When teachers are supported to work together in ways that allow them to deepen knowledge of their professional practice, the understandings that emerge from their conversations about quality learning and teaching demonstrate a high level of expertise. Yet such professional knowledge is often deeply embedded within each teachers everyday teaching; the tacit knowledge that determines how and why they attend to student learning in certain ways. This book captures the professional knowledge of teachers that developed as the result of an ongoing process of school based change, where teachers began to work differently because they began to think differently about the learning that mattered for their students in their school. The explication of their knowledge of practice became possible due to the ongoing support they received from their school leadership in most part because leadership trusted them as professionals to responsibly lead student learning. Within this culture of trust and valued collaboration, working alongside external critical friends who supported their professional learning, the teachers engaged in regular, thought provoking and interactive professional dialogue. Together they exposed and challenged each others thinking and beliefs about learning and teaching, captured and examined each others practice and, ultimately articulated and extended their professional knowledge. The insights about this collaborative learning process and the emergent knowledge and understandings teachers develop about the interactive relationship between learning and teaching, has much to contribute to educational discourse beyond the school setting. Some of that knowledge and the way it looks inpractice is shared in this book.

Foreword; Section 1: Leading Professional Learning; Leading a Learning Community; Shifting the Focus from Teaching to Learning: Thinking about What Matters for the Learner; Teacher Professional Learning: Changing the Routines of Practice; Conditions for Learning: Building and Sharing Teacher Professional Knowledge; Section 2: Enhancing Learning and Teaching; Getting Contentious in Foundation; Immersion; Student Engagement: The Hook; Building Positive Teacher Relationships with Students; Navigating through Guided Inquiry; Section 3: Developing Professional Knowledge; Teacher Researcher: Arent All Teachers Researchers?; Student Engagement; The Practice Room: A Space for Teachers to Engage in Professional Dialogue about Learning; Risk Is Positive; Professional Learning That Matters: A Whole School Approach; Author Biographies; Index.