Phillips, P. (2008).

Professional development as a critical component of continuing

teacher quality. Australian Journal of Teacher Education, 33(1), 37-45.

This paper explores the concept of continuing professional development (CPD) as the key to improving
teaching quality and student outcomes, and discusses issues in relation to what is considered best practice in
CPD.

Differences in learning styles can determine the effectiveness of professional development (PD). The article
discusses Sternbergs theory of thinking styles, and how these styles affect individual perceptions of any given
situation (e.g., some teachers find butchers paper activities useful while others find them boring).

Relevant material that is subject-specific plays a key role in effective PD, as this type of content is accessible
and engaging to teachers. By identifying areas of need (e.g., shortage of science professionals), school
leaders can equip teachers with PD that addresses these concerns (e.g., the Primary Connections program).

Reflection is a crucial part of CPD, as it motivates teachers to learn, and gives them a powerful sense of
control over their professional learning. Collaborative reflection enables teachers to share their knowledge and
engage in professional dialogue, which is essential for effective CPD. This process can be confronting as
teachers open themselves to judgment, however, reflection should be accompanied by non-critical
confrontation in order for development to occur.

Mentoring has become a focus of CPD, as it provides a practical way for beginning teachers to learn important
knowledge and procedures from expert teachers. This is known as intergenerational learning, and is crucial to
assisting teachers with meeting changing demands. Mentorship provides opportunities for honest and critical
discussions that foster reflection and professional relationships.

A barrier to mentorship is inadequate emotional support, and finding a good mentor is critical for quality
teaching. The emotional support from mentorship helps minimise incidences of burnout, which is a major
inhibition to teaching quality. Intensive mentoring encourages teachers in difficulty to improve their practices,
and this applies to both beginning and experienced teachers.

Some teachers are resistant to CPD as they believe the introduction of new ideas or changes (e.g., the growth
of technology) to current practices will result in increases to already difficult workloads. However, PD plays a
key role in the implementation of educational and school reforms, as it enables change to take place through
relevant and systematic steps. It is important to recognise teachers and their past achievements, experiences

Kennedy, A. (2005). Models of continuing professional development: a framework

for analysis. Journal of In-Service Education, 31(2), 235-250.
This paper examines nine models of CPD, and presents a categorised framework that allows for comparison of the models.
The training model uses a skill-based approach, in which PD is delivered by an expert. This provides teachers with
opportunities to update their skills in order to demonstrate competence to a set of standards. This forms the basis of the
standards-based model, which emphasises learning that leads to evidence-based, demonstrable practice. However, the
knowledge gained from training often has limited relevance to the classroom, and the standardisation of training
opportunities can inhibit other areas of development.
In the cascade model, teachers attend training events, and then relay information back to their colleagues. This model is
successful at delivering skill-based knowledge but neglects the context in which this knowledge is gained or used.
Through the deficit model, PD can be designed specifically to address perceived deficits in teacher performance, enabling
schools to raise teaching quality. However, a drawback is that it attributes blame to individual teachers, and collective
responsibility is not considered.
In the mentoring/coaching model, professional learning takes place through shared dialogue between two colleagues.
Mentorships are collegiate and confidential, and this allows teachers to share ideas and reflect in a non-threatening manner.
The community of practice model is a collaborative learning process that shares similarities with the mentoring/coaching
model, but involves more than two people. Learning occurs through social interaction, and the combination of several
teachers knowledge allows for the creation of new knowledge.
The action research model involves teachers acting as researchers, with the aim to improve the quality of their actions (e.g.,
practice). Action research enables teachers to be active learners, allowing them to ask critical questions of their practice, and
focus on areas of relevance. In the award-bearing model, university courses for teachers focus less on academic research
and more on the practice-based element of teaching.
The transformative model is the effective integration of traits from other CPD models, with an awareness of issues of power
(e.g., policy).
The models are categorised based on two specific purposes. The transformative view involves the use of the transformative
and action research models to support teachers in their contributions towards shaping education policy and practice.
The transmission view incorporates the training, award-bearing, deficit and cascade models to prepare teachers for the
implementation of educational changes and reforms.
The other three models (standards, mentoring/coaching, community of practice) are considered transitional, as they can
support either of these purposes.

 The readings have enhanced my understanding of

lifelong learning by providing me with insight as to
what is considered best practice in this dimension.
Based on the training model, it can be difficult for
teachers to engage with learning when it is delivered
in a passive and irrelevant way (Kennedy, 2005). The
idea of relevance was discussed in both readings,
and it was identified that it is important for PD to be
accessible and relevant to the teachers practice, in
order for it to be effective.
Teachers who are resistant to change (e.g.,
implementation of school reforms) benefit when PD is
made relevant to them by bringing in their learning
styles and past experiences (Phillips, 2008).
Another idea raised in both articles was the
importance of collegial models in continued learning.
The deficit model was discussed as a way to improve
the practice of underperforming teachers, but was
criticised for singling teachers out (Kennedy, 2005). In
comparison, the mentoring/coaching model offers a
confidential and supportive approach to helping
teachers improve their practice through critical
reflection (Kennedy, 2005; Phillips, 2008).
Teams of teachers are able to combine their
knowledge to create new knowledge, such as through
collaborative planning and collaborative reflection
(e.g., community of practice) or carrying out action
research (Kennedy, 2005; Phillips, 2008). In
comparison to passive models (e.g., training,
cascade) that focus on quick fixes (e.g., skill-based
knowledge), collegial models focus on the learning
process, and this reflects the notion of lifelong
learning.

aining
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References

Australian Institute for Teaching and School Leadership (AITSL). (2014).

Looking at classroom practice. Retrieved from http://www.aitsl.edu.au/
Kennedy, A. (2005). Models of continuing professional development: a
framework for analysis. Journal of In-Service Education, 31(2), 235-250.
Phillips, P. (2008). Professional development as a critical component of
continuing teacher quality. Australian Journal of Teacher Education, 33(1),
37-45.

Alan Deng
Student ID: 21449104