Features of effective professional learning: a case study of the implementation of a system-based professional learning model

Journal article


Labone, Elizabeth Mary and Long, Janette Adele. (2016). Features of effective professional learning: a case study of the implementation of a system-based professional learning model. Professional Development in Education. 42(1), pp. 54 - 77. https://doi.org/10.1080/19415257.2014.948689
AuthorsLabone, Elizabeth Mary and Long, Janette Adele
Abstract

The impact of quality teaching on student learning has led to an increased focus on professional learning to support and improve teacher practice. Review of the literature on effective professional learning suggests six elements that support sustained change in teacher practice; namely, focus, learning components, feedback, collaborative practices, temporal elements and coherence. While these practices have been drawn from reviews of studies of effective professional learning, there has been little attempt to validate the effectiveness of collective implementation of these elements in broad-based professional learning. To address this, this study assesses the validity of these elements in a system-based professional learning programme implemented in Diocesan schools in Australia. The paper first discusses the key practices for effective professional learning within these six elements, and then reports on case studies of three Catholic schools that have implemented the system-based professional learning programme. The research maps the implementation strategies of these three schools against the key practices in the six elements. The findings support the importance of the presence of all six elements in effective implementation but also suggest that the principal’s commitment to professional learning is a pivotal factor in sustaining changed practices.

Keywordsteacher professional learning; school improvement; system-based professional learning; school administration
Year2016
JournalProfessional Development in Education
Journal citation42 (1), pp. 54 - 77
PublisherRoutledge
ISSN1941-5257
Digital Object Identifier (DOI)https://doi.org/10.1080/19415257.2014.948689
Scopus EID2-s2.0-84947998727
Page range54 - 77
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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