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Schools' learning journeys: Evaluating a new approach to professional development in literacy at Viscount School

Irene Symes, Linda Jeffries, Helen Timperley, and Mei Kuin Lai

A 1999 report showed that causes of delays in student achievement were more complex than the teachers had previously thought. One was the low expectations teachers had of the students. In an effort to raise student achievement, Viscount School offered the teachers in-house professional development in literacy, “tailor-made” to the needs of their staff. The results revealed gains in student achievement and confirmed the school’s decision to continue down this pathway.

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