The value of collaborative rounds for teacher professional learning in Australia

Abstract

Teacher professional learning (PL) is increasingly being viewed by governments, bureaucracies, and school systems as an important vehicle for improving teaching quality and effectiveness. This new enthusiasm, however, has to be set against a history of professional development in schools that was of marginal quality and benefit. In response to this history, education authorities are interested in PL that emphasises collaborative, relevant and authentic opportunities for teachers. This paper reports a study investigating the potential of a collaborative rounds-based approach for teacher professional learning conducted across three small primary schools in Western Australia. Using qualitative data gathered over a year, strengths and challenges of the rounds approach are explored. Findings show how this PL supported teacher learning, the perceived influence on classroom instruction and the benefits in working collaboratively. Challenges included time and logistics, overcoming anxiety about being observed and the process of learning observational skills. Implications for future implementation as well as policy and practice are discussed.

Subject Panels as Sustainable Innovation for Teacher Professional Development

“…Hargreaves et al (2013) argued in favour of teacher involvement in planning professional development programmes so that teachers' needs are reflected. Mansfield and Thompson (2016) argued for teacher involvement in agenda-setting to increase ownership and commitment to professional development initiatives.…”

“…In this context, the initiative to improve teacher professional practice is placed in the teacher's hands, rather than administrators and/ or external experts -more akin to a doctor who prepares remedies for him-or herself. Recent research has shown that classroom practice improves when teachers are given the autonomy to find solutions to challenges they encounter in their practice (Gore & Rosser, 2020;Govender, 2018;Mansfield & Thompson, 2016;Rincon-Gallardo & Fullan, 2016;Stacy, 2013). When teachers are involved in their own professional development, their confidence with, ownership of and commitment to new ideas and school reform increase.…”

The professional development needs of beginning and experienced teachers in four municipalities in Sweden

“…Beginning teachers also highlight the importance of having opportunities to be with other teachers to dialogue, to observe, to co-plan, to have time to establish relationships with experienced teachers and mentors (Reeves 2008, Mansfield andThompson 2017). Bieler (2012, p. 47) speaks of 'crafting community' through sharing friendship and ideas:…”

Training needs to develop the professional of Arabic language teachers

“…The process of identifying training needs is directed, which directs training in the right direction to meet the needs, desires, and interests of teachers, therefore, it is necessary to determine the needs of employees before starting any training process to reach the required results (Lindqvist & Nordӓnger 2016;Mansfield & Thompson 2017). Training increases the efficiency of teaching, which is a measure of the teacher's success in performing his task and works to increase the return on education in different situations within the educational process (Meissel, Parr & Timperley, 2016).…”