In a paper commissioned by the Australian College of Educators, leading education researcher, Lawrence Ingvarson, writes: “… of all the options available to policy makers seeking to improve student learning outcomes, the most effective are those that invest in teacher knowledge and skill.” 1

Ingvarson goes on to suggest that one of the most rewarding strategies for building that knowledge and skill is through, and in, teachers’ practice. The stories featured in this newsletter demonstrate some of the ways that teachers across NSW are using AGQTP funding to build professional learning experiences around the teaching and learning that is going on in their classrooms. As the stories show, the teachers involved have taken collective responsibility for supporting each other’s professional learning, and by sharing their expertise, have enhanced their confidence and increased their sense of teacher professionalism.

A characteristic of work-focused professional learning is that it offers diverse ways for teachers to gather and share information about their experiences. The stories show that this exchange can take place on different levels including one-on-one discussions with a school-based mentor; at a conference organised by a professional association; amongst school staffs working on a school-wide issue; and across school networks discussing case studies or literacy issues. Increasingly, as three of the stories illustrate, many of these discussions are being conducted in an online environment as one way to address some of the barriers imposed by geography and time.

Several stories describe action learning projects, some involving one teacher and one class incorporating ICT into lessons, others involving a number of teachers and classes across a school. The stories demonstrate ways in which teachers gather evidence from their practice to shape the professional development that will improve student learning outcomes. The projects entail designing and implementing innovative teaching and learning strategies, trialling them in practice, and reflecting on and sharing the outcomes with colleagues. Of particular interest are the investigations of one high school into the importance of cultural relevance in pedagogy for students from language backgrounds other than English.

Two stories highlight the work being done around the implementation of the National Safe Schools Framework. These stories show how teachers can take information from the literature, make use of outside experts, engage in a process of collaborative problem solving about a school-wide issue and then successfully put into practice a holistic approach to student welfare.

Invargson (2002) puts forward the proposition that there are significant things about teaching that can only, and will only, be learned in practice. 2 The activities described in this issue provide strong evidence for the value of making teachers’ practice the site for professional learning.

Extracts from interviews with some of the teachers and students featured in this newsletter are available as digital video clips. The videos can be viewed by going to the AGQTP website, http://www.qtp.nsw.edu.au, clicking on the Newsletter icon and selecting the 2005 issue. The stories that include video clips are identified by the icon TV within the story.

References

1. Ingvarson, L. (2002). Building a learning profession. ACE Commissioned Research Series Paper no. 1. Deakin West: Australian College of Educators. p.5

2. op.cit. p.11

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©2005 NSW Department of Education and Training.
Disclaimer
The views expressed herein do not necessarily represent the views of the Australian Government Department of Education, Science and Training.
Acknowledgement
This project was funded by the Australian Government Department of Education, Science and Training as a quality teacher initiative under the Australian Government Quality Teacher Programme.