Well-led professional learning is...
Centred on supporting all learners and mindful of well-being
Leaders of professional learning understand how different professionals learn and enable them to access the most appropriate learning experiences (Welsh Government, 2020; Evans, 2019). They appreciate that professional learning is more than single events or activities and emphasise that the process of learning, embedding, reflecting and refining is a continuing one (Timperley, 2011; Jones, 2015). They acknowledge (formally and informally) the leadership potential of others and enable everyone to take an active part in peer-to-peer professional learning. They encourage creative and blended approaches to professional learning (Jones et al, 2020) and generate awareness of the need for equity and social justice in education (Forde and Torrance, 2021; Harris and Jones, 2019). They are sensitive to the well-being of all learners when introducing change through professional learning and implementing new initiatives (Day, 2016; MacDonald Brown, 2020; Scott et al, 2021).
Day, S.P. (2016)
The impact of institutional culture p199-209 in Martin, C.R., Fleming, M.P. and Smith, H. (Eds) (2016) Mental Health and Well-Being in the Learning and Teaching Environment Fife: Swan and Horn
Evans, L (2019)
Implicit and informal professional development: what it ‘looks like’, how it occurs, and why we need to research it Professional Development in Education
Forde, C. and Torrance, D. (2021)
The place of professional growth and professional learning in leading socially just schools, Professional Development in Education
Harris, A. and Jones, M. (2019)
System Recall: Leading for Equity and Excellence in Education London: Corwin
Jones, K. (2015)
Professional Development’ or ‘Professional Learning’ ... and does it matter? Son: Education Workforce Council
Jones, K. et al (2020)
National Approach to Professional Learning: Research Report The Professional Learning Blend 2.0 Cardiff: Education Workforce Council
Scott S, Limbert C, Sykes P. (2021)
Work-related stress among headteachers in Wales: Prevalence, sources, and solutions. Educational Management Administration & Leadership
Timperley, H.S. (2011)
Realizing the Power of Professional Learning Maidenhead
Make the Connection
Schools as Learning Organisations
Developing a shared vision centred on the learning of all learners & Developing and supporting continuous learning opportunities for all staff
Professional Standards for Teaching and Leadership
Professional Learning (formal leadership roles)
Be Inspired
We asked leaders from schools across Wales to tell us how they are Leading Professional Learning, using each of the eight hallmarks of well-led professional learning as a reference point. The resulting Case Studies offer an insight into a diverse range of effective approaches to Leading Professional Learning that we hope will bring the hallmarks to life and inspire fresh, strategic thinking for other leaders in Wales. We want you to Be Inspired.
Join In
If your school or cluster has an example of practice that could be included in the Leading Professional Learning resource – under one (or more) of the eight ‘hallmarks’ of well-led professional learning, we want to hear from you.