Educational equity could be improved by better professional learning - a case study

Abstract

Equal opportunities for children, regardless of socioeconomic status, race, or gender, have been well publicised in recent times with equity in education recognised as an influential factor in social mobility. Progress in this area should not be left to chance; nor should it be dependent on which teacher a child is taught by, which school they attend or the quality of a school's professional development provision. Studies however repeatedly show significant variation in children's learning experiences when compared both within a school and between different schools. The effective leadership of professional learning can act as a positive change vehicle for improving teacher quality and consistency to support educational equity; yet ironically teachers, whose core purpose is to help their students learn, often experience ineffective professional learning opportunities themselves. This case study provides five key interdependent themes which can be used to inform effective leadership of professional learning within British Curriculum Primary schools.