Linking effective professional learning with effective teaching practice

This approach tends to reshape the sequence of‘learning’ often experienced in traditional professionallearning models. Here the emphasis is on the schoolidentifying ‘essential techniques’ or bite-sizedbehavioural changes, individual teachers trialling thechanged techniques and being supported by theircolleagues to improve their understanding of when aparticular technique is likely to have the most impact,and how to become more skilful in employing thetechnique. Traditionally the sequence of learning ina professional development context is exposure toa new approach through attendance at an externalworkshop or conference, an individual decisionwhether to find out more about the new approach,an individual decision about whether to adopt thenew approach and if the decision is to adopt thenew approach this too is an individual endeavour 26 .The focus on ‘bite-sized’ behaviour changes inthe classroom (e.g. in order to make engagedparticipation the expectation, call on studentsregardless of whether they have raised their hands ornot) enables teachers to act almost immediately tochange their practice, and then refine their techniquesthrough practice, observation and feedback. Ratherthan professional learning being a precursor tochanged teaching behaviour, it becomes a means forrefining the changed behaviour.Similarly, teachers’ learning growth plans are beingshaped in ways that differ from the traditional patternand process. Typically an individual professionallearning plan is determined following a performancereview discussion with the principal or their nominee,that identifies areas for improvement (often statedin generic terms such as improved classroommanagement) and possible professional learningstrategies designed to address these areas ofneed. Plans are typically reviewed half way throughthe year and at the end of the year. Evidence ofimproved performance could but may not include anobservation of teaching.In contrast, schools that are most effective in bringingtogether what we know about effective professionallearning and effective teaching tend to separate theprocesses of performance review and professionallearning or view the professional learning goals ina performance review document as an umbrellastatement that is supported by sequential term-longindividual learning growth plans that contain threeor four specific teaching techniques that the wholeschool has identified as being highly effective forpromoting improved learning and that the teacher willimplement and support others to implement over therelevant period.Such professional learning approaches are beingsupplemented by school-managed professionallearning that supports teachers to attend network,region and state-wide professional learning eventsin order to share their experience, learn from otherteachers and teaching experts and bring newsuggestions for improving school and teacherpractice back into the school. By being clear abouttheir professional learning objectives and wellorganised in the roll-out of their professional learningstrategy these schools are experiencing increasedfeelings of teacher efficacy, increased studentengagement and improved learning outcomes.It has been said 27 that ‘the major challenge inimproving teaching lies not so much in identifyingand describing quality teaching, but in developingstructures and approaches that ensure widespreaduse of successful teaching practices: to makebest practice, common practice’. By describingprofessional learning approaches that work, this guidefor teachers and leaders offers a contribution towardsmeeting this challenge.26 Refer to Box 1 which describes the funnel of professional learning experience that can also be applied to an individual’s experience.27 Dinham, et al, 2008.Linking effective professional learning with effective teaching practice19