Professional Growth

Professional Learning research

Research

To inform its work, AITSL commissions research and evaluation studies on key aspects of professional learning. Additional reports commissioned by AITSL will be added here as they become available.

Professional learning - An introduction to the research literature (2010) – Lloyd and Mayer 622KB PDF

A background paper to inform the development of a Australian professional development framework for teachers and school leaders (2011) – Timperley 405KB PDF

Linking effective professional learning with effective teaching practice (2012) – Cole 218KB PDF

Professional Learning Flagship Program: Leading Curriculum Change - Literature Review (2011) – Gilbert 748KB PDF

Improving Teaching in Aboriginal and Torres Strait Islander Education: Professional Development and the Australian Professional Standards for Teachers – Monash University 1.5MB PDF

A unit outline and content for professional learning units to support teachers in meeting Focus Areas 1.4 and 2.4 624KB PDF

Asia Literacy and the Teaching Workforce Summary report - Deakin University 199KB PDF

Other references

Capturing the leadership premium: How the world's top school systems are building leadership capacity for the future 
Barber, M, F Whelan & M Clark, Capturing the leadership premium: How the world’s top school systems are building leadership capacity for the future, McKinsey & Company, New York, 2010.

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Report of professional practitioner use of research review: Practitioner engagement in and/or with research 
Bell, M, P Cordingley, C Isham & R Davis, Report of professional practitioner use of research review: Practitioner engagement in and/or with research, CUREE, GTCE, LSIS & NTRP, Coventry, 2010.

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Critical issue: evaluating growth and development 
Cook, CJ & CS Fine, Critical issue: evaluating growth and development, North Central Regional Educational Laboratory, Illinois, 1997.

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The impact of collaborative continuing professional development (CPD) on classroom teaching and learning - Review: How do collaborative and sustained CPD and sustained by not collaborative CPD affect teaching and learning? 
Cordingley, P, M Bell, S Thomason & A Firth, 'The impact of collaborative continuing professional development (CPD) on classroom teaching and learning - Review: How do collaborative and sustained CPD and sustained but not collaborative CPD affect teaching and learning?', Research Evidence in Education Library, EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London, 2005.

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What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers? 
Cordingley, P, M Bell, C Isham, D Evans & A Firth, 'What do specialists do in CPD programmes for which there is evidence of positive outcomes for pupils and teachers?', Research Evidence in Education Library, EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London, 2007.

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National partnership agreement on improving teacher quality 
Council of Australian Governments, National partnership agreement on improving teacher quality, Canberra, 2008.

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Strategies to develop school leadership: a select literature review 
Dempster, N, S Lovett & B Flückiger, Strategies to develop school leadership: a select literature review, AITSL, Melbourne, 2011.

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Learning is the work 
Fullan, M, Learning is the work, unpublished.

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Teaching quality - Policy papers 
General Teaching Council for England, Teaching quality – Policy papers, General Teaching Council for England, Birmingham, 2011.

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Investing in our teachers, investing in our economy 
Jensen, B, Investing in our teachers, investing in our economy. Grattan Institute, Melbourne, 2010.

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Standards for professional learning 
Learning Forward, Standards for professional learning, not dated.

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Melbourne declaration on educational goals for young Australians 
Ministerial Council for Education, Employment, Training and Youth Affairs (MCEETYA), Melbourne declaration on educational goals for young Australians, MCEETYA, Melbourne, 2008.

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How the world's most improved school systems keep getting better 
Mourshed, M, C Chijioke & M Barber, How the world’s most improved school systems keep getting better, McKinsey & Company, New York, 2010.

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TALIS 2008 technical report 
Organisation for Economic Co-operation and Development (OECD), TALIS 2008 technical report, OECD publishing, Paris, 2010.

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Building a high quality teaching profession: Lessons from around the world 
Organisation for Economic Co-operation and Development (OECD), Building a high quality teaching profession: Lessons from around the world, background report for the International Summit on the Teaching Profession: New York 2011, OECD publishing, Paris, 2011.

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OECD reviews of evaluation and assessment in education: Australia 
Santiago, P, G Donaldson, J Herman & C Shewbridge, OECD reviews of evaluation and assessment in education: Australia. OECD publishing, 2011.

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Preparing teachers and developing school leaders for the 21st century: Lessons from around the world 
Schleicher, A, (Ed.) Preparing teachers and developing school leaders for the 21st century: Lessons from around the world, paper prepared for the International Summit on the Teaching Profession: New York 2012, OECD Publishing, Paris, 2012.

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Improving teacher quality around the world: The international summit on the teaching profession 
Stewart, V, Improving teacher quality around the world: The international summit on the teaching profession, paper prepared for the International Summit on the Teaching Profession: New York 2011, Asia Society, New York, 2011.

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Teacher professional learning and development 
Timperley, H, A Wilson, H Barrar & I Fung, Teacher professional learning and development, New Zealand Ministry of Education, Wellington, NZ, 2007.

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Related AITSL work

Professional learning will be most effective when it takes place within a culture where teachers and school leaders expect and are expected to be active learners, to reflect on, receive feedback on and improve their pedagogical practice, and by doing so to improve student outcomes. The Australian Teacher Performance and Development Framework advocates for the creation of a performance and development culture in all Australian schools.

Learn more about the Australian Teacher Performance and Development Framework here - 776KB PDF