Teacher Professional Learning and DevelopmentTeacher ProfessionalLearning and DevelopmentBest Evidence Synthesis Iteration [BES]Helen Timperley, Aaron Wilson, Heather Barrar, and Irene Fung,University of Auckland
Teacher inquiry and knowledge-building cycleto promote valued student outcomes.What are our students'learning needs? What do they already know? What sources of evidencehave we used? What do they need to learnand do? How do we build on whatthey know?What has been theimpact of ourchanged actions?What are our ownlearning needs? How have we contributed toexisting student outcomes? What do we already know that wecan use to promote valuedoutcomes? What do we need to learn to do topromote valued outcomes? What sources of evidence/knowledge can we utilise? How effective has what wehave learned and done beenin promoting our students'learning and well-being?Design of tasks andexperiencesTeaching actionsH. Timperley, A. Wilson, H. Barrar & I. Fung (2007)Teacher Professional Learning and Development: Best Evidence Synthesis IterationWellington, New Zealand: Ministry of oto/BES
Teacher Professional Learning andDevelopmentBest Evidence Synthesis Iteration [BES]Helen Timperley, Aaron Wilson, Heather Barrar, and Irene Fung,University of AucklandNew Zealand Ministry of Education
This report is one of a series of best evidence synthesis iterations (BESs) commissioned by theMinistry of Education. The Iterative Best Evidence Synthesis Programme is seeking to supportcollaborative knowledge building and use across policy, research and practice in education. BESdraws together bodies of research evidence to explain what works and why to improve educationoutcomes and to make a bigger difference for the education of all our children and young people.Each BES is part of an iterative process that anticipates future research anddevelopment informing educational practice. This BES is fundamental to the effective use of all theschooling BESs because it illuminates the kind of professional learning for teachers that strengthensvalued outcomes for diverse learners. New BESs will progressively become available Feedback is welcome at [email protected]: The references printed in bold refer to the list of URLs found in Appendix 3. These are aselection of useful sources for teachers and teacher educators who want to engage more deeply withthe issues raised in this best evidence synthesis iteration.Published by the Ministry of Education, Box 1666, Wellington, New Zealand 6140.www.minedu.govt.nzCopyright Crown 2007All rights reserved. Enquiries should be made to the publisher.Helen Timperley, Aaron Wilson, Heather Barrar and Irene Fung assert their moral right to berecognised as the authors of this work.Dewey number 371.102ISBN 978 0 7903 2628 3Item number 32628PDF ISBN 978 0 7903 2629 0PDF Item number 32629
ContentsAcknowledgments .viForewords. viiInternational.viiSecondary Principals’ Association of New Zealand.xNZEI Te Riu Roa .xiPost Primary Teachers’ Association .xiiNew Zealand Teachers Council .xiiiPasiﬁka .xivTeacher education .xivMàori education .xviChief Education Adviser, BES .xxSummary of Findings .xxiiiTheoretical and methodological frameworks .xxiiiFindings . xxv1. The context of professional learning and development. xxvi2. The content of professional learning and development . xxxi3. Activities constructed to promote professional learning . xxxv4. Learning processes .xlConsistency with ﬁndings from other syntheses .xlvGaps in the evidence .xlvSummary .xlv1. Context . 11.1 New Zealand context . 11.2 Issues of audience . 31.3 Organisation of the synthesis. 32. Processes and Outcomes of Teacher Learning . 22.214.171.124.4Black boxes . 7Professional learning processes . 7Responses of diverse teacher learners . 13Implications of the professional learning framework . 153. Student Outcomes and Responsiveness to Diversity . 183.1 Determining student outcomes . 183.2 Determining teacher outcomes . 193.3 Responsiveness to diversity . 204. The Framework for Analysis and Synthesis: Methods and Procedures . 126.96.36.199.44.5Identifying and retrieving the studies . 23Development of the theoretical framework . 24Mapping the studies on the framework . 25Putting the mapping framework together . 29Identifying broad categories . 315. Outcomes for Students . 335.1 Effect sizes for quantitative outcomes. 335.2 Summary of ﬁndings . 565.3 Measuring qualitative outcomes . 606. Professional Learning and Mathematics . 656.1 Studies considered . 656.2 What works for whom in changing teaching of mathematics . 716.3 Bringing it all together. 91
7. Professional Learning and Science . 997.1 Studies considered . 997.2 What works for whom in changing student outcomes in science. 1037.3 Bringing it all together. 1228. Professional Learning and Literacy . 1308.1 Studies considered . 1308.2 What works for whom in literacy? . 1378.3 Bringing it all together. 1539. Reframing Teachers’ Social Constructions of Students. 1609.1 Studies considered . 1609.2 What works for whom in reframing teachers’ social construction of students . 1649.3 Bringing it all together. 17710. What the Evidence Tells Us about Some Topical Issues . 18310.110.210.310.410.5Issue 1: Multiple roles of assessment in promoting teacher learning. 183Issue 2: The role of school leaders in promoting professional development . 192Issue 3: Teachers’ existing theories . 196Issue 4: Professional learning communities . 201Issue 5: Professional learning in secondary school contexts . 20511. Sustainability . 21811.1 Methodological approach . 21911.2 What works for whom to sustain improved student outcomes . 22011.3 Bringing it all together. 22412. Gaps in the Evidence. 228Appendix 1. Case Studies . 232Appendix 2. Methods and Procedures. 2692.1 Locating the studies . 2692.2 Mapping the studies into the framework . 273Appendix 3. URLs of citations . 280Appendix 4. Glossary . 282Table of TablesTable 1. Positive and negative examples of activities. xxxviiTable 5.1. A list of studies with effect sizes (ES) of student outcomes. 35Table 5.2. The range and mean effect sizes of student outcomes averaged for each study. 57Table 5.3. The range and mean effect sizes for all effects . 58Table 6.1. Mathematics: core studies . 65Table 6.2. Mathematics: supplementary studies . 69Table 7.1. Science: core studies . 100Table 7.2. Science: supplementary studies . 102Table 8.1. Literacy: core studies . 130Table 8.2. Literacy: supplementary studies .
H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) Teacher Professional Learning and Development: Best Evidence Synthesis Iteration Wellington, New Zealand: Ministry of Education