Drawing on related research and literature

One of the key findings of the TPLD BES (Timperley et al., 2007) was that the studies of interventions that reported successful student outcomes were based on generally accepted research findings. As the TPLD BES also shows, these interventions equipped teachers with a sound understanding of the theoretical principles that underpinned them and enabled teachers to make connections between those deeper understandings and their own current theories and practices. ISTEs have an important role in helping teachers engage with professional literature, to make sense of the ideas in terms of the implications for their own practice, and to then apply key new ideas flexibly in different contexts.

It is important to remember that Timperley et al. (2007) found that some unsuccessful studies in the TPLD BES were also associated with research findings. All ideas and approaches, including those that appear to be scientifically based and trustworthy, must be justified in terms of their value in promoting desired teacher and student outcomes. (Refer to page 85 for some more criteria for evaluating external knowledge.)

Collaborative analysis and discussion of professional literature is invaluable. It is undoubtedly most effective when participants have read the material ahead of time. Where this is not possible, a planned process such as the jigsaw technique for co-operative group reading can be effective in covering a lot of material in a constrained time frame. However, care must be taken to ensure that participants engage in depth and, if possible, follow up the activity with personal reading.

Case 4: Supporting Teachers to Be Self-regulatory

The beliefs and theoretical understandings that underpin the work of Melanie and her colleagues are the same as those set out in the Effective Literacy Practice (Ministry of Education, 2003 and 2006) handbooks. Those books identify the dimensions of effective literacy practice, as identified in national and international research. They show teachers the links between literacy teaching practice, learning processes, and student outcomes. While acknowledging students’ diversity, the information that is presented in these books is applicable for all students, whatever their needs.

For Melanie, the handbooks set a benchmark for what good practice looks like. Because of this, she and Glenda refer to the year 5–8 edition during their conversation (see video Clip 4). The focus, as Melanie explains, is on “what Effective Literacy Practice says and what it might look like in practice”. This is a powerful example of research evidence being used to inform practice and to monitor its improvement.

See also the learning story “Using data within a professional learning approach”, pages 174–175.

Recommended reading

Brown, M. and Hayes, H. (2001, November). "Professional Reading Circles: Towards a Collaborative Model for Lifelong Learning". ulti Base Articles.

Brown and Hayes present the results of research into the use of professional reading circles with a group of beginning teachers. The model they used seemed to foster collaborative, reflective learning and to empower the teachers to take greater ownership of their learning.

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