Some challenges and strategic solutions to deal with those challenges are discussed. The networking school system may help schools to mobilise financial resource more at the teacher level, whereas CoL seems to use the resources more at the senior leadership level. Networking systems were found to be preferred by one school in this study, while the other school was a member of a Community of Learning (CoL). Thus, healthy relationships were built across the school and within a cluster system.
TPGES SELF REFLECTION EXAMPLES PROFESSIONAL
Professional learning and development in both schools were supported by conditions where the schools implemented distributed leadership practice, used student assessment data and other evidence to guide their PD planning, had a strong collaborative learning culture where teachers' capacities were valued, praised and trusted. These learning formats used collaborative features of evidence-based dialogues, inquiry and reflective approaches across collaborative activities such as study group, school PD meetings, peer mentoring and coaching, network-based workshop or training, and classroom observation and feedback. The four layers were a network of schools/community of learning, school-wide PD, team PD or syndicates, and personal PD. The research findings revealed the use of collaborative learning formats which were structured in four layers of teacher professional development (PD). They participated in semi-structured interviews to explore approaches for teacher collaboration in professional learning and development in those schools. This study adopted a qualitative research approach using purposive and convenience sampling which allowed the researcher to access six staff participants in two primary schools in Auckland. Due to the rural setting, these implications are not generalizable to all schools however they could provide guidance for other public school educators as they work to implement successful professional development initiatives in their schools. In addition, researchers identified four professional development implications based on participating educators’ TPGES professional development efforts. Study results indicated mixed viewpoints concerning their knowledge and understanding of TPGES and of their viewpoints concerning additional needed professional development. This study examined teachers’ and principals’ viewpoints concerning the impact of TPGES on increasing their knowledge and understanding of the evaluation process and needed additional professional development at the end of the implementation year.
The Teacher Professional Growth and Effectiveness System (TPGES) was implemented as the Kentucky teacher effectiveness system. Focus on improving teacher quality and student achievement led many state departments of education to implement research-based teacher effectiveness systems.
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