Teacher Professional Learning and Development
Helen TimperleyThe University of
AucklandNew Zealand
• Auckland
•Wellington
• Christchurch
New Zealand Teachers’Greatest Challenge
• High average achievement
• A big gap between the middle / top and the low achievers– Stratified along socio-economic and ethnic
lines
A Questionto discuss with the person next to you
What is your greatest challenge in relation to outcomes for students (that you or your school can do something about)?
Overview of research on Professional Development
Extensive research project:• Analysed 97 research studies on
professional development with improved outcomes for student learning
• Mapped the characteristics of professional development on a spread sheet
• Identified characteristics associated with improved outcomes for student learning
• Tried it out in 300 schools
Professional Development in literacy in New Zealand
– 300 schools
– On average 2-3 times expected rate of progress on deeper features
– Lowest achieving 20%: 3-5 times expected rate of progress
– Sustained improvement for at least three years after the external support stopped
Many Non-Academic Examples
• Secondary schools:– Managing student behaviour
– Helping students become independent reflective learners
• Primary schools– Inclusion of children with special needs
– Integrating immigrant students
A Disciplined Inquiry approach: The Evidence Base
What does NOT workTwo extremes:• Teachers are treated as
professionals and left to construct their own learning experiences
• Experts develop recipes for teaching, shown how, then closely monitored
Learning is more complex than either of these alternatives
What does work?Section 1
What is it that teachers need to learn to make a difference to their students’ learning?
Principle 1: Focus on valued student outcomes
Professional learning experiences that focus on the links between
• particular teaching activities and • the student outcomes desired
Have POSITIVE impacts on those outcomes
Which means that -
• Improving student outcomes must be the reason teachers’ engage in professional learning opportunities
• Success is determined by impact on students – not changed teacher skills
• Teachers must believe that their students can learn faster and better– And usually do so when this happens
Principle 2: Worthwhile Content
The knowledge and skills developed are those that have been established
as effective in achieving valued student outcomes
Principle 3: Integration of Knowledge and Skills
The integration of essential teacher knowledge and skills promotes deep
teacher learning and effective changes in practice
Which means that -
• Professional learning opportunities need to deepen knowledge about– The curriculum (and relevant discipline
content)
– How to teach it effectively– How to assess students’ learning
• And to integrate theory and practice– A ‘what to do tomorrow’ practical approach
does not work
Principle 4: Assessment for Professional Inquiry
Information about what students need to know and do is used to identify
what teachers need to know and do
What knowledge
and skills do our students
need?What knowledge and skills do we as teachers have
and need?
What has been the
impact of our changed actions? Deepen
professional knowledge and
refine skillsEngage students in new learning experiences
Teacher inquiry and knowledge-building cycleto promote valued student outcomes
For you to complete and discuss
Assessment for Professional Inquiry
(see separate sheet)
Section 2
What are the conditions that promote teacher learning in ways that impact
on student learning?
Principle 5: Many Opportunities to Learn and Apply Information
Like students, teachers need manyopportunities to learn and apply new
information in a trusting and challenging environment
Principle 6: Approaches are Responsive to Learning
ProcessesDifferent approachesare needed depending on whether new ideas are, or are not, consistent with teachers’ existing beliefs
Principle 7: Opportunities to process new learning with
othersTeachers working together and focused on student outcomes can help themintegrate new learning into their practice
Principle 8: Knowledgeable Expertise
External expertise is necessary to:• Challenge existing beliefs about how to
teach• Develop new knowledge and skills
Which means that -
• Experts need to be very knowledgeable in the area;
• Need to know how to make the knowledge relevant to the teachers– In ways that integrate other principles
– And promote teachers as professionals rather than technicians
Principle 9: Active Leadership
Leaders play a key role in promoting professional learning of their teachers for
the benefit of their students
0.27
0.84
0.42
0.31
0.42
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
5. Ensuring an Orderly andSupportive Environment
4. Promoting and Participating inTeacher Learning and
Development
3. Planning, Coordinating andEvaluating Teaching and the
Curriculum
2. Resourcing Strategically
1. Establishing Goals andExpectations
Effect Size
FIVE DIMENSIONS OF EFFECTIVE LEADERSHIPDerived from Quantitative Studies Linking Leadership with Student Outcomes
(Robinson, Hohepa and Lloyd, 2009)
Task for you in pairs / small groups
In relation to your challenge identified earlier, design your own professional development around the inquiry cycle
• How would you assess the students to obtain a deep understanding about this issue?
• What do you need to learn in order to address the student challenge?
• Who can help you?• How will you know that you are making a
difference?
Principle 10: Maintaining momentum
Through ongoing inquiry
Students’ needs
Professional inquiry
Checking outcomes
Student opportunities
Students’ needs
Professional inquiry
Checking outcomes
Student opportunities
Knowledge Skills
Knowledge Skills
Refocusing New challenges
Figure 3 Keeping it all Going through Ongoing Inquiry
.