Collaborative Professional Development in a Primary School: a case study

Abstract

This paper reports a programme of professional development in a primary school in a provincial city in Queensland. The assistant principal at the school led a group of teachers, working collaboratively in pairs but also as a group, in a self‐ and group‐directed program of professional development. The process used was primarily peer clinical supervision. The authors of the paper acted as resource persons in this process and used ethnographic techniques to document the programme as it progressed throughout the year.