Abstract:

Research on novice teachers has revealed the importance of a systematic plan of professional development to enable new entrants to make the transition from student teacher to newly qualified teacher (Gordon & Maxey, 2000; Serpell, 2000; Lynn, 2002; Holloway, 2004; Wong Britton, & Ganser, 2005; Smith and Ingersoll, 2004; Evertson and Smithey, 2000). Guskey (2000) goes on to state that professional development is the; “process and activities designed to enhance the professional knowledge, skill and attitude of educators so that they might, in turn, improve the learning of students” (p.16).

Opportunities for newly qualified practitioners in Saudi Arabia to enhance their classroom practice are very limited given the absence of sustained and progressive programs of continued professional development (CPD). This paper therefore draws upon on-going doctoral research that is examining the development and implementation of an early professional development program for NQTs (newly qualified teachers) in Saudi Arabia.

This paper focuses upon Phase 1 of the research, namely professional development program design. Facilitated by the lead researcher the planning and design of the professional development program was undertaken collectively by a “Steering Group” which consisted of a number of key stakeholders who volunteered to take part in the research. The Steering Group’s task was to identify the essential content of the CPD program, develop appropriate sessions with resources, and present activities and strategies aimed at supporting teachers in their first three months of teaching. The program also included specific teaching and learning ideas for newly qualified teachers to consider transferring to their classroom. This paper shares the views and experiences of individual members within the Steering Group during and after the program design stage.

Data were gathered through direct observation of the Steering Group planning meetings and semi-structured interviews with individual Steering Group Members after the program had been developed.

Data indicated that whilst individual Steering Group members initially sought to influence the broader direction of the CPD program, all participants appreciated opportunities to debate the philosophy of the program, the content of individual sessions, its delivery and specific activities. Whilst reaching a degree of consensus on the professional development program was not easy, Steering Group members offered many examples of ‘new learning’s’ which had emerged as a consequence of working alongside other stakeholders interested in newly qualified teacher induction and development.

Steering Group members were adamant that similar work should continue and be replicated in other parts of Saudi Arabia, but at the same time they discussed a number of challenges for this objective to be reached. This paper argues that there is much to be learned concerning the “collective authorship” of CPD programs and the need for a coordinated partnership between a range of stakeholders with common interest in new teacher induction and professional development in Saudi Arabia. Implications for future development of CPD programs both in and beyond Saudi Arabia are presented.

Keywords:

Professional development program, newly qualified teachers, CPD program design.