Professional Learning

Professional Learning

A key issue faced by many school leadership teams is how to improve or modify the quality of
teaching or other educational practices in their schools, in order to enhance student learning opportunities. While the leadership team may decide that a particular innovation or change is necessary, the school may not necessarily move in the intended direction. Leadership learning by itself is insufficient to achieve this. It requires as well changed or improved pedagogic practice.
This in turn requires the capacity for professional learning. This problem arises both when the trigger for the change comes externally and from within the school.

Every school has a knowledge of teaching practice. This is its pedagogic capital (Munro 2003b, 2002b). Part of this capital may be explicit knowledge (propositions and policy about teaching,
skills, attitudes and experiential knowledge) and part may be implicit. The aim of the leadership may be to enhance this capital.

Enhancement requires a capacity for professional learning. Schools that seek to enhance student learning outcomes may need to learn more appropriate pedagogic practice. Underachieving schools, for example, in part may need to ‘learn’ their way out of underachievement.

Here are some areas of School Improvement research: