Teachers are key agents of changes and improvements in their classrooms. Yet spaces and opportunities for teachers, and others in the human services, to have control over their working lives and professional learning, have drastically diminished. 

Janette and Mary talk to Marie about their project to address this, by supporting teachers' reflection and self-directed learning and improvement. The evaluation of their project was overwhelmingly positive, with principals and teachers valuing the opportunity for professionaly supportive reflection, especially in a safe space outside the school environment.

References

Allen, J.M. (2019) From “Telling” To “Triangle” To “Tentative Truth”: How The Use Of The Positioning Theory Triangle Enabled Multiple Layers Of Truth To Become Evident. Papers
on social representations, 28(1), pp 5.1-5.18.

Allen, J.M., Hattie, J., Redman, C.R., (2022) Ticking boxes?: How teachers perceive their professional learning within a performance and development process  Leading and Managing 2022 Vol. 28 Issue 1 Pages 1-19

Baxter, L.P., Gardiner, A.E., & Southall, F., (2021), Trialling critical reflection in education: the benefits for school leaders and teachers, Reflective Practice 2021 Vol. 22 Issue 4 Pages 501-514

Clandinin, D.J., (2006) Narrative Inquiry: A Methodology for Studying Lived Experience, Research studies in music education 2006 Vol. 27 Issue 1 Pages 44-54

Creagh, S., Thompson, G., Mockler, N., Stacey, M., & Hogan, A., (2023) Workload, work intensification and time poverty for teachers and school leaders: a systematic research synthesis, Educational Review 2023 Pages 1-20

Creswell, J.W. (2007) Qualitative Inquiry and Research Design: Choosing Among Five Approaches, Sage Publications
 
Gore, J.M., Miller, A., Fray, L., Harris, J., Prieto, E., (2021) Improving student achievement through professional development: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education 2021 Vol. 101 

Heffernan, A., Bright, D., Kim, M., Longmuir, F., Magyar, B., (2022) ‘I cannot sustain the workload and the emotional toll’: Reasons behind Australian teachers’ intentions to leave the profession”, Australian Journal of Education, Vol 0, p. 1-14

Hunter, M.A., Broughton, G. (2025) Professional supervision for principals: A primer for emerging practice. Cambridge University Press, online. (+ LinkedIn announcement of book)

Moghaddam,  F.M., , Harré, R., & Lee, N. (Eds) (2008). Global conflict resolution through positioning analysis. New York, London: Springer

Netolicky, D. (2016). Rethinking professional learning for teachers and school leaders. Journal of Professional Capital and Community, 1(4), 270-285.

Timperley, H., Ell, F., Le Fevre, D., Twyford, K., (2021) Leading Professional Learning  ACER
 

Professional supervision course for educators