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Professor Stephen Dinham OAM Chair of Teacher Education and Director of Learning and Teaching Melbourne Graduate School of Education
the focus of every school, every educational system and every education department or faculty of education [should be] student learning and achievement. Dinham, 2008: 1).
QUALITY TEACHING
LEADERSHIP
PROFESSIONAL LEARNING
Professional Learning
an age of evidence
teacher professional learning needs to be built upon an evidential foundation of what works in teaching, not fad, fantasy, idealism, ideology or rhetoric. Dinham, Stephen, (2008) Innovative and effective professional learning for student accomplishment, Curriculum Corporation conference, Melbourne, 19 June, 2008.
Although teachers have an undeniably large influence on student results, they are able to maximise that influence only when they are supported by school and system leaders who give them the time, the professional learning opportunities, and the respect that are essential for effective feedback to support instruction. (Reeves, 2010)
leadership is the big enabler in successful schools. You can have good teaching without having a good school, but you cant have a good school without good leadership professional learning is the lever that helps leaders create the conditions in which teachers can teach effectively and students can learn. (Dinham, 2010)
Traditional Formal pre-service ad hoc, on the job Professional associations Informal self-directed Formal in-service Formal postgraduate study
Types of Teacher Learning Alternative Approaches Action research Action learning Formal mentoring Professional standards/certification (mandatory, voluntary) Professional learning modules Learning communities Communities of practice
When all the definitions were pieced together the school as a learning community was perceived as a place where life-long learning takes place for all stakeholders for their own continuous growth and development, teachers act as exemplary learners, students are prepared adequately for the future, and mistakes become agents for further learning and improvement. Furthermore, it is a place where collaboration and mutual support is nurtured, clear shared visions for the future are built, and the physical environment contributes to learning. (Voulalas & Sharpe, 2005)
Case Studies:
1. 2. 3. 4. HSC Teaching Success AESOP Australian Government Quality Teaching Program NSW Quality Teaching Awards None of these projects was about learning communities per se, but each shed light on the dynamics of the phenomenon.
The Case Studies: How Does a Learning Community Develop and Sustain Itself?
The Learning Communities examined in the case studies were developed and sustained through:
A. B. C. D. E. F. Focus on Teaching and Learning Individual and Collective Belief and Support Problem Solving Internal Expectations and Accountability Leadership and Outside Influence Overall Dynamics
4.
6.
C. Problem Solving
Problem Solving
11. The group creates a climate of high expectations and 12. 13.
professionalism which members rise to, not wanting to let anyone down, not least students. Members of the group empower each other to take the lead in learning, in turn enhancing individual and group leadership capacity and effectiveness. Accountability is to the group, more than to externally imposed accountability measures; group accountability and self-accountability are powerful influences on the learning communitys ethos, and action.
F. Overall Dynamics
17.
Data is not just about compliance it is about improvement Vision is important but it must rest on evidence.