This chapter highlights the critical connection of teacher leadership with improved pedagogy and quality learning. It draws on Australian and New Zealand case studies to show the ways in which teachers can create opportunities and structures to support professional talk, centred on teacher observations, shared reflections and planning of next steps.Traditional notions of leadership are presented to show how they no longer serve schools well.
For teachers, the early years in the profession are critical for developing the knowledge and skills of an expert teacher. The 'Teachers of Promise' study examines the experiences of 57 registered teachers who began their employment in New Zealand primary and secondary schools in 2003. The purpose of this article is to examine the extent to which schools employing these teachers are able to enhance the professional learning of their newest members. The article explores the relationship between new teachers and professional learning.
Retaining early career teachers and enticing promising teachers to become teacher leaders are issues of international interest not only because large numbers of teachers will retire from the profession over the next five to 10 years but also because the strongest teachers are the teachers most likely to leave the profession during their early years in the profession.
The quantity and pace of current learning agendas for staff development mean that time is seriously limited for teachers to share ideas and concerns about their classroom practices. Eight teachers using a quality learning circle approach show how their learning is enhanced through opportunities for structured, focused and regular talk with one another. This approach demonstrates teacher enthusiasm, commitment, and ownership of very successful learning journeys, using the National Education Monitoring Project reports as the central focus.
This study, as part of a larger longitudinal study, "Teachers of Promise", seeks to explore the perceptions and experiences of a group of teachers judged to have the potential to become strong teachers. It is these promising teachers who are needed for a strong and vibrant teaching profession, and it is these teachers who are most likely to leave teaching. Entrants to teaching have been differentiated according to the pathways of first career and career/job-changers.
The development of teachers’ knowledge and understandings about effective classroom assessment strategies depends on the roles played by initial teacher education (ITE) providers, the employing schools, tutor teachers and other colleagues. For beginning teachers this is learning to satisfy professional, school and systemic needs to improve learning outcomes for children. Many teachers are currently overwhelmed by the demands of classroom assessment. This makes the induction of beginning teachers in classroom assessment practices somewhat problematic.
This is a report of the first year of a study that is following a group of 57 “promising” primary and secondary teachers from their third to their seventh years of teaching, in order to understand more about their experiences in the early years of their careers.
Our sample comprises 20 males and 37 females; two thirds had worked in other occupations before becoming teachers.
While new graduates of teacher education programmes are employed as provisionally registered teachers, they are still expected to plan, teach, and assess a full classroom programme with support from a tutor teacher.
This small-scale study explores the ways in which beginning teachers learn their classroom assessment roles and responsibilities.
Marie Cameron, Jennifer Garvey Berger, Susan Lovett, and Robyn Baker
In common with many other countries, the New Zealand Government’s priorities include building an education system to equip its school leavers with 21st century skills, by focusing effort on building professional knowledge and strengthening effective teaching.
This presentation focuses on the ongoing opportunities that the teachers in our sample have had to become more effective teachers over time.