A Framework for Improving Teaching and Learning Through Action Learning

1. A Framework for Improving Teaching and Learning Through Action Learning Sue Bolt Curtin University of Technology Education in a Changing Environment The Scholarship of Teaching and Learning 14 September 2007

2. Contents • Background • The Quality Teacher Program • Western Australian Context • Action Learning • Research Objectives • Methodology • Results • Conclusion

3. Background • Difficulty achieving sustained teacher development • 1950s – relatively unknown in WA • 1970s – expansion • 1980s – rationalisation • 1990s onwards – teacher standards, competency frameworks and registration • Adelaide Declaration on National Goals for Schooling in the 21st Century (MCEETYA, 1999) • Teachers for the 21st Century: Making the Difference (DEST, 2000)

4. The Quality Teacher Program • Nationally funded, pedagogical renewal program to enhance the status of teachers and improve teachers skills & understandings • Science, Mathematics, Literacy, Numeracy, Vocational Education and Information Technology • Directed by teachers on the school site • Teachers learned best from other teachers and wanted to apply their learning in the classroom • WA chose to use an action learning approach 2001-2003

5. Western Australian Context • Curriculum Council Act 1997 • Curriculum Framework (1998) • Outcomes and Standards Framework • Curriculum, Assessment and Reporting Policy • 1999 – 2003: Curriculum Improvement Program (CIP) Phase 1 • 2004 – Commencement of CIP2

6. Evaluation of Quality Teacher Program • Conducted by Murdoch University and Estill & Associates, Perth, WA • Four online surveys per year completed by schools and three by district offices based on six questions • Issues and successes were identified • Concluded that the impact of QTP was significant

7. Action Learning • Lewin, Revans • Nature of action learning - non-linear, cyclical, collaborative • Research question or problem • Plan, act, describe, reflect

8. Research Objectives • To describe a series of case studies in which participants identified their significant experiences associated with the action learning cycle encountered in a pedagogical renewal program • To analyse contextual factors associated with participant defined successful outcomes in the pedagogical renewal program.

9. Methodology • Phenomenography • Norms of the Australian National School Network were adopted • Purposive sample of case studies selected according to guidelines • Data analysis – bracketing, coder reliability testing, emergent themes

10. Results – Ranked list

11. PROCESS Professional Development (Content) Action Learning (Process) CONTEXT Environment Organisation Resources PROFESSIONAL GROWTH Learning & Teaching Endurance Collaboration Framework for Improving Teaching and Learning through Action Learning

12. Context • Largely ignored in change efforts • The “before, during and after” stage of PD • Environment – Is there a designated suitable place for meetings? Does the culture support learning? • Organisation – Is there an effective leader and set meeting times? • Resources – Are there sufficient human & financial resources? Is there time?

13. Collaboration • Networking with teachers in and across schools • Outside partnerships – district office, universities • Links to the community – supporting programs, publicity

14. Process • Challenged teachers to move beyond their comfort zone by working collaboratively to resolve issues • Theoretical Input – IT, cooperative learning, pedagogical changes, use of experts • Action learning – plan, act, describe, reflect (we do it all the time – not)

15. Endurance • Ownership – not top down approach, something near and dear to participants • Commitment – similar to ownership but linked to action • Continuity – same participants, location, partnerships • Extension – inner circle and outer circle

16. Professional Growth Kirkpatrick’s four levels of evaluation: • Emotional response – challenged teachers’ comfort zone • Knowledge and understanding – Curriculum Framework, Assessment • Behavioural change – teachers worked together and used more student centred pedagogy • Business benefits – student learning outcomes, attitudes and behaviour improved

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18. Questions • Thank you for listening • Are there any questions?