This paper reports on a multi-school professional learning project intended to support teachers to improve their instructional skills for children with reading difficulties. Forty-nine Year Two teachers and school-based literacy coordinators from seven metropolitan schools in an Australian capital city participated in a professional learning program throughout one school year. The impact of the professional learning program was evaluated using standardized measures of student outcomes as well as surveys of teacher knowledge and satisfaction. The overall outcomes of the project were positive, with accelerated outcomes for the students overall, but there were lessons to be learnt regarding researching and delivering professional learning in schools. In particular, the complexities associated with professional learning in a multiple school context are explored, as is ensuring research is conducted effectively to enable evaluation of the outcomes.
Dr. Barbara Schwartz-Bechet, The International Journal of Learning: Annual Review, Volume 21, pp. 1-12
Katrina McNab and Ruth Fielding-Barnsley, The International Journal of Learning: Annual Review, Volume 20, pp. 53-62
Tess Boyle and Susan Grieshaber, The International Journal of Pedagogy and Curriculum, Volume 19, Issue 3, pp. 15-27
Patrick Mafora, The International Journal of Learning, Volume 18, Issue 6, pp. 97-108
Bernard Ouma Mikume and Samuel Ouma Oyoo, The International Journal of Learning, Volume 17, Issue 5, pp. 337-354
Siew Kheng Catherine Chua, The International Journal of Learning, Volume 16, Issue 8, pp. 393-404
Vicki Adele Pascoe and Kylie Radel, The International Journal of Learning, Volume 15, Issue 1, pp. 301-310