Creating a path
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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.

"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"
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 "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"
​

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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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Picture
"Measuring What We Value", Professor Jim Tognolini.
​Download here
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Helen Timperley on Adaptive Expertise
© COPYRIGHT 2015. ALL RIGHTS RESERVED.
  • Home
  • Vaucluse PS Mathematics 2025
  • Instructional Rounds
    • IR Our Network
    • Steps in the IR Process
    • Steps in the IR Process No 2
  • Leading Change
    • Leading Professional Learning
    • Strategic Planning
    • Leading Curriculum
    • The Dilemmas of Assessment
    • Recent Research to Guide Impactful Teaching
  • Worthwhile Lessons
    • Scaffolding for Autonomous Learners
    • Engaging Learners Strathfield Nth 2022
    • Explicit, autonomous learners Old Guildford 2021
    • OGPS Follow UP
    • Rigour & High Expectations Burwood PS 2021
    • Enfield PS 2019 Challenge
  • Visible Learning
    • Strathfield North Round
    • Formative Assessment
    • Self-Regulated Learning
    • Feedback
  • Mathematics
    • Explicit Teaching BPS 2024
    • Worthwhile Maths Lessons BPS 2023
    • Maths Overview VPS 2023
    • Thinking Mathematically Enfield PS 2022
    • Rich Mathematical Tasks SNPS 2023 & 2024
    • Productive Struggle in Maths
    • Mathematics Old Guildford PS
    • Working Mathematically
    • Maths Engagement
    • Mathematics Conceptual Development
  • Active, Engaged Thinkers
    • Agency GEPS 2024
    • GEPS 2023 Agency
    • Deep Thinking OGPS 2022
    • Self-Regulated Learners
    • Student Talk GEPS 2020
    • Creative and Critical Thinking
    • Curiosity & Deep Thinking 2018
    • Engagement
  • English
    • The Teaching of Reading >
      • Reading Research Background
    • Writing to Learn
    • Enfield PS Writing 2024
  • Supporting learning
    • Explicit Instruction
    • Enfield Round
    • Inquiry Learning
  • Archives
  • Blog
  • Musings