https://doi.org/10.59132/vviz/2017/3/37-52
Povzetek
V članku predstavljamo načrtovanje profesionalnega razvoja strokovnih delavcev na osnovnih šolah. Proučili in raziskali smo prakso načrtovanja in ravnateljevo vlogo pri načrtovanju razvoja strokovnih delavcev. V raziskavo smo zajeli vse ravnatelje slovenskih osnovnih šol. Pokazala je, da je praksa načrtovanja profesionalnega razvoja različna. Ravnatelji se zavedajo pomembnosti povezanosti med profesionalnim razvojem strokovnih delavcev in razvojem šole in kot osnovo za načrtovanje profesionalnega razvoja izvajajo nekatere oblike evalvacije. Pomanjkljivosti pri načrtovanju, ki sta se nakazali z našo raziskavo, sta pomanjkanje znanj in veščin ravnateljev na področju načinov, kako profesionalni razvoj strokovnih delavcev povezati in uskladiti s potrebami šole kot celote, ter nesistematično spremljanje učinkov profesionalnega razvoja na delo z učenci.
Abstract
Professional Development Planning for Teaching Staff in Elementary Schools
This article describes the planning of the professional development of elementary school teaching staff. We have examined and studied the practice of planning and the headteacher’s role in planning the professional development of teaching staff. Our study covered all elementary school heads in Slovenia. It revealed they differ considerably in their practice of professional development planning. The heads realise the importance of the interconnectedness between the professional development of teaching staff and school development, and therefore perform certain forms of evaluation as a basis for professional development planning. The two weaknesses in planning, as indicated by our study, are the headteachers’ lack of knowledge and skills in relation to the ways of interrelating and coordinating the professional development of teaching staff with the needs of the school as a whole, as well as the unsystematic monitoring of the effects of professional development on working with students.