Teacher Professional Learning and Development Best ...

Teacher Professional Learning and Development

Best Evidence Synthesis Iteration [BES]

Helen Timperley, Aaron Wilson, Heather Barrar, and Irene Fung, University of Auckland

Teacher inquiry and knowledge-building cycle to promote valued student outcomes.

What are our students' learning needs?

? What do they already know? ? What sources of evidence have we used? ? What do they need to learn and do? ? How do we build on what they know?

What has been the impact of our

changed actions?

? How effective has what we have learned and done been in promoting our students'

learning and well-being?

What are our own learning needs?

? How have we contributed to existing student outcomes? ? What do we already know that we can use to promote valued

outcomes? ? What do we need to learn to do to

promote valued outcomes? ? What sources of evidence/ knowledge can we utilise?

Design of tasks and experiences

Teaching actions

H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) Teacher Professional Learning and Development: Best Evidence Synthesis Iteration

Wellington, New Zealand: Ministry of Education

Teacher Professional Learning and Development

Best Evidence Synthesis Iteration [BES]

Helen Timperley, Aaron Wilson, Heather Barrar, and Irene Fung, University of Auckland New Zealand Ministry of Education

This report is one of a series of best evidence synthesis iterations (BESs) commissioned by the Ministry of Education. The Iterative Best Evidence Synthesis Programme is seeking to support collaborative knowledge building and use across policy, research and practice in education. BES draws together bodies of research evidence to explain what works and why to improve education outcomes and to make a bigger difference for the education of all our children and young people. Each BES is part of an iterative process that anticipates future research and development informing educational practice. This BES is fundamental to the effective use of all the schooling BESs because it illuminates the kind of professional learning for teachers that strengthens valued outcomes for diverse learners. New BESs will progressively become available at Feedback is welcome at best.evidence@t.nz Note: The references printed in bold refer to the list of URLs found in Appendix 3. These are a selection of useful sources for teachers and teacher educators who want to engage more deeply with the issues raised in this best evidence synthesis iteration.

Published by the Ministry of Education, Box 1666, Wellington, New Zealand 6140. t.nz Copyright ? Crown 2007 All rights reserved. Enquiries should be made to the publisher. Helen Timperley, Aaron Wilson, Heather Barrar and Irene Fung assert their moral right to be recognised as the authors of this work. Dewey number 371.102 ISBN 978 0 7903 2628 3 Item number 32628 PDF ISBN 978 0 7903 2629 0 PDF Item number 32629

Contents

Acknowledgments .......................................................................................................................vi

Forewords...................................................................................................................................... vii International ...............................................................................................................................vii Secondary Principals' Association of New Zealand.......................................................................x NZEI Te Riu Roa ..........................................................................................................................xi Post Primary Teachers' Association ...........................................................................................xii New Zealand Teachers Council .................................................................................................xiii Pasifika ...................................................................................................................................... xiv Teacher education .....................................................................................................................xiv M?ori education ........................................................................................................................xvi Chief Education Adviser, BES.....................................................................................................xx Summary of Findings ..............................................................................................................xxiii Theoretical and methodological frameworks...........................................................................xxiii Findings ................................................................................................................................... xxv 1. The context of professional learning and development....................................................... xxvi 2. The content of professional learning and development ...................................................... xxxi 3. Activities constructed to promote professional learning .................................................... xxxv 4. Learning processes.................................................................................................................xl Consistency with findings from other syntheses ........................................................................xlv Gaps in the evidence .................................................................................................................xlv Summary ................................................................................................................................... xlv

1. Context........................................................................................................................................ 1 1.1 New Zealand context ............................................................................................................ 1 1.2 Issues of audience ................................................................................................................ 3 1.3 Organisation of the synthesis................................................................................................ 3

2. Processes and Outcomes of Teacher Learning ............................................................................ 6 2.1 Black boxes .......................................................................................................................... 7 2.2 Professional learning processes............................................................................................ 7 2.3 Responses of diverse teacher learners................................................................................ 13 2.4 Implications of the professional learning framework ......................................................... 15

3. Student Outcomes and Responsiveness to Diversity .................................................................. 18 3.1 Determining student outcomes ........................................................................................... 18 3.2 Determining teacher outcomes........................................................................................... 19 3.3 Responsiveness to diversity ................................................................................................ 20

4. The Framework for Analysis and Synthesis: Methods and Procedures ..................................... 22 4.1 Identifying and retrieving the studies ................................................................................. 23 4.2 Development of the theoretical framework......................................................................... 24 4.3 Mapping the studies on the framework .............................................................................. 25 4.4 Putting the mapping framework together........................................................................... 29 4.5 Identifying broad categories ............................................................................................... 31

5. Outcomes for Students .............................................................................................................. 33 5.1 Effect sizes for quantitative outcomes................................................................................. 33 5.2 Summary of findings .......................................................................................................... 56 5.3 Measuring qualitative outcomes ......................................................................................... 60

6. Professional Learning and Mathematics ................................................................................... 65 6.1 Studies considered ............................................................................................................. 65 6.2 What works for whom in changing teaching of mathematics ............................................. 71 6.3 Bringing it all together........................................................................................................ 91

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