In Victoria, the Australian Education Union has struck up a deal with the Andrews Government, and the cross-system adoption of a new workplace agreement is imminent. In what feels like good news in the face of a profession in crisis, the agreement promises significant improvement to support teacher workload. The proposed model, named ‘30/8’ sorts a 38-hour work week into 30 hours directly associated with teaching and learning (such as teaching, collaboration, planning, assessment, marking) and 8 hours for ‘additional’ activities – like yard duty, before and after school supervision, and attendance at meetings. Sounds fair, and in principle, sounds great.
The problem though, is the risk to maintaining a commitment to high quality and effective professional learning – and the devil is in the detail. See, of the 30 hours in the 30/8 model, there is time allocated for ‘teacher-directed professional learning and professional development’. Yet ‘employer-directed’ professional learning, and ‘whole school curriculum development’ fall under the 8 hours of ‘other activities’.
We as educators regard effective professional learning as a critical factor in positive changes to teacher practices and improvements in student learning outcomes. Not surprisingly, learning – our own and our students’ – is a core value we share. In fact, it was confirmed in a recent large scale national survey that the top reasons teachers and leaders engage in professional learning are to improve their individual professional practice, to increase their school’s collective effectiveness for the betterment of students, and to help improve upon school identified priority areas. Perhaps most interestingly, though Australian teachers are mandated to complete at least 100 hours of professional learning over each 5-year term to maintain full registration, the survey revealed that a desire to fulfil administrative and bureaucratic requirements was way down the priority list.
A dangerous culture of ‘bean-counting’
Incessantly counting the hours of collaborative whole-school or whole-system professional learning and classifying it ‘other’ to the core business of teaching and learning is dangerous. School principals and administrators have begun keeping spreadsheets with each teacher’s name, and monitoring with precision the allocation of each hour and minute. I have facilitated school-wide professional learning sessions in recent weeks, and when the clock hands creep towards the hour, teachers are packing up, encouraged by their principals to walk out right on time, sometimes mid-activity, to avoid the owing of the dreaded TIL (time in lieu). Similarly, rooms previously filled with teachers before and after school, planning, learning, and reflecting together, are now empty – outside of compulsory meeting times.
Reducing the value we place on collaborative professional learning bears the greatest risk to the students we teach. When teachers are led to collaborate and learn together, the result is a sharing of knowledge and expertise for building a culture of continuous learning and improvement. Schools can then craft a base of pedagogical knowledge that is distributed among teachers within a school as opposed to being held by individual teachers. Other benefits of collaborative professional learning include improved teacher effectiveness, enhanced job satisfaction, shared accountability for student outcomes and greater creativity and innovation.
What we must hold onto
A wide body of literature supports the need for sustained, content focused professional learning. The learning must be designed with contextualised, job-embedded action – meaning time to trial strategies relevant to a given setting in the classroom, and then time allocated to reflect upon these. Providing teachers with models of effective practice is imperative alongside the offering of coaching, feedback and expert support. Collaborative professional learning communities are lauded as the most effective and supportive means of meeting these fundamental objectives, because as AITSL conclude, collaboration powerfully amplifies the benefits of high-quality professional learning. This emphasises the imperative for schools to design a culture, where teachers and leaders are supported to work together on their learning endeavours.
Teacher Agency Matters, too
In the new workplace agreement’s 30/8 split, the 30 hours includes ‘teacher-directed professional development and professional learning’. This element of agency is important, especially because we want teachers to have input into the professional learning activities they undertake, with the aim to realise impactful change on their own practice. It has been found that teacher agency is an influential factor for teacher professional learning, school improvement and sustainable educational change. Results from the aforementioned AITSL survey revealed that when teachers sourced their own learning opportunities, they were most likely to report that the professional learning better met the needs of their students; was tailored to their career stage; covered appropriate topics and offered a preferred mode of learning. Therefore, an important take away for school and system leaders is that when schools provide a choice in professional learning offerings, teachers will have more positive perceptions than when activities are compulsory. It suggests that giving teachers more agency in their professional development options can lead to more significant and effective learning experiences.
Moving beyond dichotomies
So, back to that devilish detail in the wording of the new agreement, as related to professional learning. If we deem whole school curriculum planning and school-directed professional learning as ‘other activities’, and ‘teacher directed professional learning’ as ‘class focus activities’, the outcome is a perilous dichotomy. Research and lived experience together tells us that the balance between teacher agency and addressing school-wide initiatives is very important. When teachers connect their own learning goals with their school’s goals, it fosters a collaborative environment with shared purpose. To successfully grow in their professional roles, teachers should pursue professional learning aligned to their situational needs and with what they value in their practice, alongside school-wide collective aims.
Taking steps to address the burgeoning workload of teachers is a welcome initiative. It is crucial to maintain our workforce and to attract new bodies to join us, and to stay with us. However, school leaders and those responsible for communicating the terms of the new workplace agreement to their teachers are urged to even out the ‘counting minutes and hours’ talk with a rational focus on what we know to be important. It is the work of school and system leaders to consider the nuance, to reflect upon the most impactful ways to ‘spend’ the allocated time. Leaders must provide opportunities and resources for teachers to set their own goals and take ownership of their professional learning. Of equal importance, though, is that leaders encourage collaboration and shared decision making, opportunities for teachers to work and learn together, to share ideas, and make decisions as a team.
Dr Bree Hurn is a lecturer of language and literacy, a member of the Teacher Education Group and the Course Coordinator of the Master of Early Childhood/Primary at The Melbourne Graduate School of Education (University of Melbourne). Bree’s research interests include the ways in which teachers’ knowledge about language impacts their self-efficacy and pedagogical decisions in literacy teaching. Bree also has a special interest in the potential effects of professional learning for enhancing teacher knowledge and subsequent practice.
