Teacher Professional Development
Much has been invested, both rhetorically and financially, in the professional development of teachers and school leaders as a critical approach in improving a host of educational problems. Despite this investment, there is remarkably little empirical research that informs our understanding of the relationship between professional learning and improvements in pedagogy or outcomes. The professional development research of the CPLE is designed to begin to fill this gap. Projects centre on exploring what is needed for professional development to make a difference as well as the specific professional learning needs of educators at different points in their careers, from preservice teacher education, through entry to teaching, and the transition to successful leadership. Student projects in this area are focusing on the induction of early career leadership and the importance of collective responsibility for student learning as a variable related to effective professional development.
Systemic implications of pedagogy and achievement in NSW public schools.
Prof. Jennifer Gore; A/P James Ladwig; Dr Thomas Griffiths; Dr Wendy Amosa.
Systemic Implications of Pedagogy and Achievement in NSW public schools (SIPA), is jointly funded by the Australian Research Council (ARC) and the NSW Department of Education and Training (DET). The project is a collaborative effort between researchers at The University of Newcastle and DET to investigate the relationships between teacher professional learning, pedagogy and student achievement. This longitudinal study tracks the experiences of three cohorts of students as they progress through their schooling. Through the study, DET and the researchers aim to establish a clear link between improved student outcomes, the provision of professional learning, and teachers' classroom and assessment practices measured against the Quality Teaching dimensions of Intellectual quality, Quality learning environment, and Significance. The study has been designed to meet this aim by addressing the following central research questions: Does teaching that exhibits the principles of Quality Teaching lead to improved student learning outcomes in the NSW context? What are the equity implications of the Quality Teaching model? And What forms of professional development are associated with teachers meeting the standards of the Quality Teaching model? A range of schools have been selected to participate in the study, which is tracking the learning experiences of three cohorts of students as they progress through school over a four year period. The SIPA research will provide DET with qualitative data about the conditions needed in schools to allow teachers to raise standards by focusing on Quality Teaching. The study will reveal the impact, over time, of teachers' professional development on their teaching practice. Ultimately the results of the research will provide DET with valuable information about the relationship between teachers' application of the NSW Quality Teaching model and students' learning outcomes.
The impact of 'productive pedagogy' in the socialisation of beginning teachers.
Prof. Jennifer Gore
The major aim of this project is to investigate the pedagogical practice of a group of beginning teachers who have been ‘trained' in the productive pedagogy model (and its successor, the Quality Teaching model). These teachers were exposed to principles of PP in a first year semester long course and were intensively engaged with the model in a final year elective called ‘Teaching Better'. More specifically, the project aims to determine whether the impact of PP in preservice preparation is sustained or ‘washed out' during the first year of teaching and to determine which factors contribute to supporting or reversing commitments and skills developed in the university teacher education program.
An investigation into secondary mathematics teachers' choices of teaching strategy and factors that influence them.
Dr Sharon Cooper
Secondary mathematics teachers have often traditionally been seen as resistant to styles of teaching other than direct instruction (or "chalk and talk"). The researcher has observed in practice that many teachers believe employing strategies other than direct instruction coupled with textbook exercises in lower ‘ability' classes is too difficult, not suited to students, and exacerbates behavioural problems. Anecdotally, current pre-service secondary mathematics teachers often class the teacher credited with their success as being of the "traditional" variety. These pre-service teachers have often found it difficult to approach teaching mathematics using strategies other than direction instruction as, for them, it has been successful. This research study will formally investigate teachers' belief about efficacy of employing different teaching strategies to different student class and school contexts. It will provide sound research base upon which further research into the effects if strategy choice on students' interest and achievement, As well as provide valuable information for pre-service mathematics teacher education.
From Surviving to Thriving: An Induction Program for Early Career Teachers of Personal Development, Health and Physical Education (2005, 2006)
Dr Gregg Rowland, Mr Doug Hearne (UoW) and Dr Ann McCormack
This project was a professional development program for early career teachers and was initiated in response to recent reports on the high rates of attrition among early career teachers, particularly in the first five years of teaching. The recent Review of Teacher Education in New South Wales highlighted the upward trend in "early career teacher resignation rates in New South Wales (NSW) over the past four years" (Ramsey, 2000, p.197). In the year 2000, the highest numbers of resignations were from teachers aged 25-29 years. Whilst teachers in this age group "make up a very small percentage of the current teaching service, the actual number resigning is far higher than for any other age group" Leete (2001, cited in Williams, 2002, p.4). This project involved both conference and ongoing online mentoring designed to support early career teachers from the key learning area of Personal Development, Health and Physical Education (PDHPE) across three teacher employing authorities in NSW. The project was supported by the NSW Branch of the Australian Council for Health Physical Education and Recreation (ACHPER NSW) in conjunction with the Australian Government Quality Teacher Programme (AGQTP). The project has received acclaim for its design and outcomes for early career teachers and is now used as a model by the AGQTP for professional association early career teacher programs across NSW.
The role of academic partners mentoring action research/learning in schools as a model for professional development
Dr Ann McCormack, Dr Ruth Reynolds and Ms Kate Ferguson Patrick
This study used data collected from surveys, interviews and reflective journals to identify and examine some common issues and outcomes associated with the participation of academic partners mentoring professional development activities in schools. Three academics worked in partnership conducting their own action research study of the journey they took as academic partners to a sample of schools undertaking AGQTP action learning projects in New South Wales, Australia. They used personal reflection in the form of learning journals, collaboration, discussion and critique as a part of this process in addition to surveying teachers and interviewing project leaders in order to examine other's perceptions of what role an academic partner should take and the value of this type of professional development approach. Conclusions from the study indicated the mentors undertook both practical management roles and social and emotional support roles in their schools which led to increased personal reflection, academic renewal, improved self esteem and collaborative skills on the part of the mentor. Challenges and limitations of the role were also explored along with the value and outcomes for schools and teachers of action learning as a model for teacher professional learning.
Examining the relationship between professional standards and teaching quality for early career teachers.
Dr Ann McCormack; Prof. Jenny Gore.
This project builds on a program of research aimed at both retaining, and improving the quality of, early career teachers in NSW schools. The project addresses a new context for early career teachers, such that from 2005, they have been required to meet professional competence standards set by the newly created NSW Institute of Teachers. This study examines how the standards function in the lives of early career teachers and the extent to which they contribute to the production of teaching quality. The experiences of other countries and systems that have employed teaching standards will form a basis for our investigations. In addition, this study will focus on a small group of early career teachers in their initial year of teaching to explore the role of the Professional Teaching Standards in their development. The project will involve a detailed review of the literature relating to the impact of standards on teacher quality in other Australian states and countries where standards for new teachers have been a mandatory part of teacher registration for many years. The study will involve the early career teachers, as well as their principals, and mentors in individual and focus group interviews to investigate the impact of the standards and the extent to which, and ways in which, they have supported teaching quality. The study has implications for further research, as well as for policy and practice in teacher education and teacher professional development.
Early career teacher socialisation and professional growth
Dr Ann McCormack; Professor Jennifer Gore
The aim of this project was to investigate the socialisation and professional growth of beginning teachers in NSW government schools. This area of research is significant given the issues and needs identified in Quality Matters, the report of the Review of Teacher Education in NSW (Ramsey, 2000) and the Inquiry into the Provision of Public Education in NSW (Vinson, 2002) wihich both highlighting the need for effective induction and professional development for early career teachers as crucial to the future of the teaching profession and school education. This project investigated the support received, experiences and professional growth of early career teachers during their induction and initial years of teaching through questionnaire and personal interview data collection with the variables of gender, specialisation and location considered for their impact. The outcomes of the project was used to inform both preservice and inservice professional development. Course materials to support beginning casual and permanent teachers were developed for inclusion in final year professional preparation preservice courses and support for inservice courses for early career teachers particularly those in rural and in remote areas were established using professional association conferences and online mentoring programs to address professional development needs identified in this project
The Induction of Beginning Teachers
Dr Ann McCormack; Prof. Philip Foreman; Prof. Jennifer Gore
The aim of this project was to investigate the induction of beginning teachers into teaching through interview and journal analysis. This research is of particular importance given that the report of the Review of Teacher Education in NSW (Ramsey, 2000) Quality Matters highlighted induction as the "crucial link between preparation and practice as a professional" (p.205) and identified present deficiencies in this process. This review recommended giving greater priority to induction of teachers and the role of initial education in the process. This project, which investigated and monitored a large group of graduates during their induction into teaching, examined their preparedness, support, experiences and professional growth. The results of this project were highly significant in identifying problems faced by casual beginning teachers who experienced little induction or professional development, making recommendations to the NSW Department of Education and Training (DET) in terms of areas for improvement in induction programs such as structured mentoring for all early career teachers and developing a strong focus in undergraduate courses to provide professional preparation for early career teachers as they enter into induction in schools