Teacher+Professional+Learning+and+Development

Expertise external to the group of participating teachers is necessay to challenge existing asumptions and develop the kinds of new knowledge and skills associated with positive outcomes for students. Key points: New learning requires teachers to understand new content, learn new skills and think about thier existing practice in a new way. This can be achieved with an expert eg the principal or researcher from outside of the school (//Peter Ahern, Giselle M, Kirsten to name a few we have had this year or been on PD with//). Experts need to know the content of the relevant curricula and what teaching pratices make a difference for students through developing the ability to use inquiry and assessment data to inform their teaching. //(Learning how to use our assessment tool on ETap would be a start and then to progress forward.)// Effective teaching practice is based on a coherent and integrated set of beliefs, knowledge and values. Those who paln and facilitate PD need to support teachers as they develop the theoretical understandings and tools that will enable them to take a self-regulated, inquiry approach to their everydau practice. //When we have discussed the PDs we have attended it is always good to reflect on what we are learning and how we can implement this back into our school, staff ,students, as well as community//.
 * Teacher Professional Learning and Development by Helen Timperley**
 * This booklet is a series developed by the International Academy of Education. It is based on a synthesis of research evidence produced for the NZMOE's Interactive Best Evidence Synthesis (BES) Programme which is designed to be a catlyst for systemic improvement and sustainable develpment in education.**
 * (P 3)**
 * The following are reflections and key points from the each team.**
 * Team 4** __Chapter 8 Knowledge Expertise__

Team 2 - Chapter 6 - Approaches responsive to learning processes The promotion of professional learning requires different approaches depending on whether or not new ideas are consistent with the assumptions that currently underpin practice.

Key Points: Teachers understandings and assumptions about how students learn, what is valued knowledge, and how best to teach are diverse and this shapes their responses to new information. Professional learning approaches that focus on building knowledge and skills are suitable when teachers' understandings are congruent with the new information. Teachers are likely to reject new ideas that conflict with their current ideas unless their existing understandings are engaged. Teachers are unlikely to adopt new approaches unless they have been convinced the new approach is valuable and can be certain of support. Teachers will expect more of their students if they have their current assumptions challenged, develop new knowledge and skills, make changes to practice and observe results - a cyclical process.

Team 1 - Chapter 5 Key Points:
 * Teachers need to be supported to make changes eg: national standards, with multiple opportunities and through a variety of activities, to practice the new learning in a trusting environment.
 * Teachers need to be able to trust that their honest efforts will be supported, not belittled.
 * Teachers engagement, based on identifying students needs and specific issues that teachers recognise as real, and a vision on how they might be solved, will encourage teachers to undertake new opportunities of engagement - putting new learning into practice. eg: The PMP program, building on the foundation learning of students.