The Chinese University of Hong Kong

Faculty of Education
BEd Programme (2016-2017)

Course Title: EDUC 3260 Teacher Development and Leadership

Time: Semester 1, Monday, 4:30p.m.-6:15p.m. ; Wednesday, 4:30p.m. to 6:15p.m.
Venue: CKB109
Lecturer: Professor Wong Lai Ngok, Jocelyn

Room HTB414, Tel: 39436955, email: jlnwong@cuhk.edu.hk

Course Description
Teachers are expected to play multiple roles in the education reform process. Shifting
expectations require teachers to have a firm understanding of how schools operate and how
reforms affect their roles both in and outside of the classroom. To effectively reshape their
work in line with growing expectations, teachers must understand the current reality of
school administration, their own personal weaknesses, commit to career-long professional
development and consider strategies for maximizing their effectiveness. This course is
designed to help teachers understand and shape their roles in a reform environment. In others
words it aims to help teachers become leaders of their own professionalism. It does this in
two ways. First, its aims to nurture teachers awareness of their own professional growth and
how they can maximize the latest opportunities available in this area. Second, it helps
teachers understand life in schools undergoing reform and the effect this can have on their
professional life. Topics covered in the course are: understanding teachers role and the
complexity of the school organization, developing personal mastery and personal vision in
education, systems thinking and problem solving in the organization and in the classroom,
learning shared vision and team learning skills, leading and managing change in school, etc.

Learning Outcomes
At the end of this course, students should be able to:
1. understand recent educational reforms and their impacts on Hong Kongs education
system;
2. analyze influential factors of the development of teaching profession;
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3. examine teachers role to key aspects of changes required under reform contexts;
4. devise an individualized professional development plan within school contexts;
5. reflect on and improve their individual practices.
Course Schedule
Lecture

Date

Topic
Introduction

Lecture 1

5 Sept 2016

Teachers in a changing world and teacher competencies

Personal initiatives in teacher development

Lecture 2

12 Sept 2016

Stages of teacher development and personal growth

Lecture 3

14 Sept 2016

Teacher roles, identities and teaching as a profession

Organizational learning and school-based support in
teacher development

Lecture 4

19 Sept 2016

School culture: Conflicts, collaboration and micro-politics in

schools

Lecture 5

21 Sept 2016

Continuing professional development in schools and different

types of teacher professional development

Lecture 6

26 Sept 2016

Collaborative relationship and organizational culture in

schools: development of teacher learning communities

Lecture 7

28 Sept 2016

Teacher leadership and team work

Policy initiatives in teacher development

Lecture 8

3 Oct 2016

Quality assurance, teacher appraisal and teacher development

Lecture 9

5 Oct 2016

Collaborative relationship and working with various

stakeholders
Reflection and teacher development

Lecture 10

12 Oct 2016

Issue 1 Individual education philosophy

Lecture 11

17 Oct 2016

Issue 2 Mentoring and lesson study

Lecture 12

19 Oct 2016

Issue 3 Action Research

Beginning teachers and school-based professional
development

Lecture 13

24 Oct 2016

Concerns of beginning teachers: Learning from the first year

of school life

Key concepts
Lecture 1: Teacher Competencies Framework (TCF) and effective teachers
Lecture 2: Teacher development and Hubermans model
Lecture 3: Teachers roles, identity construction and emotion
Lecture 4: School culture, Hargreavess teaching culture in schools and micro-politics
Lecture 5: Types of continuing professional development
Lecture 6: School improvement, teacher learning, culture of inquiry and learning
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communities
Lecture 7: Professional capital, team building and teacher leaders
Lecture 8: Quality assurance and teacher appraisal
Lecture 9: Educational stakeholders and parentocracy
Lecture 10: Reflection, education philosophy and professional portfolio
Lecture 11: Reflective practice and mentoring
Lecture 12: Reflective practice, lesson study and action research
Lecture 13: Needs of novice teachers and stress
Learning Activities
Lectures and group discussions will be used to facilitate students to achieve the expected
learning outcomes. Students will have basic understanding of key concepts of teacher
growth, their professional needs and influential factors, including both individual and
organizational levels, of the development of teachers from lectures. They will be able to put
theories into practice through case analysis. Group discussions on the strengths and
weaknesses of various models of school-based professional development for teachers will be
used to enhance student interactions in class. Individual consultation will also be used to
assist students having an in-depth understanding of related concepts based on an interactive
approach.
Activities

Percentages

Lecture
Group discussion and activities
Case studies and analysis
Individual consultation

60%
10%
20%
10%

Assessment Scheme
The following assessment tasks are used to gauge student attainments of the expected
learning outcomes. Course assessment includes completion of one group book review, one
individual assignment and participation in class discussions and activities.
Class
participation aims at enhancing students understanding of related concepts through peer
group discussions and case analysis. Students are required to submit a group book review
which helps them to reflect on teachers roles and teachers development plan(s) within
school contexts. Individual essay aims at helping students to demonstrate their mastery of
the key concepts, reflect on roles of teachers and explore possible ways to improve their
individual practices. Details of each assignment are as follows:
1. Class participation (10%)
Participants are required to participate in class discussions and activities
2. Group book review (30%): Book review with reference to Teachers Competencies
Framework (TCF)(2003)
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Participants are required to work in group of FOUR to FIVE.

The purpose of the book

review is to have participants share their views and reflect on the ideas presented in ONE
of the following books with reference to TCF:
Day, C. (2004). A passion for teaching. London: RoutledgeFalmer.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in
every school. London: Routledge.
Heck, S. & Williams, C. R. (1984). The complex roles of the teachers: An ecological
perspective. New York: Teachers college record.

(<<>>(1999)

:)
(2006)

(2004) : :

(2012)

Group book review should include the following aspects:

Critical review strengths and weaknesses of the book;
Reflection on career aspiration of a teacher within the context of educational
reform;
Implications on ways to enhance teacher competency by developing a
professional development plan
Summary of the content is not required
Deadline for submission: 5 Oct 2016; by 10:00p.m. (Wed) (Lecture 9)
Length of assignment: not more than 2,500 words
Language: paper can be written in either Chinese or English
LATE SUBMISSION WILL BE GRADED AS F

Assessment criteria of group book review paper are as follows:

1. Have clear understanding of TCF and the book (5%)
2. Understand recent educational reforms and their impacts on professional practices of
teachers (10%)
3. Critically examine and reflect on professional competency of teachers (10%)
4. Projection of development plan that connects with practice (5%)
4

3. Individual essay (60%)

Participants are required to submit an individual assignment which is in the form of a
critical essay. It requires participants to examine issues covered in the course. A
good literature review and critical personal comments or experiences are essential. It is
important to show that your analysis, reflections and recommendations are clearly
presented and well supported by the relevant literature.
the selected issue should refer to local context.

Discussion and reflection of

Deadline for submission: 14 December 2016 (Wed); by 10:00p.m.

Length of assignment: not more than 4,000 words
Language: paper can be written in either Chinese or English
The assignment should be submitted to Professor Wongs Assignment Collection Box
(No. C4) at G/F of Ho Tim Building.
LATE SUBMISSION WILL BE GRADED AS F

Your can choose any one of the options below:

1. Addressing the following issues by comparing two professional development
plans/programmes of teachers in two local schools:
What are the strengths and weaknesses of these plans/ programmes?
Which plan/programme is better? Why?
What are difficulties, if any, to put these plans/programmes into practice?
How can these plans/programmes be revised in order to achieve a better result?
2. What are the roles and responsibilities of teachers with respect to the issues and
organizational changes related to a number of educational reforms (e.g. school-based
management, school self evaluation, curriculum changes etc) proposed by the
Education Bureau since 1990s?
What is (are) the most effective
mode(s)/programme(s) of professional learning that can help teachers to acquire their
new knowledge and skills to meet the new demands and challenges?
3. Please discuss the statement of Individualism is a common feature of teaching
culture and becomes a stumbling block of teachers professional development in
schools.
4. What is your view of good teachers and incompetent teachers? Please compare or
reflect on the stated view(s) and discuss possible ways to improve yourself based on
the relevant literature.
5

5.

Students are able to choose their own topic for the individual assignment.
(topic) that interests you or you consider worth discussing.

Any issue

You may discuss the

topic with the lecturer on or before Lecture 12 (19 Oct 2016, optional).

This issue

(topic) should include the following:

relates to any issues which has been addressed in the course
explores into and analyzes a current controversial issue
gathers sufficient information and data as supportive evidence to argue a case
For examples,
Compare professional development of two different subject teachers in Hong
Kong and identify the similarities and differences of their professional growth
Impacts of school culling on professional learning of teachers in Hong Kong
Compare two professional learning communities in one local school and how
they affect teacher development
Effects and problems of implementing lesson study in Hong Kong
Review the development of school-based learning communities in two local
schools
Assessment criteria of individual essay are as follows:
(a) The level of understanding of the topic (10%)
(b) Appropriateness of the theories or knowledge applied with at least THREE
references listed in the course outline and lecture notes (20%)
(c) The level of mastery, critique, and analysis (20%)
(d) Awareness of the implications for professional practice and for education in local
context (5%)
(e) Organization and format (APA format) (5%)
Grade Descriptors
Grade

Overall Performance

Outstanding performance on all learning outcomes

Very good performance on some learning outcomes

Good performance on some learning outcomes

Satisfactory performance on the majority of learning outcomes

Unsatisfactory performance on the majority of learning outcomes, or

failure to meet specified assessment requirements

Recommended readings:
*Books are reserved in CC Library*
Lecture 1: Teachers in a changing world and teacher competencies
Bergen, T. (2003). The role of teachers in a changing world: An international perspective.
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Research for Educational Reform, 8(1), 49-65.

Chee,W. C. (2012). Negotiating teacher professionalism: Governmentality and education
reform in Hong Kong. Ethnography and Education, 7(3), 327-344.
Choi, P. K. (2005). A Critical evaluation of education reforms in Hong Kong: Counting our
losses to economic globalization. International Studies in Sociology of Education, 15(3),
237-256.
Mausethagen, S. (2013). A research review of the impact of accountability policies on
teachers workplace relations. Educational Research Review, 9(1), 16-33.
Stillman, J. (2011). Teacher learning in an era of high-stakes accountability: Productive
tension and critical professional practice. Teachers College Record, 113(1), 133-180.
Valli, L. & Buese D. (2007). The changing roles of teachers in an era of high-stakes
accountability. American Educational Research Journal,44(3), 519-558.
Willins, C. (2011). Professionalism and the post-performative teacher: New teachers reflect
on autonomy and accountability in the English school system. Professional Development
in Education, 37(3), 389-409.

(2006)

(2012)

Lecture 2: Stages of teacher development and personal growth

Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer,
Chapter 3.
Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter:
Connecting lives, work and effectiveness. New York: The Open University Press. Chapter
5.
Huberman, M. (1992). Teacher development and instructional mastery, in A. Hargreaves, &
M. Fullan (Eds.) Understanding teacher development (pp.122-142). New York: Teachers
College Press.
Tsui, A. B. M. (2003). Understanding expertise in teaching: Case studies of ESL teachers.
Cambridge: Cambridge University Press.
Tsui, A.B.M. (2009). Distinctive qualities of expert teachers. Teachers and Teaching: Theory
and Practice, 15(4), 421-439.

(2005)<<>>

Lecture 3: Teacher roles, identities and teaching as a profession

Ball, S. J. (2003) The teachers soul and the terrors of performativity, Journal of Education
Policy, 18 (2), 215-228.
Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer,
Chapter 2.
Day, C. (2004). A passion for teaching. London: RoutledgeFlamer.
7

Hargreaves, A. (2000) Four ages of professionalism and professional learning, Teachers and
Teaching: Theories and Practice, 6 (2), 151-182.
Sachs, F. (2003). The activist teaching profession. Buckingham: Open University Press.
Chapter 7-8.
Lecture 4: School culture: Conflicts, collaboration and micro-politics in schools
Achinstein, B. (2002). Conflict amid community: The micropolitics of teacher collaboration.
Teachers College Record, 104(3), 421-455.
Bidwell, C. E., Frank, K. A., & Quiroz, P. A. (1997). Teacher types, workplace controls and
the organization of schools. Sociology of Education, 70(4), 285-307.
Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter:
Connecting lives, work and effectiveness. New York: The Open University Press. Chapter
6 & 11.
Fullan, M. & Hargreaves, A. (1996). Whats worth for fighting for in your school. New York:
Teachers College.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity.
New York: Teachers College. Chapter 5.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every
school. London: Routledge.
Honingh, M. E. & Hooge, E. H. (2009). Reconsidering the tension between bureaucracy and
professionalism in publicly and privately funded schools. School Leadership and
Management, 29(4), 405-420.
Rosenholtz, S. J. (1991). Teachers workplace: The social organization of school. New York:
Teachers College Press.

(2007)<><>
37-41

Lecture 5: Continuing professional development in schools and different types of

teacher professional development
Craft, A. (1996). Continuing professional development: A practical guide for teachers and
students. London: The Open University and Routledge. Chapter 1.
Darling-Hammond, L. (1996) The quiet revolution: rethinking teacher development,
Educational Leadership, 53 (6), 4-10.
Guskey, T. R. (2002) Professional Development and Teacher Change. Teachers and Teaching:
theory and practice, 8(3/4), 381-391.
Little, J. W. (2001) Professional development in pursuit of school reform, in: A. Lieberman &
L. Miller (Eds) Teachers caught in the action: professional development that matters (pp.
23-44). New York: Teachers College.
Trent, J. (2011). The professional development of teacher identities in Hong Kong: Can a
short-term course make a difference? Professional Development in Education, 37(4),
613-632.
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Wong, J. L. N. & Tsui, A. B. M. (2007). How do teachers view the effects of school-based
in-service learning activities? A case study in China. Journal of Education for Teaching,
33 (4), 457-479.
Lecture 6: Collaborative relationship and organizational culture in schools:
Development of teacher learning communities
Birman, B. F., Desimone, L., Porter, A.C. & Garet, M.S. (2000), Designing professional
development that works. Educational Leadership, 57(8), 28-33.
Brandt, R. (2003). Is this school a learning organization? 10 ways to tell. Journal of Staff
Development, 24(1), 10-16.
Dooner, A., Mandzuk, D., & Clifton, R. A. (2008). Stage of collaboration and the realities of
professional learning communities. Teaching and Teacher Education, 24(3), 564-574.
Imants, J. (2002). Restructuring schools as a context for teacher learning. International
Journal of Educational Research, 37(8), 715-732.
McLaughlin, M. W. & Talbert, J. E. (2006). Building school-based teacher learning
communities. New York: Teachers College.
Nehring, J., & Fitzsimons, G. (2011). The professional learning community as subversive
activity: Countering the culture of conventional schooling. Professional Development in
Education, 37(4), 513-535.
Servage, L. (2008). Critical and transformative practices in professional learning
communities. Teacher Education Quarterly, 35(1), 63-77.
Wong, J. L. N. (2010). Searching for good practice in teaching: A comparison of two
subject-based professional learning communities in a secondary school in Shanghai.
Compare, 40(5), 623-639.

2010<><<
>> 1 61-90
(2006)<><
> 5B 26-27

Lecture 7: Teacher leadership and team building

Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass.
Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every
school. London: Routledge.
Harris, A. & Mujis, D. (2005). Improving schools through teacher leadership. London: Open
University Press.
Leithwood, K., Jantzi, D. & Steinbach, R. (2006). Changing leadership for changing times.
Maidenhead: Open University Press. Chapters 7 & 10.
Miller, L. & Lieberman, A. (2004). Teacher leadership. San Francisco: Jossey-Bass.
Stoll, L. & Fink, D. (2003). Changing our schools. Berkshire: Open University Press.

(2006)<:
><> 9A 54-57
9

(2010)<><<>>
34-37
Lecture 8: Quality assurance, teacher appraisal and teacher development
Darling-Hammond, L. (2003). Standards, accountability and school reform. Teachers College
Record, 106(6), 1047-1085.
Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer,
Chapter 5.
Elmore, R. F. (2008). School reform from the inside out: Policy, practice and performance.
Cambridge: Harvard Education Press. Chapters 3 & 4.
Knapp, M. S., Fieldman, S. B. (2012). Managing the intersection of internal and external
accountability: Challenge for urban school leadership in the United States. Journal of
Educational Administration, 50(5), 666-694.
Tang, S. Y. F., & Choi, P. L. (2004). The development of personal, intercultural and
professional competence in international field experience in initial teacher education.
Asia Pacific Education Review, 5(1), 50-63.
Ying, R. J. & Hendricks-Lee, M. S. (2000). The language of standards and teacher education
reform. Journal of Education Policy, 14(1), 94-106.
Lecture 9: Collaborative relationship and working with various stakeholders
Day, C. (1999). Developing teachers: The challenges of lifelong learning. London: Falmer,
Chapter 8.
Epstein, J. (2009). A comprehensive framework. In J. Esptein and associates (Eds.), School,
family and community partnerships: Your handbook for action. California: Corwin
Press, Inc. Chapter 1
Falk, B. (2001). Professional learning through assessment. In A. Lieberman & L. Miller
(Eds.), Teachers caught in the action: Professional development that matters (pp.
118-140). New York: Teachers College.
Tileston, D. (2004). What every teacher should know about: The profession and politics of
teaching. Thousand Oaks: Corwin Press.

(2005)<: ><<>>
1-20
(2007)

Lecture 10: Reflection and teacher development (1): Developing individual education
philosophy
Knight, G. R. (1998). Issues and alternatives in educational philosophy. Berrien Springs:
Andrews University Press. Chapter 8.
Loughran, J. J. (2002). Effective reflective practice: In search of meaning in learning about
teaching. Journal of Teacher Education, 53(1), 33-43.
Schon, D. A. (1987). Educating the reflective practitioner: Towards a new design for
10

teaching and learning in the professions. San Francisco: Jossey-Bass.

Stigler, J. W., & Hiebert, J. (1999). The teaching gap: Best ideas from the worlds teachers
for improving education in the classroom. New York: The Free Press.

(2006)<>
9-35
Lecture 11: Reflection and teacher development (2): Mentoring and lesson study
Hobson, A. J. & Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning
teachers: What we know and what we dont. Teaching and Teacher Education, 25(1),
207-216.
Lam, S. F., Yim, P. S. & Lam, T. W. H. (2002). Transforming school culture: Can true
collaboration be initiated? Educational Research, 44(2), 181-195
Mutton, T., Hagger, H., Burn, K. (2011). Learning to plan, planning to learn: The developing
expertise of beginning teachers. Teachers and Teaching, 17(4), 399-416.
Pang, M. F. (2006). The use of learning study to enhance teacher professional learning in
Hong Kong. Teaching Education, 17(1), 27-42.
Wang, J. (2001). Contexts of mentoring and opportunities for learning to teach: A
comparative study of mentoring practice. Teaching and Teacher Education, 17(1),
51-73

(1999)<<>> :

(2009) < Lesson Study ><<

>> 165-183
(1998)<<>>
(2007)<><<
>> 158 130-140

Lecture 12: Reflection and teacher development (3): Action research

Berger, G. B.., Boles, K. C. & Troen, V. (2005). Teacher research and school change:
Paradoxes, problems and possibilities. Teaching and Teacher Education, 21, 93-105.
Burbank, M. D. & Kauchak, D. (2003). An alternative model for professional development:
Investigations into effective collaboration. Teaching and Teacher Education, 19(5),
499-514.
Hardy, I, & Ronnerman, K. (2011). The value and valuing of continuing professional
development: Current dilemmas, future directions and the case for action research.
Cambridge Journal of Education, 41(4), 461-472.
Sachs, F. (2003). The activist teaching profession. Buckingham: Open University Press.
Chapter 5.
Wong, J. L. N. (2014). How does writing publications help professional development of
teachers? A case study in China. Journal of Education for Teaching, 40(1), 78-93.

( 1 9 9 8 )
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2008<><<
>> 15-48
Lecture 13: Concerns of beginning teachers: Learning from the first year of school life
Chan, D.W. (2002). Stress, self-Efficacy, social support, and psychological distress among
prospective Chinese teachers in Hong Kong. Educational Psychology, 22(5), 557-569.
Choi , P. L., & Tang, S. Y. F. (2005). Role management strategies of beginning teachers in
Hong Kong. Teacher Development, 9 (3), 309-327.
Larrivee, B. (2000). Transforming teaching practice: becoming the critically reflective
teacher. Reflective Practice, 1(3), 293-307.

2003<><<>>
28 129-144
Others materials: Policy document
Advisory Committee on School-based Management. (2000). Transforming schools into
dynamic and accountable professional learning communities: School-based management
consultation document. Hong Kong: Hong Kong Government Printer.
COTAP, Hong Kong. (2009). Professional development for beginning teachers: An induction
tool kit. Hong Kong: Hong Kong Government Printer.
COTAP, Hong Kong. (2003). Towards a learning profession: The teacher competencies
framework and the continuing professional development of teachers. Hong Kong: Hong
Kong Government Printer.
Curriculum Development Council (2001). Learning to learn: Life-long learning and
whole-person development. Hong Kong: Hong Kong Government Printer.
Hong Kong Government. (2002). Performance indicators for Hong Kong schools. Hong
Kong: Quality Assurance Division of Education Department.
Education Commission. (2002). Reform proposals for the education system in Hong Kong.
Hong Kong: Hong Kong Government.
Feedback for evaluation
Channels to collect students feedback are threefold:
1. Feedback from students to be collected via course-end evaluation and
2. Email exchanges
3. Feedback gathered during and after lessons
Academic honesty and plagiarism
1. Each student must upload before 5 Oct 2016 and 14 Dec 2016 a soft copy of the
completed assignment to the plagiarism detection engine VeriGuide, at the URL:
https://veriguide1.cse.cuhk.edu.hk/cuhk/
2. The system will issue a receipt which also contains a declaration of honesty, which is the
same as that in http://www.cuhk.edu.hk/policy/academichonesty
The declaration should be signed, and the receipt stapled to a hard copy of the assignment,
which should be handed in to Professors Wong Assignment collection box (G/F Ho Tim
Building) by 5 Oct 2016 and 14 Dec 2016
12