The Australian Institute for Teaching and School Leadership (AITSL) has a role to establish a shared and agreed platform from which the quality of teaching and school leadership can continue to grow.

1. Professional Learning
for School Effectiveness in
Australia: what does it take? 1

2. The dilemma
Anne Murray is an energetic young woman who co-teaches
a year 4 class with an experienced colleague at Georgeville
Primary School.
She is a Professional Development (PD) junkie.
In 2012 she attended a two-day course, four after-school
seminars, led the four staff professional development days at
her school, read numerous articles and participated in three
webinars. She is active in online discussion forums and is
an incessant tweeter. She is also the president of her local
professional association.
Anne is committed to her Year 4 class and is full of ideas. But
she has been too busy to manage a meaningful collaboration
with her co-teacher that would have resulted in teaching
practices being better targeted to meet the needs of their
underperforming non-English speaking background students.
The appraisal program at her school also does not result in her
receiving the feedback and support she needs to re-evaluate
her current eclectic, disorganised approach to teaching.
Consequently, despite her enthusiasm and willingness to
learn, Anne’s teaching practice has scarcely changed and the
progress her students have made shows no acceleration.

3. Professional learning should not leave
a school unchanged.
Cole, 2012
4
The context
6
A commitment to professional learning
10
Developing the vision in partnership
13
The Charter
16
The challenge of making effective professional learning
a way of life in Australian schools
26
We will know we have been successful when…
28
References
30
AITSL partners
’s

4. It is time for all stakeholders in schooling, in
all jurisdictions and sectors, to engage in a
vigorous dialogue and to take action to ensure
that every child gets an excellent education
and that every school is a great school.
Commonwealth of Australia, 2008
4 Professional Learning for School Effectiveness in Australia: WHAT DOES IT TAKE?

5. The
context
The Australian Institute for Teaching and School Using this platform, what will it take to build
Leadership (AITSL) has a role to establish a a quality, contemporary education workforce
shared and agreed platform from which the of teachers and school leaders who promote
quality of teaching and school leadership can equity and excellence, so that all young
continue to grow. Australians become successful learners,
confident and creative individuals and active and
Over the last 2 years a solid foundation has been informed citizens* and to ensure that our nation
established: prospers economically, culturally and socially?
• ational standards for teachers and a standard
n
Much of the answer lies in relevant,
for principals have been introduced
collaborative, futures-focused and
• tandards and procedures for accreditation
s evidence-based professional learning.
initial teacher education programs have been
* inisterial Council for Education, Early Childhood Development and
M
implemented Youth Affairs – MCEETYA, 2008.
• consistent approach to teacher registration
a
(licensing) has been adopted
The Australian Institute for Teaching and School
• national approach to the certification of highly
a
accomplished and lead teachers has been
agreed
Leadership (AITSL) was established and funded
• framework for teacher performance and
a by the Australian Government as part of a bold
development has been accepted across the
country and; strategy to coalesce and stimulate the activity of
• n Australian charter for the professional
a
learning of teachers and school leaders has eight states and territories to address the significant
been established.
challenge of improving the quality of education
workforce in a 21st century world.
5

6. A commitment
to professional
learning
The collective sharing of skills, expertise
and experience will create much richer and
more sustainable opportunities for rigorous
transformation than can ever be provided
by isolated institutions.
OECD, 2008
6 Professional Learning for School Effectiveness in Australia: WHAT DOES IT TAKE?

7. Professional learning is fundamental to improving The Standards do this by providing a framework
the capacity and capabilities of teachers and that makes clear the knowledge, practice and
school leaders. It has become a national professional engagement required across
imperative to build a sustained commitment to, teachers’ careers. They present a common
and culture that recognises and nurtures, the understanding and language for discourse among
central role of professional learning in: teachers, teacher educators, teacher organisations,
professional associations and the public.
• uilding the performance and capability of
b
teachers and leaders to continually improve A recent OECD review of evaluation and
their professional practice and, consequently, assessment in education confirms the important
outcomes for all Australian school students link between teacher learning, clear performance
expectations and progression and has
• ontributing to the confidence and ability of
c
recommended better alignment of professional
teachers and school leaders to apply their
development with teaching standards and career
knowledge and skills flexibly and creatively in
development (Santiago et al, 2011). Research
response to different and changing contexts
also reveals, however, that the quality of support
• upporting the recruitment, development and
s and professional learning available to teachers
retention of high quality, effective teachers and and school leaders is highly variable. The OECD’s
school leaders. TALIS survey indicated that Australia was in the
lowest quartile of participating countries in terms
Professional learning that engages all teachers
of the average number of days of professional
and school leaders at every stage of their career
learning experienced by teachers in the previous
is an essential component of a high achieving
twelve months (OECD, 2009).
education system and is most effective when it is
underpinned by rigorous standards of practice.
It was in this context, where there were: low
Teachers are entitled to know what is expected of
expectations of the impact of professional
them in relation to their professional practice.
learning on practice; a dearth of systematic
Australia now has a set of Standards for teachers. structures to support professional learning;
The Standards define the work of graduate, and highly variable quality and access to
proficient, highly accomplished and lead professional development across Australia,
teachers. They make explicit the elements of high- that AITSL was commissioned to foster and
quality, effective teaching in 21st-century schools drive a culture of high quality professional
that are known to result in improved educational learning that would change the attitudes and
outcomes for students. practices of teachers and school leaders.
7

8. The Importance of
Professional Learning
COmmentary by Frederick Brown, schools in Belgium, Denmark, Finland, Hungary,
Learning Forward Ireland, Norway, Sweden, and Switzerland provide
time for professional development as part of
In a landmark study of professional learning
teachers’ average work day or week. When time
conducted for Learning Forward, Darling
for professional learning is built into teachers’
Hammond, et al (2009), studied the status
schedules, their learning activities can be ongoing
of professional learning around the world
and sustained and can focus on a particular issue
with a focus on countries where students are
or problem over time.
experiencing higher levels of achievement.
Several trends were identified in those countries. Similar practices are common in Japan, Singapore,
and other Asian nations, as well. In South Korea,
for example, only about 35 percent of teachers’
Ample time for professional learning is
working time is spent on classroom instruction.
structured into teachers’ work lives
One of the key structural supports for teachers
Beginning teachers receive extensive
engaging in professional learning is the allocation
mentoring and induction supports
of time in the work day and week to participate
in such activities. In most European and Asian Induction programs are mandatory in many
countries, instruction takes up less than half of countries and they tend to emphasise the building
a teacher’s working time. The rest – generally of strong professional relationships among
about 15 to 20 hours per week – is spent on beginning and veteran teachers, as well as the
tasks related to teaching, such as preparing development of teaching practice. In China, for
lessons, marking papers, meeting with students example, both new and experienced teachers
and parents, and working with colleagues. Most participate in teacher institutes at the local
planning is done in collegial settings (such as university and are inducted into a community of
large faculty rooms where teachers’ desk are same-subject teachers. In Switzerland, beginning
located to facilitate collective work) and during teachers work in practice groups of about six
meetings of subject-matter departments and teachers from across different schools and
grade-level teams. together they participate in peer observation,
observation of more experienced colleagues, and
Schools in European nations – including
self/peer evaluation with the practice group.
Denmark, Finland, Hungary, Italy, Norway,
and Switzerland – dedicate time for regular In a model like that found in a number of Asian
collaboration among teachers on issues of nations, the New Zealand Ministry of Education
instruction. A majority of schools in high-achieving funds 20 percent release time for new teachers and
nations provide time for teachers’ professional 10 percent release time for second-year teachers,
learning by building it into teachers’ work day and/ and requires schools to have a locally developed
or by providing class coverage by other teachers. program to develop new teachers’ abilities.
Among OECD nations, more than 85 percent of
8 Professional Learning for School Effectiveness in Australia: WHAT DOES IT TAKE?

9. Mentor teachers and coaches play a key part by national boards of education, the content of In Singapore, the government pays for 100 hours
in launching new teachers into the profession, professional learning is determined according to of professional learning each year for all teachers.
and some countries (including England, France, local needs and is often embedded in the work That is in addition to the 20 hours a week they
Israel, Norway, and Switzerland) require formal of “teacher teams” or “teacher units” at particular have to work with other teachers and visit each
training for mentor teachers. In Singapore, master schools, which are empowered to make decisions others’ classrooms to study teaching. Further,
teachers are appointed to lead the coaching and around curriculum and evaluation. and with government funding, teachers can take
development of the teachers in each school. courses at the National Institute of Education
In Sweden, the decentralization of curriculum
Norwegian principals assign an experienced, toward a master’s degree aimed at advancement
planning and in-service training led to a shift in the
highly qualified mentor to each new teacher and to curriculum specialist, mentor for other teachers,
focus of the development work at each school –
the teacher-education institution then trains the or school principal.
from prescribed teacher-training models defined
mentor and takes part in in-school guidance. In
by the central education ministry, to teacher- Some countries have established national training
some Swiss states, the new teachers in each
designed projects focused on solving problems programs. In England, for example, governmental
district meet in reflective groups twice a month
in teachers’ own classrooms. Teachers are now offices devoted to literacy and numeracy sponsor
with an experienced teacher who is trained to
required to participate in teacher teams, which a countrywide teacher-to-teacher training effort,
facilitate their discussions of common problems
meet during regular working hours to discuss focusing on proven instructional practices in those
for new teachers.
and make decisions on common matters of subjects. Many observers credit that work with
their work, including the planning of lessons, the a subsequent rise in the percentage of students
Teachers are widely encouraged to participate welfare of pupils, and curriculum development meeting national literacy standards from 63 percent
in school decision-making. and evaluation. Such action research to solve to 75 percent in just three years. The training
pedagogical problems and guide curriculum program is one of England’s national literacy and
In most of the countries studied, teachers are
decisions is also encouraged in Australia, Hong numeracy initiatives. It provides resources – such
actively involved in curriculum and assessment
Kong, New Zealand, and Singapore. as high-quality teaching materials, resource
development, often in response to national or
documents, and videos depicting good practice
state standards, and they guide much of the
– to support implementation of the national
professional learning they experience. In Western Governments provide significant levels of
curriculum frameworks.
Europe, nations such as Finland, Sweden, and support for additional profession learning
Switzerland have decentralized most classroom ~ Frederick Brown
Beyond the structure of the work day that
decision-making to professional well-informed
accommodates daily professional collaboration,
schools and teachers. Teachers in these and
many high-achieving nations dedicate significant
many other nations are responsible for developing
resources to professional learning, often
syllabi, selecting textbooks, developing curriculum
drawing on expertise beyond the schools. Some
and assessments, deciding on course offerings
countries have established national requirements
and budget issues, planning and scheduling
for professional learning. For example, the
professional learning, and more. They typically
Netherlands, Singapore, and Sweden require at
design key school-based assessments to evaluate
least 100 hours of professional learning per year, in
student learning as part of the overall assessment
addition to regularly scheduled time for common
system. In place of professional learning dictated
planning and other teacher collaborations.
9

10. Developing the
vision in partnership
AITSL began looking at the problem of how
to foster and drive a culture of high quality
professional learning that would change the
attitudes and practices in July 2010, using a
traditional lens. The resulting Guidelines for
Professional Development were solid but not
different or better that what already existed in
a range of forms throughout the country. We
weren’t confident that another set of guidelines,
no matter how good, would make the difference
we needed.
In February 2011 we rethought our approach.
We wanted to privilege:
• rust over accountability
t
• empowerment over prescription
• impact over entitlement
• efficacy over compliance
The result is the Australian Charter for the
Professional Learning of Teachers and School
Leaders (the Charter).
June 2011
Roundtable
Practitioners, teacher
March – April 2011 educators and policy
Research papers makers workshopped
a national approach
Professors Timperley to revitalising teacher
February 2011 and Collarbone, interest in effective
Re-thinking the and Cole were professional learning.
approach commissioned to The idea of a Charter
provide background was born.
October 2010 Uneasy with our draft research papers /
Academic review and guidelines AITSL think pieces on quality
critique invited academics professional learning.
and experts to a
August – Two Australian discussion to re-think
September 2010 academics reviewed our approach. We
National Professional and critiqued our initial considered what
Learning Program draft of the proposed existed, what works
July 2010 national professional
guidelines and what is possible.
Commissioned development
Literature Review In house we drafted standards/guidelines.
professional
We searched the development
literature to inform best standards/guidelines.
practice standards/
guidelines.
Traditional lens New lens
Problem + expert = answer Profession + experts = ideas
10 Professional Learning for School Effectiveness in Australia

11. August 2012
Charter Endorsed by
education ministers in
June 2012 every Australian state
and territory
International expert
feedback
March – June 2012 The draft Charter was
Input from presented to eight
practitioners international education
experts for detailed
October 2011 Dedicated face to face critique then further
Public release for meetings were held refined. The final
national conversation with teacher educators draft of the Charter
and senior sectoral was also aligned
September 2011 Seventy education and jurisdictional policy with the Australian
Expert practitioner, leaders from across representatives to Teacher Performance
academic and opinion Australia were invited gather feedback about and Development
leader critique to a forum where the draft Charter and
August 2011 Framework.
AITSL released the seek advice about
Charter drafted Written review and Charter for national tools and resources
critique on the draft critique and discussion that would support
The Australian Charter Charter was invited of implementation the culture change we
for the Professional from a cross section challenges. were seeking.
Learning of Teachers of stakeholders.
and School Leaders Their feedback led to Keynote presentations A survey was released
was drafted. redrafting. on the value of, and to Australian National
focus for, teachers’ Teacher Associations
professional learning and Principal
and system reform Associations seeking
were delivered by feedback on the draft
Professor John Charter and advice
Hattie, University about tools and
of Melbourne, and resources to support
Professor Michael culture change.
Fullan, OISE, University Thirty-six separate
of Toronto. responses were
received representing
approximately 50,000
educators and the
Chatter was revised
again.
Australia finally had a
nationally endorsed
statement that made
explicit the key role
professional learning
in the growth of
a high quality
education workforce.
New Approach
Shared responsibility + commitment = impact
11

12. Underpinning the Charter is a deep
commitment to high quality professional
learning. The Charter focuses on making
a difference, where it matters most of all,
in the classroom. The Charter reinforces
that high quality teaching is the key to
improving learning outcomes for young
people and making a difference to their
life chances, irrespective of context. The
Charter also emphasises that professional
learning is not an end in itself but rather
is a means to an end. It is primarily about
securing higher achievement and better
outcomes for all learners.
Harris, 2012
12 Professional Learning for School Effectiveness in Australia: WHAT DOES IT TAKE?

13. THE
CHARTER
The Charter is the result of the contributions of
practitioners and experts within Australia and
beyond. The Charter:
• ffirms the importance of learning in improving
a
the professional knowledge, practice and
engagement of all teachers and school leaders
to achieve improvement in student outcomes
• rticulates the expectation that all teachers and
a
school leaders actively engage in professional
learning throughout their careers
• escribes the characteristics of a high-quality
d
professional learning culture and of effective
professional learning, to assist teachers,
school leaders and those who support them to
get the most from their professional learning.
13

14. What does it take to change the professional practice of every teacher and
school leader in ways that improve the learning, engagement and wellbeing of
every Australian student?
1 2 3
A deeply held belief in the importance
of professional learning to develop
individual and collective capability
across the teaching profession to
address current and future challenges.
A professional learning culture, where
teachers and school leaders expect,
and are expected to be, active learners,
to reflect, receive feedback and
improve their pedagogical practices.
A commitment to evaluating
professional learning.
Teachers need to be provided with opportunities Such a high quality professional learning culture is Effective professional learning should support
to learn; they must also be open to learning characterised by: teachers and school leaders to reflect on,
(Office of School Education, Department of question and consciously improve their practice.
• high degree of leadership support for
a
Education Training, 2005). A commitment to It is also important that teachers and school
ongoing adult learning and risk taking
the professional growth of every teacher must be leaders evaluate their professional learning
supported with professional learning opportunities • collective responsibility for improving practice activities to ensure they are receiving the most
that respect and acknowledge that teachers are benefit from their professional learning.
• isciplined collaboration aimed at specific and
d
adult learners who learn in different ways, come
relevant goals that relate to the learning needs Sophisticated, robust, multi-method ways of
from different backgrounds, work in a variety of
of students evaluating professional learning are required to
context specific settings and cater for the needs
identify the impact and effect size of professional
of diverse students. • igh levels of trust, interaction and inter-
h
learning activities. The identification of the
dependence
changes in teacher and leader practices that are
• upport for professional learning through
s most likely to lead to improved student outcomes
school structures, explicit planning and the can support teachers and leaders in setting
allocation of time personal goals for professional learning and
• focus on the professional learning that
a development.
is most likely to be effective in improving It is important that such evaluation:
professional practice and student outcomes.
• is built into programs from the start
• evaluates outcomes at multiple levels
• f cuses on changes in teacher and leader
o
practices that led to improved student
outcomes
• racks change over the short, medium and
t
long terms.
14 Professional Learning for School Effectiveness in Australia: WHAT DOES IT TAKE?

15. 4
Professional learning that is relevant, collaborative and future focused.
5
Agreement that professional learning
is a shared responsibility that is
taken up at all levels of the education
systems – teachers, school leaders,
system leaders and policy makers.
a. Relevant Collaborative professional learning should:
Teachers take
responsibility for,
Professional learning will be most engaging for • romote teacher and leader ownership of their
p and actively engage in,
professional learning in order
adult learners and have the greatest impact on learning through active involvement in the to build their capacity and
practice when it assists teachers and school design content, practice and evaluation of their that of others
leaders to address and adapt to the challenges learning
they face in improving student learning,
• rovide opportunities to receive feedback on
p To change
engagement with learning and wellbeing.
practice, and observe the practice of others professional practice
To be relevant, professional learning should: in ways that improve the
• ffer support to change practice through
o System
learning, engagement School
leaders and leaders
• ssist teachers and school leaders to meet
a coaching, mentoring and reflection policy makers and wellbeing of every engage in and
enable and Australian student model learning
the identified needs of students to achieve support a and lead the
• rovide opportunities to access and learn from
p
immediate goals and long term outcomes learning and development of a
experts development learning culture
culture in schools in schools
• ncourage teachers and school leaders to
e
• evelop professional learning communities
d
find new solutions to persistent issues, by
within and between schools
challenging their assumptions about their
practice • se technology to enrich collaboration and
u
learning.
• e based on current research on effective
b The Charter is about making a difference to
leadership, teaching and learning teachers and ultimately to students.
c. Future focused
• ink closely to school, sector and system goals
l
and initiatives Effective professional learning seeks to develop
teachers and school leaders who are adaptable
• e matched to the experiences, strengths,
b
and able to deal with new and unexpected
current knowledge, career stage and goals of
challenges.
the adult learner
It should focus on:
• e available when needed.
b
• quipping teachers and school leaders to deal
e
with future as well as current challenges
b. Collaborative
• romoting action research and inquiry and
p
Collaboration has a powerful effect in magnifying
developing teachers as researchers
and spreading the benefits of professional
learning and adds a new and valuable dimension • eveloping high level skills that allow teachers
d
to the learning undertaken by individuals. and school leaders to adapt and excel in a
Effective collaboration demands a disciplined and rapidly changing and hyper-connected world
purposeful approach to solve challenges that are
• upporting teachers and school leaders to
s
most important to improving student outcomes.
explore research that challenges their thinking,
encourages them to develop their own theories
of practice and promotes use of a range of
effective pedagogical practices
• romoting innovation in teacher and school
p
leader practice.
15

16. The challenge of
making effective
professional learning
a way of life in
Australian schools
The Charter does not set out requirements that Professor Michael Fullan (2011) writes “the
must be met by any single school, system or research has been clear and consistent for
provider of professional learning. It does, however, over 30 years—collaborative cultures in which
present unequivocal national expectations teachers focus on improving their teaching
regarding the importance of professional learning, practice, learn from each other, and are well led
the characteristics of effective professional and supported by school principals result in
learning and the need for establishing better learning for students”. Collaboration is a
professional learning cultures in all schools. strong focus within the Charter and by bringing
a ‘discipline’ to that collaboration we ensure that
To foster and drive a culture of high quality practice changes in ways that are sustainable.
professional learning that would change the Where teachers connect in order to collectively
attitudes and practices of teachers and school and systematically investigate ways of
leaders, AITSL is focusing its time, resources and overcoming barriers to their students’ learning,
thought leadership on two high impact initiatives the outcomes can be dramatic (Harris, 2012).
and how they intersect with each other:
In particular, the development of a Professional
1. ethods that allow teachers and school
M Learning Community (PLC) engages
leaders to collaborate effectively. professionals in addressing an issue, solving
2. valuation of the impact of professional
E a problem or meeting a real need through
learning in improving outcomes for students. systematic collaborative enquiry and innovation
that results in better outcomes for learners.
Sustained improvements in student learning
1. Disciplined Collaboration
are more likely to result if professionals actively
There is evidence that some forms of learn with and from each other in a constructive
professional learning affect practice and student and rigorous way. Through ‘disciplined
outcomes more than others. In an OECD survey collaboration’ teachers follow a clear and robust
(OECD, 2010), teachers from around the world model of inquiry, trial new classroom strategies
reported that, generally, sustained collaborative and approaches, and consistently gauge
work on real problems, with expert support the impact of changes in practice upon their
has a greater impact than one-off activities. students’ learning.
16 Professional Learning for School Effectiveness in Australia: WHAT DOES IT TAKE?

17. A growing consensus among researchers
and practitioners suggests that the
most effective teacher learning activities
(i.e. those that improve instruction and in
turn student achievement) involve forms of
job-embedded professional learning.
Cogshall et al, 2012
17

18. Disciplined Collaboration and
Evaluation of Professional Learning
COMMENTARY BY Alma Harris and researchers (Hadfield and Chapman, 2009)
Michelle Jones similarly noted the difficulty of establishing any
causal link between networking and improved
The research literature has established that there
learner outcomes. The main reason for the
is a powerful relationship between high quality
lack of impact resides in the fact that many of
collaborative professional learning and school
these collaborative or networking arrangements
and system improvement. It reinforces that the
main point of any professional collaboration is to did not have a clear model or theory of action
‘connect to learn’ but that often little thought is guiding their collective work in any consistent or
given to the establishment of those connections disciplined way.
and scant attention is paid to the fact that to be Second, It remains a fact that many of the
most productive and effective, some professionals evaluation practices related to professional learning
need to ‘learn to connect’ (Harris and Jones, or development are still fairly rudimentary (Harris et
2012). So how do we get professionals to connect al, 2008), They tend to focus on summarising the
to learn in the most effective ways, and how do activities undertaken, the participants’ responses
we evaluate the impact and outcomes of this to it and self-report on the outcomes and impact.
professional learning more generally? There are, of course, exceptions where the
First, although it is now well established that evaluation of professional learning practices in
carefully constructed and systematic professional schools is well developed, sophisticated and
collaboration can make a positive difference to rigorous, but this is not the norm.
organisational performance and outcomes, it can The reality is that busy teachers find it difficult to
only do so if it is rigorous, focused and systematic undertake rigorous and systematic evaluation of
(Harris and Jones, 2010). The research evidence their professional learning without clear guidance
has highlighted again and again that loose or
and support. The Charter is clear – the evaluation
unfocused professional groupings, partnerships
of professional learning is critically important
or networks are unlikely to secure improvement
because it enables teachers to judge and reflect
in the long term. An international review of
upon how changes in their practice affect those
school to school networks found that relatively
they teach. The challenge is how to provide
few networks could demonstrate a positive
teachers with models of evaluation that align with
impact upon learners. Where an impact could
their professional learning and are a natural part
be substantiated, it was largely correlated with
of their professional practice.
learner enjoyment and engagement (Bell et al,
2010). In their analysis of school networks, other ~ Alma Harris and Michelle Jones
18 Professional Learning for School Effectiveness in Australia: WHAT DOES IT TAKE?

19. Evaluating the Impact of
Professional Learning
Professional learning
While there is a considerable body of research into
various aspects of effective professional learning
and professional development, there is less known
needs to be built upon an
about what teachers learn from their activities
and how resulting changes to practice directly
impact student outcomes. It is not always easy
to measure in simple, causal terms the impact of
professional learning (Lloyd Mayer, 2011).
It is important to consider how the desired
improvements in student outcomes will be
evidential foundation of
measured, and to build this into the professional
learning programs from the start. what works in teaching,
not fad, fantasy, idealism,
ideology or rhetoric.
Dinham, 2007
19

21. EVALUATING Commentary by Albert Bertani
Senior Advisor – Urban Education Institute – University of Chicago, U.S.A.
THE IMPACT OF
PROFESSIONAL The argument for professional learning seeks to draw a causal relationship between
professional development and student learning outcomes.
LEARNING
A key question for the field of professional learning focuses on what indicators and
metrics should be used to evaluate the impact of professional learning. While no
specific formula has been cited to respond to this, it is imperative that programs
regularly assess transfer and application as part of the analysis of impact.
In order to outline a potential way forward, a research-based framework might serve
a useful purpose for framing the discussion. In 2010, the University of Chicago
Press published Organizing Schools for Improvement: Lessons from Chicago.
The authors introduce a framework that highlights the five essentials for improving
student learning and organisational performance in a school. They include: Effective
Leaders, Collaborative Teachers, Involved Families and Supportive Environment,
all impacting Ambitious Instruction, which stands at the core of their framework.
Using twenty years of data from over 675 schools, 300,000 plus students, and
20,000 teachers, the authors correlated student learning gains with the strength of
performance in each of the five Essentials.
What can we learn from this research that could inform a discussion about how
to measure the impact of professional learning? What could serve as leading
indicators in describing the improvements that have occurred as a result of
professional learning? What tools could be utilised to collect information on program
implementation efforts associated with professional learning programs?
Evaluation Indicators and Methods
Evaluating the impact of professional learning requires a robust set of indicators and
multiple methods for collecting information. These indicators and methods should be
detailed from the earliest stages of program design to ensure there is alignment between
the program objectives and desired outcomes. Since evaluation is often the weakest
component in many professional learning programs, particular attention must be
devoted to demonstrating the results from these programs. The proposed indicators and
methods are summarised in the table below and elaborated with short descriptions.
Professional learning that increases
educator effectiveness and results for
all students aligns its outcomes with
educator performance and student
curriculum materials.
21

22. The indicators detailed below can be used individually or in
combination with one another to produce a rich picture of the
impact and results of professional learning programs. They are
intended to guide a rigorous assessment of the key elements
associated with high quality professional learning.
Indicators
Design Features Normative Practices
Research indicates that powerful professional learning While change and improvement might be viewed
includes specific components: theory or knowledge as an individual process, it also has dimensions
building; modelling opportunities to practice; that are related to the normative practices of the
feedback; and coaching. Professional learning school. These changes should also be evaluated
designs should be evaluated using these criteria. because they help build a professional learning
culture that reinforces the norms and values of
professional learning communities.
Job-embedded Strategies
Professional learning programs should include
Student Learning Outcomes
job-embedded strategies that integrate learning
into the daily routines and schedules of teachers Since the ultimate outcome of professional
and leaders. In effect, professional learning is learning is the improvement of student learning
work and should be evaluated accordingly. outcomes, data from student learning measures
should be a factor in assessing the impact of
Transfer and Application Of New Practices
professional learning. While there are many
New practices should be visible in the classroom variables standing between professional learning
as teachers and leaders transfer their new and student outcomes, it is important to identify
knowledge and skills from the workshop setting the causal linkages between changes in teacher
to the work setting. Expectations for changes in practice and improvements in student learning.
practice should be clear, consistent and directly
tied to improvements in student and staff learning.
Quality of Implementation
Change and improvement is a developmental
process and should be accorded the time,
energy, and resources needed. Individuals will
move through various stages of change that have
to be recognised and acknowledged. Once again
clear and consistent expectations play a key role
in supporting what changes need to occur.
22 Professional Learning for School Effectiveness in Australia: WHAT DOES IT TAKE?

23. The potential methods Methods
Surveys (paper or virtual) Observations
detailed below can be used
Can provide a valuable source of evidence in Peer observations or leader observations serve
individually or in combination assessing the impact of professional learning as another source of evidence in evaluating the
with one another to produce programs. They can help track progress as well
as identify implementation challenges that need to
impact of professional learning. Observations
should be focused, clear in intent, and include
a rich picture of the impact be addressed. While surveys can be customised pre and post-observation conversations. Like
for particular initiatives, there also are commercial interviews – observations can provide a highly
and results of professional survey tools available that can be used. personalised method of data collection.
learning programs. They
Interviews Journals or Logs
employ a mixed-methods
When teachers and leaders are engaged in new Using journals or logs to document professional
(quantitative and qualitative) learning to improve their practice, interviews learning provides a rich source in assessing the
provide a highly personalised method of impact of professional learning programs. They
approach to collecting and collecting information about the impact of should be reviewed and analysed regularly to enable
analysing data to understand professional learning. A short protocol of five the impact of professional learning to be assessed.
to seven questions usually provides more than
the impact of professional enough pertinent information.
Case studies (written or video)
learning programs. The data that combine interviews with
Focus Groups observations.
can be used for summative
An alternative to interviews is focus groups – Can provide a rich and varied source for assessing
evaluative purposes as well gathering small groups of teachers (six – eight) the impact of professional learning. They also
to discuss and reinforce their implementation have the added advantage of being able to tell the
as for formative purposes to successes and challenges. Once again a short story of changes in practice that demonstrate the
enable mid-course corrections protocol of five to seven questions will provide impact of professional learning programs.
sufficient prompts for a discussion.
~ Albert Bertani
in the learning process.
23

24. A commitment to ongoing professional
learning is required not only to maintain
but to elevate Australia’s position as a high
achieving education system.
OECD, 2011

25. 25

26. We will know
we have been
successful when…
The challenge of having
effective professional
learning become pervasive
in Australian schools will be
met if teachers and school
leaders can confidently
assess and make informed
decisions about the learning
in which they will engage and
when they are equipped will
methods that ensure their
collaboration is productive.
The platform for reform established in Australia and ultimately when:
and the ambitious goal of fostering and driving a
• rofessional learning improves the quality
P
culture of high quality professional learning that
of teaching and leadership, and through
changes the attitudes and practices of teachers
this, improves the outcomes achieved by
and school leaders will be considered a success
all young Australians.
when professional learning can be directly linked
to improved pedagogical practice of teachers Changing culture and professional practices is not
like Anne (referenced on page 1) and in turn the easy and will require sustained endeavour, but the
improved performance of students. clear message of the Charter is that the results will
be worth the effort.
We will know we have been successful when:
• eachers work with existing theories of best
T
practice and operate as co-constructors of
next practice.
• chool leaders work as leaders of learning,
S
motivating and supporting teachers and their
colleagues.
• eachers and school leaders initiate the
T
establishment of sustainable professional
learning communities.
• eachers and school leaders choose
T
appropriate assessment strategies to
determine the impact of improved professional
practice on student outcomes.
• valuation of professional learning is
E
mainstreamed and embedded.
• rofessional learning that takes into
P
consideration the individualised learning needs
of teachers is developed, scaled and sustained.
26 Professional Learning for School Effectiveness in Australia

27. A CASE STUDY OF SUCCESS -
MAKING SCHOOLS CENTRES FOR
LEARNING
Across the world, school leaders are working to build professional
learning communities (PLCs) in their schools. These leaders
work strategically, investing time, energy, and resources into
building collaborative work places where the norms of collective
responsibility, reflective dialogue, and the deprivatisation of
practice all contribute to improving student learning.
commentary by Albert Bertani Processes for Deprivatising Practice
Senior Advisor – Urban Education Institute – Smart school leaders also help staff members
University of Chicago, U.S.A. broaden their vision of the school by helping them
experience the school beyond their respective
The following examples reflect a composite
teaching assignment. This is often accomplished
of actions observed in a number of schools
through walk-about or walk-through processes
across the United States. All of the actions are
that are structured to help staff members visit
built around a theory of action that places trust
and observe one another during instructional
and relationships at the heart of the efforts with
time within the school day. These processes for
appropriate structures and processes serving as
deprivatising practice are designed to: help staff
the mechanisms to organise the work.
members see the school as a system; invest
them in the process of school improvement; and
Structures for Collaboration enhance shared accountability across the school.
Smart school leaders recognise that they cannot
improve student learning and organisational Support for Learning
performance by working alone. They have to
Smart school leaders also know that staff
engage professional and non-professional staff
members need highly personalised support
members in the process. They often accomplish
that extends beyond meetings. In order to
this goal by creating structures and processes
guarantee that staff members transfer and apply
designed to support collaborative participation.
their learning, school leaders often institute
While the structures can take many forms –
coaching programs to ensure that there is the
leadership teams, grade level teams, or cycle
appropriate reinforcement and support for
teams - they all engage in processes that
developing new skills. Coaching that includes
promote collaboration and reflection. Examples
opportunities to practice, receive feedback, and
of these processes often include: joint lesson
discuss implementation challenges provides the
planning; examining student work; individualised
personalised support staff members usually need
discussions around specific students; and
when trying to learn new strategies and methods.
planning for the differentiation of instruction.
Regardless of the processes used, the structures ~ Albert Bertani
serve a normative function in shaping a culture
that enhances collaborative participation.
27

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