1. Ready, Steady, Go! The Teacher as participant in school language policy Antoinette Camilleri Grima

2. What does a teacher bring to class?

3. Stakeholders  TeachersAdministratorsParents/carers Education authorities External agents

4. The teacher as a child Getting ready

5. The linguistic and cultural practices Inherit attitudes Formulate beliefs Develop habits

6. As a student-teacher Getting steady

7. Relevant factors: Choice of career Course structure Areas of study Opportunity for practice

8. Qualified teacher Go!

9. Practices Teacher deployment Role within the school Opportunity for personal development Sense of fulfilment

10. Angela BiographicalLongitudinalDevelopmentalEthnographicMalteseRepresentative

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12. Teacher baggage  Bi-dialectal Bilingual Plurilingual Multicultural

13. What was missing?  Had little opportunity for intercultural communication

14. What was gained?  Positive attitude Teacher of Italian from Italy

15. Teacher Education  Choice of profession Teaching practice Deployment of teachers Induction into the profession

16. What was missing?  Lack of preparation for new realities like Heavy work loadHeavy work load Examination pressuresExamination pressures Negative attitudesNegative attitudes Parental involvementParental involvement

17. What was gained?  Knowledge and understanding Experience, skills, values Ability to reflect and act upon that reflection

18. The Teacher at School  Personal & professional development ActiveMotivated

19. Something missing…  No cross-curricular relevance No diversified approach Feels disheartened Finds personal fulfilment outside school

20. Rays of hope  Decentralisation of power – school autonomy Teacher empowerment

21. In-house Staff Development  Organisational structures and procedures within the school should engage teachers in reflecting and acting, and in feeling that they are making a valid and welcome contribution.

22. Teachers’ Perspectives on Effective School Leadership (Harris, Day & Hadfield, 2003) Staff development is generally welcomed by teachersStaff development is generally welcomed by teachers Viewed as a means of rewarding staffViewed as a means of rewarding staff Motivates developmentMotivates development

23. “In particular, the headteachers’ commitment to staff development was seen as a key element of effective leadership” (p. 74)

24. …from the perspective of teachers… effective school leaders enable others to initiate, and to take responsibility for leading