Research in the past decade has consistently identified that it is the teacher that makes the difference to student learning outcomes. As such, quality pedagogy is of critical importance in ensuring positive student outcomes. Building on this a primary and secondary school system in Australia embarked on a three year system-wide professional learning initiative focussed on building teacher knowledge and practice of quality pedagogy. Specifically the system based professional learning comprised 12 separate but integrated activities related to implementation of the Quality Teaching Framework (QTF) (Gore and Ludwig, 2004). This paper reports on the findings of the evaluation of this professional learning initiative. Data was collected from principal questionnaires, focus groups and four case study school sites. Findings indicate that the bulk of the professional learning was targeted at leadership and executive level staff, with the expectation that this learning be contextualised and implemented at the individual schools. While the learning and reported implementation of quality teaching was fairly high at executive level, the results suggest difficulties in such knowledge filtering through to the classroom level. Of the 12 activities included in the model, the most effective were those that allowed individual schools to engage in their own related professional learning that was integrated with current school initiatives. The paper discusses these key issues as well as suggests processes that may facilitate effective professional learning at classroom teacher level.
|Keywords:||System Based Professional Learning, Teachers’ Professional Learning, Quality Teaching Pedagogy|
Senior Lecturer in Education, Faculty of Education, Australian Catholic University, Strathfield, NSW, Australia
Lecturer in Education, Faculty of Education, Australian Catholic University, Sydney, NSW, Australia
Australian Catholic University, NSW, Australia
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