This second article presents a number of strategies that can be used to promote professional learning (PL) in our schools.

Various strategies can be used to promote PL, such as team teaching and observing colleagues teaching through collegial visits, which can provide the basis for small group or whole school collaborative enquiry. Pedagogy can be further enhanced through action research models of investigation established either at the individual school or through the college network system. This may involve visiting other schools; working collaboratively within and across year groups and schools; working collaboratively with university colleagues; and reading collectively as a staff from journals and other literature in areas of interest.

The task of the leaders here is to create the opportunities within their schools, and establishing links with other schools and professionals so learning is broadened. The platform for all this already exists – the Council of Heads meetings within the respective colleges.

Therefore, strategies that encourage a professional learning community (PLC) are ones where networks are built so that shared values and norms are established; reflective dialogue can occur, leading to a collective focus on student learning.

In such a context we embrace the notion of the extended professional. In such a context, practice is de-privatised as teachers move away from isolated practice to more collegial endeavours.

This is the learning culture that needs to be fostered and sustained to ensure that educators are continually revitalised and engaged in their profession so that quality teaching remains the core business of schools.

What follows are a few suggestions that can be directly linked to both the School Development Plan (SDP) or else the College Development Plan, which sees the bringing together of minds to tackle issues of common concern:

1. Carry out a survey to identify the areas of strength, need and interest of staff and to which they are prepared to focus on and commit time to;

2. Identify issues/ areas that volunteer groups have collaboratively decided to explore that will make a difference to teaching and learning outcomes. Get a member of the senior management team or a teacher to lead and co-ordinate;

This is the learning culture that needs to be fostered and sustained to ensure that educators are continually revitalised and engaged in their profession so that quality teaching remains the core business of schools

3. Develop shared vision about what the team wants to achieve through the establishment of clear goals and objectives. Link to the action plans within your SDP;

4. Evaluate and document current practice through the collection of assessments, artifacts and other sources of evidence from which baseline data can be drawn to map any changes that take place;

5. Develop and implement new strategies of interaction and learning, embedded in current research and practice to improve practices and outcomes;

6. Establish timelines for implementation with clear lines of accountability and support regarding who within the team will do what, by when, where, how and why;

7. Identify human and financial support that is timely that will track the planning, implementation and evaluation process for the individual, group, school, and college needs. This should include the knowledge and skills gained over time;

8. Levels of participation and engagement will vary among staff members, which will require different levels of support and encouragement. Teachers can self-evaluate, using different sources of data to provide evidence of attainment;

9. Marry existing practice with new practice so that disengagement does not occur. This acknowledges the variances in ‘take up’ time that will occur and that individuals will require different levels of support (e.g. mentoring);

10. Focus so as to ensure that collaboration and dialogue remain at the heart of the school process as you handle new challenges within a dynamic school context;

Those who take their SDP seriously are doing this already. This list serves to show that PL needs to embody the philosophy of continuous learning which in itself is dynamic and ever changing.

For PL to occur and be a reality in our schools it must be manageable for teachers and school leaders and focused on teaching and learning. New ways of practice must be based on evidence and focused on strategies that give promise of growth, actively embrace change and have a positive impact on student learning outcomes. So it is important to continually engage in effective PL to progressively develop deeper knowledge and understanding of pedagogy and higher levels of expertise.

Teachers need to work in collaboration, where there strengths are identified and respected and they are given the opportunity to learn from each other. Therefore opportunities need to be created to ensure that real PL not only occurs but is actively stimulated and supported.

Christopher Bezzina is deputy dean, Faculty of Education, University of Malta.