International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
nothing better, as long as the mentor is guiding you in the right direction and has the skills to help you get where
you need to go” (Brown, 2003, p. 35).
The Wallace Foundation highlights the increased prevalence of principal mentorship programs in the U.S.
While they regard this as a welcome trend, their research is an illustration that “many if not most existing
mentoring programs are falling well short of their potential” (Wallace Foundation, 2007, p. 3). Common failings
in mentorship programs are identified as vague or unclear goals, insufficient focus on instructional leadership,
insufficient time or duration, lack of meaningful data, and underfunding. Hallmarks of successful programs
include high-quality training, adequate funding, adequate duration, and a clear goal—“to provide new principals
with the knowledge, skills and courage to become leaders of change who put teaching and learning first in their
schools” (Wallace Foundation, 2007, p. 4). They cite benefits of mentoring not only for the mentee, but also for
the mentor and the learning organization (Wallace Foundation, 2007, p. 6).
Professional Development in Government Schools in the UAE
Stephenson, Dada, and Harold (2012) used a longitudinal case study approach to identify themes and focal
content areas during the implementation of a teacher-leadership development program. The objective of the PD
project was to “develop teacher leadership capacity at the school level through a collaborative action research
model, which draws on theories of social learning” (Stephenson et al., 2012, pp. 54–55). Shared leadership was
found to be important to success, while some cultural factors limited its effects. A lack of trust (e.g., a fear that
work would be “re-appropriated to others’ credit”), fear that participants were being evaluated by supportive
observers, and participants’ need to “‘maintain’ face by claiming that they already knew everything and that the
workshops included ‘nothing new for them’” were observed to detract from the effects of the projects
(Stephenson et al, 2012, pp. 58–59). They observed that during the course of the project, [participants] overcame
cultural issues and began collaboratively to create shared assumptions, values, and beliefs.
Stephenson (2010) writes about applying the principles of “a range of professional learning models including
an action research (AR) model and a communities of practice (CoP) model” in four professional development
projects in UAE.. Across the projects, building relationships and fostering collaboration were identified as
important factors in the success of the project. Some limiting factors were participants’ desires for “templates or
‘recipes’ for how to do things rather than work through tasks together. Other participants indicated that they only
valued professional development as workshops, where experts provided their input and their role was one of
information receiver” (Stephenson, 2010, pp. 154–155). The author concludes by stating, “In the UAE there has
been an over emphasis on the one-off workshop model of professional development. […] However, times are
changing … [and] there are many more opportunities to implement … a collaborative practice-based model.”
(Stephenson, 2010, p.155) In a research base that is very narrow, Stephenson provides valuable insight into the
climate and culture of PD in Abu Dhabi.
PURPOSE OF THE STUDY
The purpose of this study is to explore participant perceptions of the effectiveness of the [XXXX]
Professional Development Program. Secondary considerations are participant perceptions of the cultural and
contextual appropriateness of the [XXXX] Professional Development Program.
Setting
The [XXXX] Professional Development Program is a joint venture between a local university and ADEC. To
conduct the interviews, in all but one case, I travelled to the participants’ schools and met with them in their
offices. One interview was conducted at the ADEC offices, at the request of the participant.
Participants
All nineteen participants in the [XXXX] Professional Development Program were hand selected to take part
in the program sponsored by ADEC leadership, through a rigorous interview and vetting process. All of the
participants in the program speak English well, which precluded the necessity for translation in the study.
Program participants are newly designated acting vice-principals. All of the participants are Emirati women who
currently work in ADEC government schools. The researcher obtained permission to discuss the project with the
program participants after obtaining IRB approval and the appropriate approvals from the ADEC Research
Office. Despite the fact that all nineteen program participants were invited to participate in the study, only four
participants elected to do so. All participants who indicated their willingness to participate were included in the
316