Design-based research protocols to support effective PD for emerging Highly Accomplished and Lead Teachers

Michael Graham, Christine Grice and Wayne Cotton
The University of Sydney, Australia

Professional standards for teachers have become a near-ubiquitous policy tool in Organisation for Economic Co-operation and Development member countries in efforts to improve teacher quality and student outcomes. The Australian Professional Standards for Teachers differ from teaching standards implemented in comparable countries, with its system of voluntary higher accreditation levels for teacher-leaders. In the decade since these standards were introduced, it was hoped that 50% of teachers would achieve higher levels of accreditation. Currently, that number is lower than 1%. This protocol paper outlines the rationale and methodologies for a design-based research study that creates, tests and refines a set of design principles for effective professional development. These principles are used to inform the design and delivery of a professional development program that supports teachers through the process of gaining higher accreditation under the Australian Professional Standards for Teachers. The benefits of this study are twofold. The professional development program will remain as an artefact for the profession to address the issue of the dearth of Highly Accomplished and Lead Teachers. The design principles will also support researchers and practitioners in the development of future effective professional development programs within and beyond the teaching profession.
[ PDF full text for this article ]

Authors: Mr Michael Graham is a PhD candidate in the School of Education and Social Work, University of Sydney, Australia. He is interested in teacher professional learning, teacher professional standards, and educational leadership. Michael is an experienced school leader within the New South Wales Department of Education and has been a career-long advocate for teacher professional autonomy and working conditions. ORCID: https://orcid.org/0000-0002-9194-4642 Email: m.graham@sydney.edu.au Dr Christine Grice is a Senior Lecturer in Educational Leadership in the School of Education and Social Work, University of Sydney, Australia. She is interested in leading learning, pedagogical leadership, and professional learning. ORCID: https://orcid.org/0000-0002-7293-1926 Email: christine.grice@sydney.edu.au Dr Wayne Cotton is an Associate Professor in Education in the School of Education and Social Work, University of Sydney, Australia. Wayne has Masters degrees in both Education and Computer Studies. He also has a PhD in Educational Technology. Wayne's current research projects involve exploring and measuring indicators of quality teaching and learning. ORCID: https://orcid.org/0000-0002-8581-6679 Email: wayne.cotton@sydney.edu.au Please cite as: Graham, M., Grice, C. & Cotton, W. (2023). Design-based research protocols to support effective PD for emerging Highly Accomplished and Lead Teachers. Issues in Educational Research, 33(4), 1380-1402. http://www.iier.org.au/iier33/graham.pdf