Abstract:
Opportunities for site-based, collaborative professional learning (PL) such as observing a colleague teach are often harder to access by early childhood, casual/relief and rural/remote teachers. As quality teaching is the greatest in-school factor to improving student outcomes, access to high quality professional learning for teachers is essential for teachers in these settings. We know that the most effective professional learning approaches are education setting-based, focused on improving teaching practice and consider the context.
The Australian Institute for Teaching and School Leadership (AITSL) has consulted widely with the profession, including a survey of over 1800 teachers from these three contexts, to understand the challenges teachers face in accessing high quality PL. This workshop will provide an opportunity to discuss the research findings and unpack what high quality professional learning means. This understanding ultimately enables teachers to improve their practice and have the greatest impact on their students as well as supporting school leaders to leverage expertise within and between school communities.
The Australian Institute for Teaching and School Leadership (AITSL) has consulted widely with the profession, including a survey of over 1800 teachers from these three contexts, to understand the challenges teachers face in accessing high quality PL. This workshop will provide an opportunity to discuss the research findings and unpack what high quality professional learning means. This understanding ultimately enables teachers to improve their practice and have the greatest impact on their students as well as supporting school leaders to leverage expertise within and between school communities.