Teacher Learning and Effective Professional Development: How One School Implemented, Modified, Stretched, and Extended the Principles of Action Learning

Abstract

Action Learning has been and is regularly implemented within Australian schools as a platform for teacher professional development and professional learning. The following chapter reports on a decade-long association between one Australian government primary school, an Academic Partner and the process of Action Learning. Initially, Action Learning was implemented in 2005 in the form of a small-scale, more traditional Action Learning project; In 2009, Action Learning was then modified and stretched to involve the whole school's teaching, support and executive staff; In 2013, the principles of Action Learning were extended as the school executive and teaching staff began to take ownership over their own learning. This case study demonstrates that Action Learning can be implemented on a school-wide basis for the effective professional development of the whole school's teaching and executive staff. Recommendations are made for similar schools who are considering extending Action Learning across the whole school.