Abstract
The desired impacts of educational reforms are ultimately realised in the classroom and teachers are the critical key to effective implementation. The gap that often exists between the intention of a reform and its actualisation can be reduced through enabling increased engagement of teachers and school leaders in the purpose and development of the reform, and by designing systems to enable greater flexibility for schools and teachers to enact the ambition of the reform. This chapter presents the voice of teachers in articulating the actions that have the greatest impact on their learning and the development of the quality of their teaching. It highlights that the evidence for action is close at hand if the insights of teachers are enabled through policies that support teacher professionalism. What emerges in this study of teachers in New South Wales government schools is the power of teacher collaborative learning through open, respectful inquiry that is centred on planning, teaching and assessing the impact of their work together. Teacher leadership emerges through evidence informed collaborative action that is focused on refining their teaching to improve the achievement of their students.
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McIntyre, A. (2020). Transformation in New South Wales Through Collaborative Professional Engagement: From Ambition to Actualization. In: Jones, M., Harris, A. (eds) Leading and Transforming Education Systems. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 52. Springer, Singapore. https://doi.org/10.1007/978-981-15-4996-0_8
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