Designing Professional Learning for Effecting Change: Partnerships for Local and System Networks
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This paper presents (i) a purpose-built conceptual model for professional learning and (ii) a leadership framework designed to support a large-scale project involving diverse sites across the state of Queensland, Australia. The project had as its focus teachercapacity building and ways to improve literacy and numeracy outcomes for students at educational disadvantage. It involved 15 intersectoral clusters and brought together Middle School teachers, principals, curriculum leaders and management personnel from Education Queensland, the Association of Independent Schools Inc., and the Catholic Education Commission. In the paper we discuss how the project worked at the interface of research and practice. Further, we discuss how professional learning was facilitated by a multi-layered approach that acknowledged the importance of research-based learning, curriculum and pedagogic leadership by principals, and strong opportunities for teacher agency through cross-cluster and intersectoral collaboration. In conclusion, we invite readers to consider how the approach represents a radical new way to think about what could count as valued professional learning interactions.
The Australian Educational Researcher
Copyright 2008 Australian Educational Researcher. Please refer to the journal's website for access to the definitive, published version.
Educational Administration, Management and Leadership
Teacher Education and Professional Development of Educators