When professional development connects teachers and leaders to their colleagues within and across schools and to external experts, its benefits are magnified and spread. For collaboration to be effective, professional development must actively involve both teachers and leaders in its design, participation and evaluation. It should also facilitate support through coaching and mentoring; observation and feedback (AITSL 2012). In cultivating a professional community of practice, quality collaboration demands more than mere participation. It requires communities to challenge problematic beliefs and evaluate the impact of teaching (OECD 2007).

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