Teachers' professional learning
“It is clearer today than ever that educators need to learn, and that’s why professional learning has replaced professional development. Developing is not enough. Educators must be knowledgeable and wise. They must know enough in order to change. They must change in order to get different results. They must become learners …” (Easton, 2008)
Teaching is a dynamic profession and, as new knowledge about teaching and learning emerges, new types of expertise are required. A growing evidence base about student learning forms a compelling case for engaging teachers in highly effective professional learning and has profound implications for what is taught, how it is taught, and how learning is assessed (Bransford et al., 2000). The quality of what teachers know and can do has the greatest impact on student learning (Darling-Hammond, 2000; Muijs & Reynolds, 2000). Research also affirms that engaging teachers in high quality professional learning is the most successful way to improve teacher effectiveness (Elmore, 2002). Over the past ten years there have been a number of systematic reviews and analyses of the research evidence which are worth dipping into about teachers’ continuing professional development and learning (CPDL). These include Cordingley et al., 2005 and a ‘Best Evidence Synthesis’ by Timperley et al., (2007).
Professional Learning which impacts directly on classrooms involves
- learning-focused activity
- two or more teachers working together
- shared planning
- joint observation of groups of children to identify learning (gaps)
- interviewing and talking to children
- evaluation of learning to gather information
- refining the plans for further teaching
- understanding what has worked and why
- feeding back to the whole school
References
Bransford, J.D., Brown, A.L. & Cocking, R. (2000) How People Learn: Brain, Mind, Experience, and School, Committee on Developments in the Science of Learning, National Research Council, National Academy Press, Washington DC.
Cordingley, P., Bell, M., Thomason, S. & Firth, A. (2005) The impact of collaborative continuing professional development (CPD) on classroom teaching and learning. Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning? In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
Darling-Hammond, L. (2000) ‘Teacher quality and student achievement: A review of state policy evidence’, Education Policy Analysis Archives, vol. 8, no. 1, pp. 1–49.
Easton, L.B. (2008) From Professional Development to Professional Learning. Phi Delta Kappan, 89(10), p.755-759.
Elmore, R.E. (2002) Bridging the Gap Between Standards and Achievement: The Imperative for Professional Development in Education, Albert Shanker Institute.
Muijs, D. & Reynolds, D (2000) School effectiveness and teacher effectiveness in mathematics. Some preliminary findings from the evaluation of the Mathematics Enhancement Programme (Primary). School Effectiveness and School Improvement, 11(3), 273-303.
Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007) Teacher professional learning and development: Best Evidence Synthesis Iteration (BES). Wellington, New Zealand: Ministry of Education.
