Professional Development, School Leadership, and International Schools

An examination of the literature on faculty professional development, finds that little research has been done on faculty development at international schools worldwide. Such research is important because the international school setting is a more complex and demanding environment for teachers, academically, socially, and psychologically, due to the cultural context and the high degree of mobility inherent in international communities. Different approaches to this type of research are discussed, including constructivist learning theory, and Sparks and Loucks-Horsley’s models of professional development. Any discussion of professional development must involve the issue of school leadership, which emphasizes that theory must be linked to practice. The creation of an appropriate learning environment that involves faculty input and feedback all within a supportive culture is important for a successful implementation of faculty development programs. When teachers are provided with tools and resources to pursue their goals while being encouraged to take ownership of their professional development, they feel that they have a voice and that their input is valued, rather than having a top-down approach by administrators. Encouraging collaboration and building a culture of support in international schools can ensure that teachers are continuously growing while contributing to a positive, collaborative culture.