Developing a Conceptual Framework for Considering the Complexities of Professional Learning and Development in the Secondary School Context

Camilla Highfield^1, and Jenny Robertson¹

¹The University of Auckland, Auckland, New Zealand

Cite this paper:
Camilla Highfield and Jenny Robertson. Developing a Conceptual Framework for Considering the Complexities of Professional Learning and Development in the Secondary School Context. American Journal of Educational Research. 2015; 3(5):610-618. doi: 10.12691/education-3-5-13

Abstract

This paper discusses the development of a conceptual framework for scoping, provisioning and reporting the complexities of in-service Professional Learning and Development (PLD) in the New Zealand secondary school sector with a focus on middle leaders. Government-funded PLD in the New Zealand context is a research and evidence-based service provided to schools in response to high-level government policy. These PLD contracts aim to address inequalities for young people by enhancing the quality and effectiveness of leadership and teaching practices which result in increased student achievement, especially for priority students and those from minority backgrounds. The rationale for developing a conceptual framework for understanding government-funded, externally provided professional learning and development will be discussed. Recommendations for policy makers and researchers on the complex ways research evidence and policy come together in the delivery of in-service PLD for leaders and teachers in schools will be highlighted and opportunities for improvement examined.

Keywords:
professional learning and development middle leaders secondary schools schooling improvement

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