Professional Learning for School Effectiveness in Australia: what does it take?

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Professional learning for school effectiveness in australia: what does it take?

the dilemma

Anne Murray is an energetic young woman who co-teaches a year 4 class with an experienced colleague at Georgeville Primary School.

She is a Professional Development (PD) junkie.

In 2012 she attended a two-day course, four after-school seminars, led the four staff professional development days at her school, read numerous articles and participated in three webinars. She is active in online discussion forums and is an incessant tweeter. She is also the president of her local professional association.

Anne is committed to her Year 4 class and is full of ideas. But she has been too busy to manage a meaningful collaboration with her co-teacher that would have resulted in teaching practices being better targeted to meet the needs of their underperforming non-English speaking background students. The appraisal program at her school also does not result in her receiving the feedback and support she needs to re-evaluate her current eclectic, disorganised approach to teaching.

Consequently, despite her enthusiasm and willingness to learn, Anne’s teaching practice has scarcely changed and the progress her students have made shows no acceleration.

4the context

6a commitment to Professional learning

10develoPing the vision in PartnershiP

13the charter

16the challenge of making effective Professional learning a way of life in australian schools

26we will know we have been successful when…

28references

30aitsl’s Partners

Professional learning should not leave a school unchanged. Cole, 2012

4 Professional learning for school effectiveness in australia: What Does it taKe?

It is time for all stakeholders in schooling, in all jurisdictions and sectors, to engage in a vigorous dialogue and to take action to ensure that every child gets an excellent education and that every school is a great school. Commonwealth of Australia, 2008

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the context

The Australian Institute for Teaching and School Leadership (AITSL) was established and funded by the Australian Government as part of a bold strategy to coalesce and stimulate the activity of eight states and territories to address the significant challenge of improving the quality of education workforce in a 21st century world.

The Australian Institute for Teaching and School Leadership (AITSL) has a role to establish a shared and agreed platform from which the quality of teaching and school leadership can continue to grow.

Over the last 2 years a solid foundation has been established:

• nationalstandardsforteachersandastandardfor principals have been introduced

• standardsandproceduresforaccreditationinitial teacher education programs have been implemented

• aconsistentapproachtoteacherregistration(licensing) has been adopted

• anationalapproachtothecertificationofhighlyaccomplished and lead teachers has been agreed

• aframeworkforteacherperformanceanddevelopment has been accepted across the country and;

• anAustraliancharterfortheprofessionallearning of teachers and school leaders has been established.

Using this platform, what will it take to build a quality, contemporary education workforce of teachers and school leaders who promote equity and excellence, so that all young Australians become successful learners, confident and creative individuals and active and informed citizens* and to ensure that our nation prospers economically, culturally and socially?

Much of the answer lies in relevant, collaborative, futures-focused and evidence-based professional learning.

* Ministerial Council for Education, Early Childhood Development and Youth Affairs – MCEETYA, 2008.


a commitment to Professional learning

The collective sharing of skills, expertise and experience will create much richer and more sustainable opportunities for rigorous transformation than can ever be provided by isolated institutions.OECD, 2008

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Professional learning is fundamental to improving the capacity and capabilities of teachers and school leaders. It has become a national imperative to build a sustained commitment to, and culture that recognises and nurtures, the central role of professional learning in:

• buildingtheperformanceandcapabilityofteachers and leaders to continually improve their professional practice and, consequently, outcomes for all Australian school students

• contributingtotheconfidenceandabilityofteachers and school leaders to apply their knowledge and skills flexibly and creatively in response to different and changing contexts

• supportingtherecruitment,developmentandretention of high quality, effective teachers and school leaders.

Professional learning that engages all teachers and school leaders at every stage of their career is an essential component of a high achieving education system and is most effective when it is underpinned by rigorous standards of practice. Teachers are entitled to know what is expected of them in relation to their professional practice.

Australia now has a set of Standards for teachers. The Standards define the work of graduate, proficient, highly accomplished and lead teachers. They make explicit the elements of high-quality, effective teaching in 21st-century schools that are known to result in improved educational outcomes for students.

The Standards do this by providing a framework that makes clear the knowledge, practice and professional engagement required across teachers’ careers. They present a common understanding and language for discourse among teachers, teacher educators, teacher organisations, professional associations and the public.

A recent OECD review of evaluation and assessment in education confirms the important link between teacher learning, clear performance expectations and progression and has recommended better alignment of professional development with teaching standards and career development (Santiago et al, 2011). Research also reveals, however, that the quality of support and professional learning available to teachers and school leaders is highly variable. The OECD’s TALIS survey indicated that Australia was in the lowest quartile of participating countries in terms of the average number of days of professional learning experienced by teachers in the previous twelve months (OECD, 2009).

It was in this context, where there were: low expectations of the impact of professional learning on practice; a dearth of systematic structures to support professional learning; and highly variable quality and access to professional development across Australia, that AITSL was commissioned to foster and drive a culture of high quality professional learning that would change the attitudes and practices of teachers and school leaders.


the imPortance of Professional learning

commentary by frederick brown, learning forward

In a landmark study of professional learning conducted for Learning Forward, Darling Hammond, et al (2009), studied the status of professional learning around the world with a focus on countries where students are experiencing higher levels of achievement. Several trends were identified in those countries.

ample time for professional learning is structured into teachers’ work lives

One of the key structural supports for teachers engaging in professional learning is the allocation of time in the work day and week to participate in such activities. In most European and Asian countries, instruction takes up less than half of a teacher’s working time. The rest – generally about 15 to 20 hours per week – is spent on tasks related to teaching, such as preparing lessons, marking papers, meeting with students and parents, and working with colleagues. Most planning is done in collegial settings (such as large faculty rooms where teachers’ desk are located to facilitate collective work) and during meetings of subject-matter departments and grade-level teams.

Schools in European nations – including Denmark, Finland, Hungary, Italy, Norway, and Switzerland – dedicate time for regular collaboration among teachers on issues of instruction. A majority of schools in high-achieving nations provide time for teachers’ professional learning by building it into teachers’ work day and/or by providing class coverage by other teachers. Among OECD nations, more than 85 percent of

schools in Belgium, Denmark, Finland, Hungary, Ireland, Norway, Sweden, and Switzerland provide time for professional development as part of teachers’ average work day or week. When time for professional learning is built into teachers’ schedules, their learning activities can be ongoing and sustained and can focus on a particular issue or problem over time.

Similar practices are common in Japan, Singapore, and other Asian nations, as well. In South Korea, for example, only about 35 percent of teachers’ working time is spent on classroom instruction.

beginning teachers receive extensive mentoring and induction supports

Induction programs are mandatory in many countries and they tend to emphasise the building of strong professional relationships among beginning and veteran teachers, as well as the development of teaching practice. In China, for example, both new and experienced teachers participate in teacher institutes at the local university and are inducted into a community of same-subject teachers. In Switzerland, beginning teachers work in practice groups of about six teachers from across different schools and together they participate in peer observation, observation of more experienced colleagues, and self/peer evaluation with the practice group.

In a model like that found in a number of Asian nations, the New Zealand Ministry of Education funds 20 percent release time for new teachers and 10 percent release time for second-year teachers, and requires schools to have a locally developed program to develop new teachers’ abilities.

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Mentor teachers and coaches play a key part in launching new teachers into the profession, and some countries (including England, France, Israel, Norway, and Switzerland) require formal training for mentor teachers. In Singapore, master teachers are appointed to lead the coaching and development of the teachers in each school. Norwegian principals assign an experienced, highly qualified mentor to each new teacher and the teacher-education institution then trains the mentor and takes part in in-school guidance. In some Swiss states, the new teachers in each district meet in reflective groups twice a month with an experienced teacher who is trained to facilitate their discussions of common problems for new teachers.

teachers are widely encouraged to participate in school decision-making.

In most of the countries studied, teachers are actively involved in curriculum and assessment development, often in response to national or state standards, and they guide much of the professional learning they experience. In Western Europe, nations such as Finland, Sweden, and Switzerland have decentralized most classroom decision-making to professional well-informed schools and teachers. Teachers in these and many other nations are responsible for developing syllabi, selecting textbooks, developing curriculum and assessments, deciding on course offerings and budget issues, planning and scheduling professional learning, and more. They typically design key school-based assessments to evaluate student learning as part of the overall assessment system. In place of professional learning dictated

by national boards of education, the content of professional learning is determined according to local needs and is often embedded in the work of “teacher teams” or “teacher units” at particular schools, which are empowered to make decisions around curriculum and evaluation.

In Sweden, the decentralization of curriculum planning and in-service training led to a shift in the focus of the development work at each school – from prescribed teacher-training models defined by the central education ministry, to teacher-designed projects focused on solving problems in teachers’ own classrooms. Teachers are now required to participate in teacher teams, which meet during regular working hours to discuss and make decisions on common matters of their work, including the planning of lessons, the welfare of pupils, and curriculum development and evaluation. Such action research to solve pedagogical problems and guide curriculum decisions is also encouraged in Australia, Hong Kong, New Zealand, and Singapore.

governments provide significant levels of support for additional profession learning

Beyond the structure of the work day that accommodates daily professional collaboration, many high-achieving nations dedicate significant resources to professional learning, often drawing on expertise beyond the schools. Some countries have established national requirements for professional learning. For example, the Netherlands, Singapore, and Sweden require at least 100 hours of professional learning per year, in addition to regularly scheduled time for common planning and other teacher collaborations.

In Singapore, the government pays for 100 hours of professional learning each year for all teachers. That is in addition to the 20 hours a week they have to work with other teachers and visit each others’ classrooms to study teaching. Further, and with government funding, teachers can take courses at the National Institute of Education toward a master’s degree aimed at advancement to curriculum specialist, mentor for other teachers, or school principal.

Some countries have established national training programs. In England, for example, governmental offices devoted to literacy and numeracy sponsor a countrywide teacher-to-teacher training effort, focusing on proven instructional practices in those subjects. Many observers credit that work with a subsequent rise in the percentage of students meeting national literacy standards from 63 percent to 75 percent in just three years. The training program is one of England’s national literacy and numeracy initiatives. It provides resources – such as high-quality teaching materials, resource documents, and videos depicting good practice – to support implementation of the national curriculum frameworks.

~ Frederick Brown

AITSL began looking at the problem of how to foster and drive a culture of high quality professional learning that would change the attitudes and practices in July 2010, using a traditional lens. The resulting Guidelines for Professional Development were solid but not different or better that what already existed in a range of forms throughout the country. We weren’t confident that another set of guidelines, no matter how good, would make the difference we needed.

In February 2011 we rethought our approach.

We wanted to privilege:

• trustoveraccountability

• empowermentoverprescription

• impactoverentitlement

• efficacyovercompliance

The result is the Australian Charter for the Professional Learning of Teachers and School Leaders (the Charter).

develoPing the vision in PartnershiP

July 2010

commissioned literature review

We searched the literature to inform best

practice standards/guidelines.

october 2010

academic review and critique

Two Australian academics reviewed

and critiqued our initial draft of the proposed national professional

development standards/guidelines.

march – aPril 2011

research papers

Professors Timperley and Collarbone, and Cole were

commissioned to provide background

research papers / think pieces on quality professional learning.

august – sePtember 2010

national Professional learning Program

guidelines

In house we drafted professional development

standards/guidelines.

february 2011

re-thinking the approach

Uneasy with our draft guidelines AITSL

invited academics and experts to a

discussion to re-think our approach. We considered what

existed, what works and what is possible.

June 2011

roundtable

Practitioners, teacher educators and policy makers workshopped a national approach to revitalising teacher

interest in effective professional learning. The idea of a Charter

was born.

traditional lens Problem + expert = answer

new lens Profession + experts = ideas

new approach shared responsibility + commitment = impact

10 PROFESSIONAL LEARNING FOR SCHOOL EFFECTIvENESS IN AUSTRALIA

Australia finally had a nationally endorsed statement that made explicit the key role professional learning in the growth of a high quality education workforce.

august 2011

charter drafted

The Australian Charter for the Professional

Learning of Teachers and School Leaders

was drafted.

october 2011

Public release for national conversation

Seventy education leaders from across Australia were invited

to a forum where AITSL released the Charter for national

critique and discussion of implementation

challenges.

Keynote presentations on the value of, and focus for, teachers’

professional learning and system reform were delivered by

Professor John Hattie, University

of Melbourne, and Professor Michael

Fullan, OISE, University of Toronto.

sePtember 2011

expert practitioner, academic and opinion

leader critique

Written review and critique on the draft Charter was invited

from a cross section of stakeholders.

Their feedback led to redrafting.

march – June 2012

input from practitioners

Dedicated face to face meetings were held

with teacher educators and senior sectoral

and jurisdictional policy representatives to

gather feedback about the draft Charter and seek advice about

tools and resources that would support

the culture change we were seeking.

A survey was released to Australian National Teacher Associations

and Principal Associations seeking feedback on the draft Charter and advice

about tools and resources to support

culture change. Thirty-six separate responses were

received representing approximately 50,000

educators and the Chatter was revised

again.

august 2012

charter endorsed by education ministers in every australian state

and territory

new lens Profession + experts = ideas

new approach shared responsibility + commitment = impact

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June 2012

international expert feedback

The draft Charter was presented to eight

international education experts for detailed critique then further

refined. The final draft of the Charter was also aligned

with the Australian Teacher Performance

and Development Framework.


Underpinning the Charter is a deep commitment to high quality professional learning. The Charter focuses on making a difference, where it matters most of all, in the classroom. The Charter reinforces that high quality teaching is the key to improving learning outcomes for young people and making a difference to their life chances, irrespective of context. The Charter also emphasises that professional learning is not an end in itself but rather is a means to an end. It is primarily about securing higher achievement and better outcomes for all learners. Harris, 2012

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thecharter

The Charter is the result of the contributions of practitioners and experts within Australia and beyond. The Charter:

• affirmstheimportanceoflearninginimprovingthe professional knowledge, practice and engagement of all teachers and school leaders to achieve improvement in student outcomes

• articulatestheexpectationthatallteachersandschool leaders actively engage in professional learning throughout their careers

• describesthecharacteristicsofahigh-qualityprofessional learning culture and of effective professional learning, to assist teachers, school leaders and those who support them to get the most from their professional learning.


Teachers need to be provided with opportunities to learn; they must also be open to learning (Office of School Education, Department of Education & Training, 2005). A commitment to the professional growth of every teacher must be supported with professional learning opportunities that respect and acknowledge that teachers are adult learners who learn in different ways, come from different backgrounds, work in a variety of context specific settings and cater for the needs of diverse students.

Such a high quality professional learning culture is characterised by:

• ahighdegreeofleadershipsupportforongoing adult learning and risk taking

• collectiveresponsibilityforimprovingpractice

• disciplinedcollaborationaimedatspecificandrelevant goals that relate to the learning needs of students

• highlevelsoftrust,interactionandinter-dependence

• supportforprofessionallearningthroughschool structures, explicit planning and the allocation of time

• afocusontheprofessionallearningthatis most likely to be effective in improving professional practice and student outcomes.

Effective professional learning should support teachers and school leaders to reflect on, question and consciously improve their practice. It is also important that teachers and school leaders evaluate their professional learning activities to ensure they are receiving the most benefit from their professional learning.

Sophisticated, robust, multi-method ways of evaluating professional learning are required to identify the impact and effect size of professional learning activities. The identification of the changes in teacher and leader practices that are most likely to lead to improved student outcomes can support teachers and leaders in setting personal goals for professional learning and development.

It is important that such evaluation:

• isbuiltintoprogramsfromthestart

• evaluatesoutcomesatmultiplelevels

• focusesonchangesinteacherandleaderpractices that led to improved student outcomes

• trackschangeovertheshort,mediumandlong terms.

What does it take to change the professional practice of every teacher and school leader in ways that improve the learning, engagement and wellbeing of every Australian student?

1a deeply held belief in the importance of professional learning to develop individual and collective capability across the teaching profession to address current and future challenges.

2a professional learning culture, where teachers and school leaders expect, and are expected to be, active learners, to reflect, receive feedback and improve their pedagogical practices.

3a commitment to evaluating professional learning.

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a. relevant

Professional learning will be most engaging for adult learners and have the greatest impact on practice when it assists teachers and school leaders to address and adapt to the challenges they face in improving student learning, engagement with learning and wellbeing.

To be relevant, professional learning should:

• assistteachersandschoolleaderstomeetthe identified needs of students to achieve immediate goals and long term outcomes

• encourageteachersandschoolleaderstofind new solutions to persistent issues, by challenging their assumptions about their practice

• bebasedoncurrentresearchoneffectiveleadership, teaching and learning

• linkcloselytoschool,sectorandsystemgoalsand initiatives

• bematchedtotheexperiences,strengths,current knowledge, career stage and goals of the adult learner

• beavailablewhenneeded.

b. collaborative

Collaboration has a powerful effect in magnifying and spreading the benefits of professional learning and adds a new and valuable dimension to the learning undertaken by individuals. Effective collaboration demands a disciplined and purposeful approach to solve challenges that are most important to improving student outcomes.

Collaborative professional learning should:

• promoteteacherandleaderownershipoftheirlearning through active involvement in the design content, practice and evaluation of their learning

• provideopportunitiestoreceivefeedbackonpractice, and observe the practice of others

• offersupporttochangepracticethroughcoaching, mentoring and reflection

• provideopportunitiestoaccessandlearnfromexperts

• developprofessionallearningcommunitieswithin and between schools

• usetechnologytoenrichcollaborationandlearning.

c. future focused

Effective professional learning seeks to develop teachers and school leaders who are adaptable and able to deal with new and unexpected challenges.

It should focus on:

• equippingteachersandschoolleaderstodealwith future as well as current challenges

• promotingactionresearchandinquiryanddeveloping teachers as researchers

• developinghighlevelskillsthatallowteachersand school leaders to adapt and excel in a rapidly changing and hyper-connected world

• supportingteachersandschoolleaderstoexplore research that challenges their thinking, encourages them to develop their own theories of practice and promotes use of a range of effective pedagogical practices

• promotinginnovationinteacherandschoolleader practice.

The Charter is about making a difference to teachers and ultimately to students.

4Professional learning that is relevant, collaborative and future focused.

5agreement that professional learning is a shared responsibility that is taken up at all levels of the education systems – teachers, school leaders, system leaders and policy makers.

To change professional practice

in ways that improve the learning, engagementand wellbeing of every

Australian student

Schoolleaders

engage in andmodel learning

and lead thedevelopment of alearning culture

in schools

Systemleaders and

policy makers enable and support a learning and development

culture in schools

Teachers take responsibility for,

and actively engage in, professional learning in order

to build their capacity andthat of others


The Charter does not set out requirements that must be met by any single school, system or provider of professional learning. It does, however, present unequivocal national expectations regarding the importance of professional learning, the characteristics of effective professional learning and the need for establishing professional learning cultures in all schools.

To foster and drive a culture of high quality professional learning that would change the attitudes and practices of teachers and school leaders, AITSL is focusing its time, resources and thought leadership on two high impact initiatives and how they intersect with each other:

1. Methods that allow teachers and school leaders to collaborate effectively.

2. Evaluation of the impact of professional learning in improving outcomes for students.

1. disciPlined collaboration

There is evidence that some forms of professional learning affect practice and student outcomes more than others. In an OECD survey (OECD, 2010), teachers from around the world reported that, generally, sustained collaborative work on real problems, with expert support has a greater impact than one-off activities.

Professor Michael Fullan (2011) writes “the research has been clear and consistent for over 30 years—collaborative cultures in which teachers focus on improving their teaching practice, learn from each other, and are well led and supported by school principals result in better learning for students”. Collaboration is a strong focus within the Charter and by bringing a ‘discipline’ to that collaboration we ensure that practice changes in ways that are sustainable. Where teachers connect in order to collectively and systematically investigate ways of overcoming barriers to their students’ learning, the outcomes can be dramatic (Harris, 2012).

In particular, the development of a Professional Learning Community (PLC) engages professionals in addressing an issue, solving a problem or meeting a real need through systematic collaborative enquiry and innovation that results in better outcomes for learners. Sustained improvements in student learning are more likely to result if professionals actively learn with and from each other in a constructive and rigorous way. Through ‘disciplined collaboration’ teachers follow a clear and robust model of inquiry, trial new classroom strategies and approaches, and consistently gauge the impact of changes in practice upon their students’ learning.

the challenge of making effective Professional learning a way of life in australian schools

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A growing consensus among researchers and practitioners suggests that the most effective teacher learning activities (i.e. those that improve instruction and in turn student achievement) involve forms of job-embedded professional learning. Cogshall et al, 2012


disciPlined collaboration and evaluation of Professional learning

commentary by alma harris and michelle Jones

The research literature has established that there is a powerful relationship between high quality collaborative professional learning and school and system improvement. It reinforces that the main point of any professional collaboration is to ‘connect to learn’ but that often little thought is given to the establishment of those connections and scant attention is paid to the fact that to be most productive and effective, some professionals need to ‘learn to connect’ (Harris and Jones, 2012). So how do we get professionals to connect to learn in the most effective ways, and how do we evaluate the impact and outcomes of this professional learning more generally?

First, although it is now well established that carefully constructed and systematic professional collaboration can make a positive difference to organisational performance and outcomes, it can only do so if it is rigorous, focused and systematic (Harris and Jones, 2010). The research evidence has highlighted again and again that loose or unfocused professional groupings, partnerships or networks are unlikely to secure improvement in the long term. An international review of school to school networks found that relatively few networks could demonstrate a positive impact upon learners. Where an impact could be substantiated, it was largely correlated with learner enjoyment and engagement (Bell et al, 2010). In their analysis of school networks, other

researchers (Hadfield and Chapman, 2009) similarly noted the difficulty of establishing any causal link between networking and improved learner outcomes. The main reason for the lack of impact resides in the fact that many of these collaborative or networking arrangements did not have a clear model or theory of action guiding their collective work in any consistent or disciplined way.

Second, It remains a fact that many of the evaluation practices related to professional learning or development are still fairly rudimentary (Harris et al, 2008), They tend to focus on summarising the activities undertaken, the participants’ responses to it and self-report on the outcomes and impact. There are, of course, exceptions where the evaluation of professional learning practices in schools is well developed, sophisticated and rigorous, but this is not the norm.

The reality is that busy teachers find it difficult to undertake rigorous and systematic evaluation of their professional learning without clear guidance and support. The Charter is clear – the evaluation of professional learning is critically important because it enables teachers to judge and reflect upon how changes in their practice affect those they teach. The challenge is how to provide teachers with models of evaluation that align with their professional learning and are a natural part of their professional practice.

~ Alma Harris and Michelle Jones

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evaluating the imPact of Professional learning

While there is a considerable body of research into various aspects of effective professional learning and professional development, there is less known about what teachers learn from their activities and how resulting changes to practice directly impact student outcomes. It is not always easy to measure in simple, causal terms the impact of professional learning (Lloyd & Mayer, 2011).

It is important to consider how the desired improvements in student outcomes will be measured, and to build this into the professional learning programs from the start.

Professional learning needs to be built upon an evidential foundation of what works in teaching, not fad, fantasy, idealism, ideology or rhetoric. Dinham, 2007

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evaluating the imPact of Professional learning

commentary by albert bertani

Senior Advisor – Urban Education Institute – University of Chicago, U.S.A.

The argument for professional learning seeks to draw a causal relationship between professional development and student learning outcomes.

A key question for the field of professional learning focuses on what indicators and metrics should be used to evaluate the impact of professional learning. While no specific formula has been cited to respond to this, it is imperative that programs regularly assess transfer and application as part of the analysis of impact.

In order to outline a potential way forward, a research-based framework might serve a useful purpose for framing the discussion. In 2010, the University of Chicago Press published Organizing Schools for Improvement: Lessons from Chicago. The authors introduce a framework that highlights the five essentials for improving student learning and organisational performance in a school. They include: Effective Leaders, Collaborative Teachers, Involved Families and Supportive Environment, all impacting Ambitious Instruction, which stands at the core of their framework. Using twenty years of data from over 675 schools, 300,000 plus students, and 20,000 teachers, the authors correlated student learning gains with the strength of performance in each of the five Essentials.

What can we learn from this research that could inform a discussion about how to measure the impact of professional learning? What could serve as leading indicators in describing the improvements that have occurred as a result of professional learning? What tools could be utilised to collect information on program implementation efforts associated with professional learning programs?

evaluation indicators and methods

Evaluating the impact of professional learning requires a robust set of indicators and multiple methods for collecting information. These indicators and methods should be detailed from the earliest stages of program design to ensure there is alignment between the program objectives and desired outcomes. Since evaluation is often the weakest component in many professional learning programs, particular attention must be devoted to demonstrating the results from these programs. The proposed indicators and methods are summarised in the table below and elaborated with short descriptions.

Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum materials.


The indicators detailed below can be used individually or in combination with one another to produce a rich picture of the impact and results of professional learning programs. They are intended to guide a rigorous assessment of the key elements associated with high quality professional learning.

indicators

design features

Research indicates that powerful professional learning includes specific components: theory or knowledge building; modelling opportunities to practice; feedback; and coaching. Professional learning designs should be evaluated using these criteria.

Job-embedded strategies

Professional learning programs should include job-embedded strategies that integrate learning into the daily routines and schedules of teachers and leaders. In effect, professional learning is work and should be evaluated accordingly.

Transfer and Application Of New Practices

New practices should be visible in the classroom as teachers and leaders transfer their new knowledge and skills from the workshop setting to the work setting. Expectations for changes in practice should be clear, consistent and directly tied to improvements in student and staff learning.

Quality of imPlementation

Change and improvement is a developmental process and should be accorded the time, energy, and resources needed. Individuals will move through various stages of change that have to be recognised and acknowledged. Once again clear and consistent expectations play a key role in supporting what changes need to occur.

normative Practices

While change and improvement might be viewed as an individual process, it also has dimensions that are related to the normative practices of the school. These changes should also be evaluated because they help build a professional learning culture that reinforces the norms and values of professional learning communities.

student learning outcomes

Since the ultimate outcome of professional learning is the improvement of student learning outcomes, data from student learning measures should be a factor in assessing the impact of professional learning. While there are many variables standing between professional learning and student outcomes, it is important to identify the causal linkages between changes in teacher practice and improvements in student learning.

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The potential methods detailed below can be used individually or in combination with one another to produce a rich picture of the impact and results of professional learning programs. They employ a mixed-methods (quantitative and qualitative) approach to collecting and analysing data to understand the impact of professional learning programs. The data can be used for summative evaluative purposes as well as for formative purposes to enable mid-course corrections in the learning process.

methods

surveys (PaPer or virtual)

Can provide a valuable source of evidence in assessing the impact of professional learning programs. They can help track progress as well as identify implementation challenges that need to be addressed. While surveys can be customised for particular initiatives, there also are commercial survey tools available that can be used.

interviews

When teachers and leaders are engaged in new learning to improve their practice, interviews provide a highly personalised method of collecting information about the impact of professional learning. A short protocol of five to seven questions usually provides more than enough pertinent information.

focus grouPs

An alternative to interviews is focus groups – gathering small groups of teachers (six – eight) to discuss and reinforce their implementation successes and challenges. Once again a short protocol of five to seven questions will provide sufficient prompts for a discussion.

observations

Peer observations or leader observations serve as another source of evidence in evaluating the impact of professional learning. Observations should be focused, clear in intent, and include pre and post-observation conversations. Like interviews – observations can provide a highly personalised method of data collection.

Journals or logs

Using journals or logs to document professional learning provides a rich source in assessing the impact of professional learning programs. They should be reviewed and analysed regularly to enable the impact of professional learning to be assessed.

case studies (written or video) that combine interviews with observations.

Can provide a rich and varied source for assessing the impact of professional learning. They also have the added advantage of being able to tell the story of changes in practice that demonstrate the impact of professional learning programs.

~ Albert Bertani

A commitment to ongoing professional learning is required not only to maintain but to elevate Australia’s position as a high achieving education system. OECD, 2011

26 PROFESSIONAL LEARNING FOR SCHOOL EFFECTIvENESS IN AUSTRALIA

we will know we have been successful when…

The platform for reform established in Australia and the ambitious goal of fostering and driving a culture of high quality professional learning that changes the attitudes and practices of teachers and school leaders will be considered a success when professional learning can be directly linked to improved pedagogical practice of teachers like Anne (referenced on page 1) and in turn the improved performance of students.

We will know we have been successful when:

• Teachersworkwithexistingtheoriesofbestpractice and operate as co-constructors of next practice.

• Schoolleadersworkasleadersoflearning,motivating and supporting teachers and their colleagues.

• Teachersandschoolleadersinitiatetheestablishment of sustainable professional learning communities.

• Teachersandschoolleaderschooseappropriate assessment strategies to determine the impact of improved professional practice on student outcomes.

• Evaluationofprofessionallearningismainstreamed and embedded.

• Professionallearningthattakesintoconsideration the individualised learning needs of teachers is developed, scaled and sustained.

and ultimately when:

• Professionallearningimprovesthequality of teaching and leadership, and through this, improves the outcomes achieved by all young Australians.

Changing culture and professional practices is not easy and will require sustained endeavour, but the clear message of the Charter is that the results will be worth the effort.

The challenge of having effective professional learning become pervasive in Australian schools will be met if teachers and school leaders can confidently assess and make informed decisions about the learning in which they will engage and when they are equipped will methods that ensure their collaboration is productive.

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a case study of success - making schools centres for learning

commentary by albert bertani

senior advisor – urban education institute – university of chicago, u.s.a.

The following examples reflect a composite of actions observed in a number of schools across the United States. All of the actions are built around a theory of action that places trust and relationships at the heart of the efforts with appropriate structures and processes serving as the mechanisms to organise the work.

structures for collaboration

Smart school leaders recognise that they cannot improve student learning and organisational performance by working alone. They have to engage professional and non-professional staff members in the process. They often accomplish this goal by creating structures and processes designed to support collaborative participation. While the structures can take many forms – leadership teams, grade level teams, or cycle teams - they all engage in processes that promote collaboration and reflection. Examples of these processes often include: joint lesson planning; examining student work; individualised discussions around specific students; and planning for the differentiation of instruction. Regardless of the processes used, the structures serve a normative function in shaping a culture that enhances collaborative participation.

Processes for dePrivatising Practice

Smart school leaders also help staff members broaden their vision of the school by helping them experience the school beyond their respective teaching assignment. This is often accomplished through walk-about or walk-through processes that are structured to help staff members visit and observe one another during instructional time within the school day. These processes for deprivatising practice are designed to: help staff members see the school as a system; invest them in the process of school improvement; and enhance shared accountability across the school.

suPPort for learning

Smart school leaders also know that staff members need highly personalised support that extends beyond meetings. In order to guarantee that staff members transfer and apply their learning, school leaders often institute coaching programs to ensure that there is the appropriate reinforcement and support for developing new skills. Coaching that includes opportunities to practice, receive feedback, and discuss implementation challenges provides the personalised support staff members usually need when trying to learn new strategies and methods.

~ Albert Bertani

Across the world, school leaders are working to build professional learning communities (PLCs) in their schools. These leaders work strategically, investing time, energy, and resources into building collaborative work places where the norms of collective responsibility, reflective dialogue, and the deprivatisation of practice all contribute to improving student learning.


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aitsl’s Partners

learning forward defines professional learning as a comprehensive, sustained, intensive, and collaborative approach to improving teachers’ and leaders’ effectiveness in raising student achievement. The organization believes high-quality professional learning that helps individual teachers improve their practice may be necessary but is insufficient to ensure that every child has access to the best teaching. To ensure that effective teaching spreads, districts and schools must create professional learning systems in which teams of teachers, principals, and other professional staff members meet several times a week to engage in a cycle of continuous improvement.

The mission of the urban education institute is to create knowledge to produce reliably excellent urban schooling. The majority of our nation’s public schools fail to prepare students from low-income families to succeed in college and life. The odds that children growing up in urban America will finish college are deeply problematic. Only 8 percent of students who entered Chicago public high schools as freshmen graduate with a bachelor’s degree by the time they are 25. Of those students, only 3 percent are African American or Latino males.

Many view these problems as intractable. The University of Chicago Urban Education institute does not. The UEI has amassed decades of empirical evidence that demonstrates the extraordinary influence schooling can have on the lives of poor children. And they are convinced that by building knowledge born from exemplary practice and scholarship, by creating new methods to develop and support teachers and school leaders, and by creating scalable tools and models for improving urban schools they can influence the lives of children nationwide.

dr alma harris is Professor and Pro-Director (Leadership) at the Institute of Education, London. Her research work focuses on organizational change and development. She is internationally known for her work on school improvement, focusing particularly on improving schools in challenging circumstances. Alma has written extensively about leadership in schools and she is an expert on the theme of distributed leadership. Her book ‘Distributed Leadership in Schools: Developing the Leaders of Tomorrow’ (published in 2008 by Routledge & Falmer Press) has been translated into several languages. She is currently seconded to the ‘Welsh Assembly Government’ as a Professional Adviser and is currently assisting with the process of system wide reform. She is President Elect of the ‘International Congress of School Effectiveness and School Improvement’ and will take up her Presidency at the 26th International Congress in Chile in 2013.

michelle Jones is an Independent Education Consultant with over 28 years’ experience. Her most substantive position was that of Headteacher (Principal) of a primary school in one of the highest areas of deprivation in South Wales, UK. She has also held teaching positions in Secondary and International Schools in the UK and India. She has worked for the Local Education Authority (District Level) to support school improvement initiatives and to provide professional learning workshops and conferences. In 2006 she gained the award of ‘Inspirational Headteacher of the Year’ and was invited to Downing Street to meet the Prime Minister for her efforts in securing sustained high levels of school improvement. In 2008 she became a School Effectiveness Associate for the Welsh Government and, subsequently, a Professional Education Adviser assisting with their school reform process. Most recently, she has been working with government agencies in England, Russia and Australia to contribute to the design and delivery of their professional learning programmes


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Professional Learning for School Effectiveness in Australia: what does it take?

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