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

.