A model for research-based State professional development policy

Abstract

Federal, State and school-based professional development has become a multi-million dollar educational enterprise in Australia. Yet there are no published models for the making of systems-level professional development policy. Reviewing the literature on the characteristics of effective professional development programs, this paper proposes a six-phase model using research and theory for the selection, framing and evaluation of professional development programs in State educational systems. Using categories from Shulman, the model focuses on an effective analysis of teacher knowledge and due consideration of contexts for teacher learning. It argues for a research-based approach to professional development policy and implementation that balances ‘informed prescription’ with ‘informed professionalism’.

Keywords:

• Australian educational policy
• professional development
• teachers' knowledge

Acknowledgements

We thank Diane Mayer, James Ladwig and Kim Bannikoff for their discussions and testing of these ideas.

Notes

1. See http://www.dest.gov.au/sectors/school_education/policy_initiatives_reviews/reviews/previous_ reviews/teachers_for_the_21st_century.htm

2. See http://www.dest.gov.au/sectors/school_education/programmes_funding/programme_categories/ key_priorities/literacy_numeracy_initiatives/#National_Projects_(formerly_known_as_the_ National_Literacy_and_Numeracy_Strategies_and_Projects_Programme)

3. See http://education.qld.gov.au/staff/development/pdfs/agenda-2009.pdf

4. See http://education.qld.gov.au/publication/reporting/annual/pdf/deabudget2006.pdf

5. See http://deta.qld.gov.au/reports/annual/07-08/pdf/full-deta-annual-report-08.pdf

6. See DEST reviews http://www.dest.gov.au/common_topics/publications_resources/, retrieved November 1, 2008.

7. See http://www.edu.gov.on.ca/eng/literacynumeracy/moreinfo.html

8. See http://education.qld.gov.au/students/policy/assessment/y2dn/index.html

9. Timperley et al. (2007) conclude that sustainable and effective professional development requires an accessible theory base.

10. This program commissioned critical literature reviews, surveys of studies, and meta-analyses of empirical data in key areas (e.g. Maori education, mathematics curriculum and values education). These resources were used by the New Zealand Ministry and schools for policy formation and debate; see http://www.educationcounts.govt.nz/themes/BES, retrieved September 8, 2008.

11. On broadening the range of outcome indicators, see Ladwig (in press); Luke (2009); Moss, Girard & Hanniford (2007).

12. Consultation with researchers is necessary when systems extrapolate from the identified needs of a specific national or regional cohort of teachers (e.g. New York teachers, UK urban teachers), to an Australian and regional cohort. Sydney school reform is not New York school reform. This is due to the variability of policy and systems governance, teacher background, student population, cultural and linguistic context, community economics and demographics, adjunct health and welfare systems, etc.

13. Successful professional development, Timperley et al. (2007) argue, requires the setting of ‘consonant’ and ‘dissonant’ relations with existing knowledge. This is an important point in instances where effective professional development does not simply augment and complement existing teacher cohort knowledge, but deliberately critiques and destabilises it in order to introduce new knowledge and shift practice.

14. Queensland University of Technology, Queensland Studies Authority and the Queensland Teachers' Union researchers are working on a 2009–10 Australian Research Council-funded project to develop a survey instrument on the uses of the syllabus in constituting an ‘enacted curriculum’ and their diverse training needs. It is worth noting that the current development of the Australian National Curriculum has, thus far, not engaged with empirical accounts of the enacted curriculum.