How we’re contributing to professional learning research

Our latest research collaboration focuses on how teachers can implement and maintain practice changes following professional learning. Research suggests that professional learning is more successful when it is sustained in duration. Additional sessions support teachers to deepen their learning and navigate the implementation of new practices. Access to practical social support is also important, as this can help teachers to refine and embed new techniques.

AERO is collaborating with the Association of Independent Schools Western Australia (AISWA) to investigate the effect of a specific addition to their existing High Impact Practices (HIPs) program. HIPs is an evidence-informed program focusing on instructional strategies that have been shown to enhance teaching practices and student outcomes.

Findings will inform guidance on how to sustain increased use of evidence-based practices following professional learning. This could be used by schools, systems and sectors to incorporate research insights into practice and support more effective planning and delivery of professional learning. Our research will test whether adding a 'booster' to professional learning programs supports teachers to adopt and sustain evidence-based practices. The booster will include webinars and peer support activities to facilitate continued use of the high-impact instructional practices.

All participating teachers will complete AISWA’s High Impact Practices (HIPs) program. After completing the HIPs program, some teachers will be randomly allocated to receive a professional learning booster.

AERO will examine the impact of the booster by comparing outcomes for the group that received the booster with the group that did not. Specifically, we will compare and track teachers’ knowledge, confidence and use of evidence-based practices over time. We will also monitor teachers’ perceptions of student outcomes, such as engagement and academic performance.

At the end of the study, the professional learning booster will be offered to teachers who did not receive it as part of the study.

AERO and AISWA are conducting this study with AISWA member schools from 2023 to 2024. For further information, please contact [email protected].

Our research with the Australian Literacy and Numeracy Foundation (ALNF) commenced in February 2023. ALNF’s professional learning includes the evidence-based Early Language and Literacy (EL&L) program as well as training and guidance in using the Early Language and Literacy Development Index (ELLDI) formative assessment tool. Participating teachers and educators learn about evidence-based early language and literacy practices and receive support to implement their new skills and knowledge into practice.

We are examining a new, more accessible, delivery approach where ALNF provides their professional learning to a portion of early childhood teachers and educators within a service, instead of most staff. Two groups are being compared:

• The educational leader and one other teacher/educator with a service
• The educational leader and three other teachers/educators within a service

These participants are then guided to share their newly acquired knowledge and skills with their colleagues through peer mentoring and collaboration.

AERO is exploring how varying the number of teachers/educators enrolled in ALNF’s professional learning affects other teachers’ and educators’ knowledge and use of evidence-based practices. We are also investigating how these variables in turn impact learning outcomes for children. In addition, AERO is examining the role of the educational leader and how they can lead collaboration and sharing of knowledge and skills within a service.

This study will contribute to professional learning research by allowing us to evaluate whether the trialled delivery approach is an effective way to upskill teachers and educators in early childhood services. Findings will inform practical guidance on the design and delivery of professional learning programs so that professional learning can be delivered in way that enables more early childhood educators and teachers to participate and develop their evidence-based practices.

AERO and ALNF are conducting this study at early childhood services in Western Sydney during 2023 and will report on findings in 2024. If you would like information about this research, please contact [email protected].

Our research with the Department of Education Western Australia investigates how best to implement professional learning programs. This research looks at the Centre for Excellence in the Explicit Teaching of Literacy’s professional learning program (CFE program). The CFE program is an evidence-based professional learning initiative to strengthen explicit teaching of literacy in primary schools. 

Guidance based on our findings will support school, system and sector leaders across Australia to plan and design professional learning that translates to practice change. Findings will also help refine future delivery of the CFE program to benefit schools, teachers and students across Western Australia. 

Our research examines how the CFE program is delivered and implemented in practice. In the program, schools with demonstrated excellence in using evidence-based literacy teaching practices partner with other schools to directly support their professional learning. We will examine how teachers and leaders can collaborate effectively to share their knowledge within and between schools. 

To help understand whether the CFE program is achieving its objectives, AERO will explore the program’s impact on teachers’ knowledge and use of explicit literacy instruction, as well as on student progress in literacy. AERO will compare these outcomes for schools currently participating in the CFE program with those of similar schools not participating in the program. 

AERO and the Department of Education Western Australia are conducting this study from 2023. For further information, please contact [email protected].