There is a need for a different and proven approach to achieve school, teacher and student growth.

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Improving Schools

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Leadership development
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There is a clear link between teacher effectiveness
and learner outcomes.

However, bridging the gap between research and implementation remains a challenge.
Schools continue to engage in professional learning that is not tailored to the school context and which does little for whole school improvement.

(Leading Professional Learning by Michael Fullan, The School Administrator, 2006.)

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Consult, design, collaborate, act, achieve, text

Core to school improvement is a culture that promotes learning (ACER, 2012) -
for all members across school communities.

We’ve taken into account national and state-based models for
school improvement to develop our approach.

We build programs based on the following effective professional learning characteristics shown to benefit students and teachers:

 

 

Collaboration

Collaboration
Professional learning both within and across schools is shown as a key way to focus on continuous improvement and encourage performance across a network.

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Sustained over time

Sustained over time
Sustained and cohesive professional learning has substantially more impact on teacher practice benefiting students, rather than shorter disparate engagement models.
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Specialist expertise

Specialist expertise
The formation of partnerships and use of external expertise, matched to network needs, directly supports the achievement of network goals.

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Coaching and mentoring

Coaching and mentoring

Coaching and mentoring is a vehicle for contextualising continuous learning and for embedding enquiry-oriented learning in practice.

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Across networks

Across networks

The importance of collaborative networks which focus on enhancing pedagogical practice, problem solving and sharing learning across schools.

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Exploring evidence

Exploring evidence
Research and innovation enabling practitioners to transfer new knowledge and skills and their underpinning concepts to classroom practice.

 

References

 

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