In her meta-analysis of effective teacher professional learning and development Professor Helen Timperley (2008) found that Professional Learning programs which are developed independently of the participating teachers’ practice contexts have less impact on student outcomes than approaches that are context-specific. Having experienced the power of a more tailored approach firsthand, we promote a model of school development is not ‘done to’, but ‘done with’. It is a partnership.
We believe the traditional model of ‘one professional learning fits all’ fails too many schools, and that is why we strive to move beyond the assumption that ‘the product’ will fit everyone. Our interpretation aligns with the perception that high impact teachers hold when considering their whole class as they intentionally plan to meet the needs of every student; PROGRESS FOR ALL, All of the time. When they do not, when they ‘aim in the middle’, we know effective learning does not occur for all. As with these high impact teachers, we are intent on making a difference for schools that engage with PROGRESS Educational learning experience.
Prior to making any commitment to professional learning, and under no obligation, we encourage you to engage with us first so that we can find out about your school. We explore what inspires you and your staff, the challenges you face, what you do well and what your school’s aspirations are. With this contextual understanding, we are positioned to make informed and collaborative decisions about the best way forward as we negotiate a professional learning package that takes you from where you are to where you want to be, and always with educational research as our guide.
This may include professional learning that we can offer directly, it may not. As knowledge brokers, with extensive contacts across educational development, we are confident we can guide you to those who will provide the skilled expertise required to support your school’s improvement journey.