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The article identifies key success factors for Professional Development, including readiness for workplace change, understanding adult learning principles and their varied effects, subject relevance, effective mentoring, and the applicability of presented material. 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(2008). Professional Development as a Critical Componenet of Continuing Teacher Quality. Australian Journal of Teacher Education, 33 (1).  \n[http://dx.doi.org/10.14221/ajte.2008v33n1.3](http://dx.doi.org/10.14221/ajte.2008v33n1.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol33/iss1/3](http://ro.ecu.edu.au/ajte/vol33/iss1/3)  \nAustralian Journal of Teacher Education  \n\n| Volume 33 | Issue 1 | Article 3 |\n| --- | --- |\n\n2008  \nProfessional Development as a Critical Componenet of Continuing Teacher Quality  \nPaulina Phillips  \nAll Saints College St Joseph’s Campus, Lochinvar NSW  \nRecommended Citation  \nPhillips, P. (2008). Professional Development as a Critical Componenet of Continuing Teacher Quality. Australian Journal of Teacher Education, 33 (1).  \n[http://dx.doi.org/10.14221/ajte.2008v33n1.3](http://dx.doi.org/10.14221/ajte.2008v33n1.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol33/iss1/3](http://ro.ecu.edu.au/ajte/vol33/iss1/3)  \nAustralian Journal of Teacher Education  \nPROFESSIONAL DEVELOPMENT AS A CRITICAL  \nCOMPONENT OF CONTINUING TEACHER QUALITY  \nPaulina Phillips  \nAll Saints College St Joseph’s Campus, Lochinvar NSW  \nAbstract: Professional Development is critical for  \nimproving and maintaining teacher quality and the effect  \nflows on into the classroom. Factors influencing the  \nsuccess of Professional Development activities include  \npotential for workplace change, the diverse effect and  \nunderstanding of adult learning principles, subject  \nspecificity, effective mentoring and the relevance of the  \npresented material. Relevant Professional Development  \nplays a major role in school reform and mentoring  \nprograms including new teacher induction and can  \nenhance the benefits of sharing expertise between  \ngenerations.  \nIntroduction  \nIt has long been recognised that the most important thing a teacher can do is continue to learn. The American Federation of Teachers recognises that “continuous, high quality Professional Development is essential to [that] nation’s goal of high standards of learning for every child”(AFT, 2002) and more importantly, the Australian Government Department of Education, Science and Training, states that the Government’s key priority in schooling is to raise the “quality, professionalism and status of teachers and school leaders”. (DEST, 2000) To that end in 2000 the Australian Government Quality Teaching Program was established. The aim of the program is to provide Professional Development to teachers Australia wide. After review the program was deemed successful and funded for a further four years to  \n2009. The need for quality Professional Development for teachers is recognised at the highest levels of modern Western Society.  \nImproving teacher quality can improve learning outcomes for students according to Andrew Leigh from Australian National University (Teacher, 2007) . Leigh’s study, Estimating teacher effectiveness from two-year changes in student’s test scores, asserts that “a teacher in the top ten percent of performance can achieve in half a year what a teacher in the bottom ten percent can achieve in a full year”(cited in Leech, p23) . Some would argue that the accuracy of any study about measuring student outcomes can be rife with difficulties, with regard to accuracy, but most would surely agree that quality teachers can only improve student outcomes. Professional Development is critical for maintaining continuous improvement in teacher quality.  \nGiven the rapid changes in work practices, such as the use of technology (it is absolutely necessary for teachers to be computer literate) and the increased ","cbCaifmNpdMf376P","https://ap.wps.com/l/cbCaifmNpdMf376P","pdf",208486,11,"English","# Abstract\n# Introduction\n## Policy and program context\n## Evidence on teacher effectiveness\n## Adult learning principles\n## Research questions and school environment","[{\"question\":\"Why is Professional Development considered critical to continuing teacher quality?\",\"answer\":\"It is presented as essential for improving and maintaining teacher quality, with effects that flow into classroom learning.\"},{\"question\":\"What factors influence the success of Professional Development activities for teachers?\",\"answer\":\"The text highlights workplace change potential, adult learning principles, subject specificity, effective mentoring, and the relevance of the material.\"},{\"question\":\"How do adult learning principles affect the design and effectiveness of Professional Development?\",\"answer\":\"The article notes adult learning theories emphasizing existing beliefs and knowledge, reflection, professional dialogue, personal responsibility, and opportunities to test new ideas.\"}]","Professional Development as a Critical Component of Continuing Teacher Quality - Article 3 | PDF",1792077662,28]