As educators, how can we access effective professional learning?

Besides direct professional learning opportunities, the IoL has undertaken a number of strategic partnerships with local and international educations bodies and initiated a number of strategically important research projects.

However, greatest pride was garnered not from the extent of work undertaken, but from the feedback shared by participants in the professional learning opportunities offered to Wellington College China educators and those across China and beyond. Across all forms of professional learning activity, participant feedback revealed that:

• 90% of participants have committed to applying professional learning in their schools and classrooms

• This is verified through evidence of impact data

This statistic represents the fundamental vision of the IoL; to shape education across China through high impact professional learning. When evaluating the quality of professional learning, the focus of the IoL is never on whether participants merely enjoyed the experience, instead the focus on commitment to applying professional learning and ultimately impact. A position founded on a strong research base.

The relationship between professional learning or continued professional development (CPD) and impact on pupil learning is often murky, indeed often there is little if any correlation. What we know works is when CPD is:

This suggests that professional learning has impact when it is strategically important to the school and its educators, focuses on the empowering teachers to take ownership, occurs locally and occurs in context. Importantly, Coe et al. (2015) indicate the importance of a sustained model.

As schools finalise strategic plans for the 2019-20 academic year and targets set, it is essential that leaders and educators plan for high impact professional learning. The IoL has released the workshops on offer during the 2019-20 academic year, each of which has been specifically designed be:

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