P.
    COURSE OUTLINE
    TITLE
    TIME
    EDUCATION 487/807 SUMMER SESSION
    PLANNING IN-SERVICE FOR SCHOOL
    IMPROVEMENT
    TUESDAY & THURSDAY. 8:30 - 12:30
    (July 8 -
    Aug.. 14)
    (There
    graduate
    will
    students
    be an additional
    enrolled In
    12
    807)
    contact hours
    for ?
    '1
    MPX 964119642
    ?
    !.
    Dr. Ray Bolam, University of
    Bristol, O.E..C.0. Consultafli
    Ian Andrews, Simon Fraser University.
    LOCATION
    INSTRUCTORS
    1.
    ?
    COURSE AIMS:
    This course In intended primarily for people with
    rSsponslblllty for,
    or a particular Interest in, professional development and the IntrodUction
    of change In schools, school districts and in-service
    providingigencles.
    It will aim to equip such participants with the
    theoretical and
    practical knowledge;
    (a)
    to analyse the effectiveness of contemporary
    Innovation strategies
    In education;
    (b)
    to analyse the actual and potential contribution Of
    In-service ?
    S
    programmes to school improvement;
    (c)
    to plan, Implement and evaluate such in-service
    progrmisssat school,
    district and providing agency levels;
    (d)
    to evaluate these Ideas comparatively In the light of contemporary
    International practice and research.
    2.
    ?
    CONTENT AND METHODS:
    Two main theoretical perspectives will be adopted;
    both drum from Or.
    Bolam's work with the Organisation of Economic Co-operation and
    Development.
    First, the school will be analysed as a problem-solving,
    self-renewing or
    'creative' social system and the characteristics of the Internal
    and external
    roles, procedures and support structures needed to achieve this
    end.wIll be
    considered. Second, In-service will be analysed as
    ?
    complex, innovation
    process involving key agencies, tasks, methods and users, at province, district
    and school levels, each with their own distinctive features
    and values. Roth
    theoretical perspectives will be illustrated and. criticised through the use of
    a variety of practical examples; thus the actual and potential conflict between
    the in-service needs of individual teachers and those
    of the school
    system
    will
    be considered in the Canadian and British case studies of school-focused In-
    service
    .
    ?
    I...,
    -2 -
    Topics to be considered within these theoretical
    perspectivl$
    will
    include:
    th
    e
    poli t
    ical, social and economic factors which influence in-
    service programmes; induction programmes for beginning teachers; school
    initiated, school-focus
    ed
    and school-base
    d
    programmes; the roles of teachers'
    centres, universities, supervisors and professional associations; training
    the trainers; evaluation techniques and problems; costing techniques a
    problems; and innovative methods (e.g. consultancy, clinical supervision
    and organisatlon development), roles (e.g. professional tutors, advisory-"
    teachers and communit
    y
    members) and perspectives (e.g. adult learning theory
    and recurrent education).
    The core task will be based on a case study of an in-service program
    from a school district within British Columbia. This case study has been
    prepared from data collected this Spring as part of a research project at
    Simon Fraser. The case study was designed to identify how In-service was
    planned and Implemented in the district and how its effectiveness is perceived
    by various aspects of the case study. For example, a course member with an
    Interest in district co-ordination will focus his/her attention of that
    aspect of the case study and could carry out an assignment on It. Similarly,
    a participant with an interest in school-based in-service could carry out
    his/her assignment on that aspect of the case study and possibly develop a
    framework for planning in-service policy at the school level.
    Use will also be made of examples drawn from ongoing research and
    development work in OECD member countries, including the United Kingdom,
    United States, Australia, Sweden and Holland, while reference will also be
    made to the contrasting experiences of the Third World, notably Pakistan and
    certain African countries.
    3.
    ASSIGNMEN
    TS
    :
    Assignments will be negotiated individually within a framework which
    will encourage participants to produce work which is relevant, practtcals
    and theoreticall
    y
    rigorous.
    4.
    COURSE MATERIALS:
    There will be no prescribed text
    required readings of both a theoretica
    Hence a $15.00 fee will be levied for
    but rather an extensive list of
    land practical nature will be presented.
    printed materials.

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