Achieving a professional learning culture: Issues, improvements, impact

This reflection describes the development of a trust-wide professional learning culture where ‘professionals [are] continually developing and supporting each other so that students benefit from the best possible teaching’ (DfE, 2016), at Prince Albert Community Trust (PACT), a group of five primary schools in Birmingham. Specifically, it captures the impact of professional learning and development (PLD) at Highfield Junior and Infant School (one of PACT’s schools), which moved from ‘special measures’ to ‘good’ in three years. Issues The Head of School initially described development for all staff as ‘generic, irrespective of their role, phase in school or individual development needs’. He believed that a fundamental shift in approach was needed. Interrupting behaviour to achieve improvements in practice and outcomes requires an understanding of the values and beliefs underpinning teachers’ practice (Robinson, 2017). Moving from a prescriptive approach to professio