title: The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals

authors: Capili-Balbalin, Wenefe

subjects: Professional learning communities

abstract: It is widely recognised that principals play an indispensable role in the professional development of teachers in schools. In the Philippines, principals encourage teachers to participate in the traditional and most common approach to professional development such as conferences, seminars, workshops, and training. Despite documented benefits of these traditional approaches to teacher professional development, recent studies show that many teachers find them insufficient, inconsistent, and sometimes they do not necessarily address teachers’ classroom needs. There is a growing body of literature that recognises the importance of teacher engagement through professional learning communities (PLCs) as a new approach to teacher professional development. Unlike traditional approaches to teacher professional development, PLCs redefine professional development from programmes that regard teachers as passive learners to programmes that regard teachers as active learners who are responsible for their own professional growth.  The study explored the roles and perspectives of secondary school principals in the development of PLCs in the Philippines. It is an underlying assumption that principals’ understanding of their roles in the implementation of teacher professional development policies in schools is central to the formation of PLCs. This raised two important questions that principals needed to contemplate: How did they view and implement national policies on teacher professional development in the school level? And, how did they perceive and establish PLCs in their schools?  The study utilised a qualitative research methodology based on an interpretive paradigm. Through the use of semi-structured interviews alongside policy analysis, three main themes emerged: lack of continuing teacher professional development programmes in the Philippines; varying views of principals in the development of PLCs in schools; and, effective leadership styles as key to support continuing professional development of teachers. The lack of continuing teacher professional development programmes suggests that principals in the study failed to establish PLCs in their schools. This offers some important insights on the leadership experiences of principals in the implementation of national policies on professional development and how it affects their roles in supporting teachers’ continuing professional development. The study also reinforces theories around strong influence of school leadership in the formation of PLCs, particularly in developing countries such as the Philippines. This is an important issue for future work, as top-down leadership continuously predominates in school organisations in the Philippines. Further work is recommended to investigate the implications of this for the confidence level of principals in their leadership in the context of secondary schools in the Philippines.

text: The Development of Professional Learning Communities (PLCs) in the Philippines: Roles and Views of Secondary School Principals It is widely recognised that principals play an indispensable role in the professional development of teachers in schools. In the Philippines, principals encourage teachers to participate in the traditional and most common approach to professional development such as conferences, seminars, workshops, and training. Despite documented benefits of these traditional approaches to teacher professional development, recent studies show that many teachers find them insufficient, inconsistent, and sometimes they do not necessarily address teachers’ classroom needs. There is a growing body of literature that recognises the importance of teacher engagement through professional learning communities (PLCs) as a new approach to teacher professional development. Unlike traditional approaches to teacher professional development, PLCs redefine professional development from programmes that regard teachers as passive learners to programmes that regard teachers as active learners who are responsible for their own professional growth.  The study explored the roles and perspectives of secondary school principals in the development of PLCs in the Philippines. It is an underlying assumption that principals’ understanding of their roles in the implementation of teacher professional development policies in schools is central to the formation of PLCs. This raised two important questions that principals needed to contemplate: How did they view and implement national policies on teacher professional development in the school level? And, how did they perceive and establish PLCs in their schools?  The study utilised a qualitative research methodology based on an interpretive paradigm. Through the use of semi-structured interviews alongside policy analysis, three main themes emerged: lack of continuing teacher professional development programmes in the Philippines; varying views of principals in the development of PLCs in schools; and, effective leadership styles as key to support continuing professional development of teachers. The lack of continuing teacher professional development programmes suggests that principals in the study failed to establish PLCs in their schools. This offers some important insights on the leadership experiences of principals in the implementation of national policies on professional development and how it affects their roles in supporting teachers’ continuing professional development. The study also reinforces theories around strong influence of school leadership in the formation of PLCs, particularly in developing countries such as the Philippines. This is an important issue for future work, as top-down leadership continuously predominates in school organisations in the Philippines. Further work is recommended to investigate the implications of this for the confidence level of principals in their leadership in the context of secondary schools in the Philippines.

year: 2017

title: Managed retreats by whom and how? Identifying and delineating governance modalities

authors: Hanna, Christina Jane

subjects: Managed retreat

abstract: Managed retreat has become a compelling policy imperative as climate change exacerbates socio-natural hazard risks and imminent harm looms for exposed communities. Retreats may be initiated over different times and scales using various instruments by actors, from the state to the private sector and civil society. However, in the absence of a coherent strategic vision, guiding frameworks, and capacity to manage retreats, at-risk communities, their elected representatives, policy makers, and planners are compelled to embark on retreat governance experiments. Consequently, retreat is perceived as a ‘high regrets’ policy imperative with potentially adverse impacts for community wellbeing, as well as political and professional risks. To help translate managed retreat rhetoric into reality, this paper presents a governance framework that acknowledges the multiplicity of ‘managed retreats.’ Using examples from Aotearoa-New Zealand, we identify and delineate retreat modalities and clarify terminology, converging our framework with the international mobility literature to harness the valuable lessons from decades of human mobility practice.

text: Managed retreats by whom and how? Identifying and delineating governance modalities Managed retreat has become a compelling policy imperative as climate change exacerbates socio-natural hazard risks and imminent harm looms for exposed communities. Retreats may be initiated over different times and scales using various instruments by actors, from the state to the private sector and civil society. However, in the absence of a coherent strategic vision, guiding frameworks, and capacity to manage retreats, at-risk communities, their elected representatives, policy makers, and planners are compelled to embark on retreat governance experiments. Consequently, retreat is perceived as a ‘high regrets’ policy imperative with potentially adverse impacts for community wellbeing, as well as political and professional risks. To help translate managed retreat rhetoric into reality, this paper presents a governance framework that acknowledges the multiplicity of ‘managed retreats.’ Using examples from Aotearoa-New Zealand, we identify and delineate retreat modalities and clarify terminology, converging our framework with the international mobility literature to harness the valuable lessons from decades of human mobility practice.

year: 2021

title: Ngā Hua a Tāne Rore: The Benefits of Kapa Haka.

authors: Pihama, Leonie

abstract: This report presentsthe findings of scoping research that is focused on developing a research agenda that will enable a greater understanding of the value and contribution of kapa haka to Aotearoa New Zealand society, and which explores the multiple ways in which we may view the value and contribution of kapa haka within cultural, social and economic contexts.
• There was a unanimous and resounding view that kapa haka does indeed make a valuable contribution to Aotearoa New Zealand society, but that its value is not fully understood or acknowledged within Aotearoa New Zealand.
• The most important components of kapa haka are its intrinsic link to culture and Māori identity, and the essential element of whanaungatanga, the importance of people and connectedness.
• Kapa haka has a dynamic role as a vehicle for the revitalisation and retention of te reo, tikanga, ritual processes and histories.
• It is perceived as a gateway into the culture for Māori who are disengaged from their marae/hapū/iwi, as well as as a safe, inclusive activity through which all New Zealanders can engage with Māori culture.
• Kapa haka is seen as a medium for fostering a richer, more cohesive and inclusive society in Aotearoa New Zealand. As such, it makes a major contribution to building and strengthening New Zealand’s nationhood.
• Kapa haka makes a significant contribution to New Zealand’s national identity and how we are represented and viewed internationally. It provides an effective platform for creating meaningful connections with other nations and peoples.
• Māori culture/kapa haka is increasingly utilised to add value to many forums, both formal and informal, within the public and government sectors. This was seen by some to reflect a more embracing attitude toward Māori cultural protocols as a normal part of New Zealand’s social fabric.
• Kapa haka is not, however, being given the status or respect it deserves as a cultural icon. Because its significance is not well understood by non-Māori, particularly at the level of government, it is often treated in a tokenistic way.
• A major component of kapa haka is its power to effect wellbeing, and to positively transform the lives of individuals and communities. A strength of the movement towards increased health and fitness within kapa haka is that it is achieved collectively.
• An important social benefit of kapa haka is that it provides a positive, disciplined, strength-based environment for rangatahi.
• Kapa haka is having a powerful, transformative impact on social outcomes through the BMPA (Māori performing arts degree), which enables people involved in kapa haka who would otherwise never have considered tertiary education as an option, to embark on that journey and exceed their
own expectations.
• An overall feeling of optimism about the future of kapa haka was tempered by the conviction that there was much more potential to be explored within the realm of kapa haka, particularly in terms of its social benefits.
• The myriad benefits of kapa haka within school environments, including improved learning outcomes, were clearly attested to. However, some barriers to realising those improved outcomes were also identified.
• Some participants were very sure ofthe economic value of kapa haka to Aotearoa. Whilemost of them were less able to articulate specific economic outcomes, they nonetheless had a definite sense of the link between the cultural, social and economic, and that that was ofsignificant value.
• The immense value of ‘culture-to-culture’ relationships was identified, with Maōri culture, including kapa haka, playing a significant role in laying the foundations for lasting trade relationships with other nations, and other cultures.
• Two significant and largely unacknowledged areas of economic contribution were identified: the ‘silent’ economy generated by kapa haka activities; and the extensive ‘productivity’ activity around voluntary workers involved in kapa haka.
• There was an overall view that the economic potential of kapa haka is underestimated and needs to be explored more fully, including the potential for engagement with New Zealand’s private sector.
• A recurrent theme that emerged around the value of kapa haka was to do with how we should go about measuring the value of culture, knowledge and art, and how ‘value’ itselfshould be defined and measured.
• Economic challenges were identified, especially in terms of financial hardship for those involved in kapa haka at the competitive level. It was also noted, however, that kapa haka communities are naturally adept and endlessly resourceful at generating funds.
• The issue of sustainability was raised by some participants who were concerned that kapa haka should be supported at every level into the future, and not just at the high-end competitive level.
• Of fundamental importance was that the growth and development of kapa haka should take place within the context of the acceptance and embracing of Māori culture as an integral component of New Zealand identity and nationhood.

text: Ngā Hua a Tāne Rore: The Benefits of Kapa Haka. This report presentsthe findings of scoping research that is focused on developing a research agenda that will enable a greater understanding of the value and contribution of kapa haka to Aotearoa New Zealand society, and which explores the multiple ways in which we may view the value and contribution of kapa haka within cultural, social and economic contexts.
• There was a unanimous and resounding view that kapa haka does indeed make a valuable contribution to Aotearoa New Zealand society, but that its value is not fully understood or acknowledged within Aotearoa New Zealand.
• The most important components of kapa haka are its intrinsic link to culture and Māori identity, and the essential element of whanaungatanga, the importance of people and connectedness.
• Kapa haka has a dynamic role as a vehicle for the revitalisation and retention of te reo, tikanga, ritual processes and histories.
• It is perceived as a gateway into the culture for Māori who are disengaged from their marae/hapū/iwi, as well as as a safe, inclusive activity through which all New Zealanders can engage with Māori culture.
• Kapa haka is seen as a medium for fostering a richer, more cohesive and inclusive society in Aotearoa New Zealand. As such, it makes a major contribution to building and strengthening New Zealand’s nationhood.
• Kapa haka makes a significant contribution to New Zealand’s national identity and how we are represented and viewed internationally. It provides an effective platform for creating meaningful connections with other nations and peoples.
• Māori culture/kapa haka is increasingly utilised to add value to many forums, both formal and informal, within the public and government sectors. This was seen by some to reflect a more embracing attitude toward Māori cultural protocols as a normal part of New Zealand’s social fabric.
• Kapa haka is not, however, being given the status or respect it deserves as a cultural icon. Because its significance is not well understood by non-Māori, particularly at the level of government, it is often treated in a tokenistic way.
• A major component of kapa haka is its power to effect wellbeing, and to positively transform the lives of individuals and communities. A strength of the movement towards increased health and fitness within kapa haka is that it is achieved collectively.
• An important social benefit of kapa haka is that it provides a positive, disciplined, strength-based environment for rangatahi.
• Kapa haka is having a powerful, transformative impact on social outcomes through the BMPA (Māori performing arts degree), which enables people involved in kapa haka who would otherwise never have considered tertiary education as an option, to embark on that journey and exceed their
own expectations.
• An overall feeling of optimism about the future of kapa haka was tempered by the conviction that there was much more potential to be explored within the realm of kapa haka, particularly in terms of its social benefits.
• The myriad benefits of kapa haka within school environments, including improved learning outcomes, were clearly attested to. However, some barriers to realising those improved outcomes were also identified.
• Some participants were very sure ofthe economic value of kapa haka to Aotearoa. Whilemost of them were less able to articulate specific economic outcomes, they nonetheless had a definite sense of the link between the cultural, social and economic, and that that was ofsignificant value.
• The immense value of ‘culture-to-culture’ relationships was identified, with Maōri culture, including kapa haka, playing a significant role in laying the foundations for lasting trade relationships with other nations, and other cultures.
• Two significant and largely unacknowledged areas of economic contribution were identified: the ‘silent’ economy generated by kapa haka activities; and the extensive ‘productivity’ activity around voluntary workers involved in kapa haka.
• There was an overall view that the economic potential of kapa haka is underestimated and needs to be explored more fully, including the potential for engagement with New Zealand’s private sector.
• A recurrent theme that emerged around the value of kapa haka was to do with how we should go about measuring the value of culture, knowledge and art, and how ‘value’ itselfshould be defined and measured.
• Economic challenges were identified, especially in terms of financial hardship for those involved in kapa haka at the competitive level. It was also noted, however, that kapa haka communities are naturally adept and endlessly resourceful at generating funds.
• The issue of sustainability was raised by some participants who were concerned that kapa haka should be supported at every level into the future, and not just at the high-end competitive level.
• Of fundamental importance was that the growth and development of kapa haka should take place within the context of the acceptance and embracing of Māori culture as an integral component of New Zealand identity and nationhood.

year: 2014