Designing Professional Learning for Effecting Change: Partnerships for Local and System Networks

Autor/inn/en	Wyatt-Smith, Claire; Bridges, Susan; Hedemann, Maree; Neville, Mary
Titel	Designing Professional Learning for Effecting Change: Partnerships for Local and System Networks
Quelle	In: Australian Educational Researcher, 35 (2008) 3, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
Schlagwörter	Foreign Countries; Middle School Teachers; Instructional Leadership; Principals; Teaching Methods; Teaching Models; Teacher Improvement; Literacy; Numeracy; Disadvantaged; Middle School Students; Private Schools; Catholic Schools; Australia + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Instruction; Leadership; Bildung; Erziehung; Führung; Principal; Schulleiter; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmodell; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Student; Students; Schüler; Schülerin; Private school; Privatschule; Katholische Schule; Australien
Abstract	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 teacher-capacity 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. (Contains 4 figures and 4 notes.) (As Provided).
Anmerkungen	Australian Association for Research in Education (AARE). P.O. Box 71, Coldstream, Victoria 3770, Australia. Tel: +61-0359-649-031; Fax: +61-0359-649-586; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au/aer/contents.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10