LEADING PROFESSIONAL LEARNING
THE DILEMMA: Research on teacher professional development has found mixed evidence about the effectiveness of these programs. Whilst many studies have found significant impact, there is still plenty of evidence showing that PD programs have null effects on teacher and student outcomes (Liu & Phelps, Journal of Teacher Education, 2020).
How could you ensure that teacher professional learning at your school has impact?
Here are some provocations to start your thinking.
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"We need to stop (just) looking at the strategies that teachers are using, and instead look more closely at the impact we have on students and how they learn best" - John Hattie, 2023
John Hattie talks about his current thinking in this short article, "Why teaching strategies won't make you an expert teacher" |
"Teaching is complex as it is 'the wild uncertain triangle defined by the teacher's own ambivalent self, that bunch of unpredictable kids and the always slippery subject'" - Le Fevre, Timperley & Ell , 2016
Le Fevre et al argue that teacher development should focus on adaptive expertise rather than proscribed competencies or knowledge, "The Development of Adaptive Expertise" |
The Effective Professional Development Guidance Report is from the British Educational Endowment Federation. It makes three recommendations as in the poster. Click here to download the report
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"Measuring What We Value", Professor Jim Tognolini.
Download here |
Helen Timperley on Adaptive Expertise
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