School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth

Hilton, A; Hilton, G; Dole, S; Goos, M

School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth

Hilton, A

Hilton, G Dole, S Goos, M

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Publication Type:: Journal Article
Citation:: Australian Journal of Teacher Education, 2015, 40 (12), pp. 103 - 125
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Hilton, A https://orcid.org/0000-0002-6638-0216	en_US
dc.contributor.author	Hilton, G	en_US
dc.contributor.author	Dole, S	en_US
dc.contributor.author	Goos, M	en_US
dc.date.available	2015-11-12	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Australian Journal of Teacher Education, 2015, 40 (12), pp. 103 - 125	en_US
dc.identifier.issn	0313-5373	en_US
dc.identifier.uri	http://hdl.handle.net/10453/41004
dc.description.abstract	© 2015. Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from 11 schools chose to do. Throughout the project, data were collected from teachers and participating school leaders using surveys, interviews, and workshop discussions to investigate teachers' and leaders' professional growth. The findings showed that school leaders' participation in teacher professional development programs has a positive influence on the capacity for teachers to enact and reflect on new knowledge and practices. They also revealed a positive influence on the professional growth of the leaders themselves. This study has implications for the design of professional development and for school leaders and teacher educators.	en_US
dc.relation.ispartof	Australian Journal of Teacher Education	en_US
dc.relation.isbasedon	10.14221/ajte.2015v40n12.8	en_US
dc.title	School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth	en_US
dc.type	Journal Article
utslib.citation.volume	12	en_US
utslib.citation.volume	40	en_US
utslib.for	130208 Mathematics and Numeracy Curriculum and Pedagogy	en_US
utslib.for	13 Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	open_access
pubs.issue	12	en_US
pubs.publication-status	Published	en_US
pubs.volume	40	en_US

Abstract:

© 2015. Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from 11 schools chose to do. Throughout the project, data were collected from teachers and participating school leaders using surveys, interviews, and workshop discussions to investigate teachers' and leaders' professional growth. The findings showed that school leaders' participation in teacher professional development programs has a positive influence on the capacity for teachers to enact and reflect on new knowledge and practices. They also revealed a positive influence on the professional growth of the leaders themselves. This study has implications for the design of professional development and for school leaders and teacher educators.

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http://hdl.handle.net/10453/41004