I am passionate about leading teacher learning so as teachers feel empowered to grow professionally with the aim of maximising student outcomes. I completed my Doctorate of Philosophy in 2018. My study is titled AN INVESTIGATION INTO THE CONNECTION BETWEEN MIDDLE LEVEL LEADERSHIP AND LEARNING: Leading teachers to learn to self-assess their professional growth using the Australian Professional Standards for Teachers (APST). My thesis has been reported by the examiners as 'an extremely original innovative study that does indeed contribute new knowledge, breaking new ground in a critical area for schools/ education. Other comments from the examiners include:

'develops valuable insights into matters of leadership and culture'.

'given the innovative research design and methodology that have been employed, a strong argument could be made on implications for the study for future research to embrace this genre of qualitative research for investigating other phenomena in Education and social research'.

The research was instigated in response to a problem faced by teachers in demonstrating their professional growth by using the APST. The issues associated with this research inquiry are: 1) how school leaders might contribute to the understanding and adoption of standards for the promotion of quality teaching within their organisations; 2) harnessing middle level leaders as leaders of learning; and 3) professional growth and teacher appraisal systems.

Two frameworks were developed from the findings of the study: Leading Teachers to Self-Assess their Professional Growth; and Building Capacity for Quality Teaching and Leadership for Learning. Within the first framework self-assessment of professional growth entails collaborative knowledge building with a trusted other, utilising a reflection tool. Teachers are provided with the opportunity to engage with the standards through self-reflection and critical reflection on their practice, making meaningful links between the knowledge gained from participating in professional development, their teaching practice, and professional growth. The Leading Teachers to Self-Assess their Professional Growth framework is embedded within the Building Capacity for Quality Teaching and Leadership for Learning, as leaders of learning lead each member of a group of teachers to self-assess their professional growth, building a culture of relational trust through collaborative leadership. The leadership in my study went beyond coaching or mentoring, it was about developing a professional trusted relationship which enabled people to learn about themselves, how they learn, and how they grow professionally, challenging their predispositions, their assumptions and beliefs. The research resulted in extensive insight into the powerful connection between leadership and learning, the application of a unique learning process to self-assessment of professional growth, and the development of a role for middle level leaders as leaders of learning in an era in which enhancing the quality of teaching is a global priority.

In addition to my PhD research, in my current role as Deputy Head of Junior School Pastoral and my previous position as Head of Student Services, I have led teams of teachers within professional learning communities through Action Learning Action Research Projects (ALAR). All projects have contributed to the broader educational community through publications in peer-reviewed journals, ISQ education magazine and conference presentations, details of which are provided in my resume.