one has access to all mean for variations in teacher preparation and teacher praxis.