Data analysis and report on: NESA 2018 Professional Learning Survey

Teachers work in a complex, changing and highly demanding educational context. A school’s executive, parents, affiliated professional bodies and society at large expects teachers to “continuously validate and update their skills to help their students become competent, competitive and socially integrated adults” (OECD 2018, p. 152). Professional learning is the predominant vehicle by which teachers engage in ongoing professional development. In 2018, NESA (NSW Education Standards Authority) asked NSW teachers to complete an 18-question Professional Learning Survey. Through the survey, NESA hoped to collect information about how teachers plan for their professional learning, what teachers recognise as ‘quality’ professional learning activities and, common barriers for teachers engaging in professional development. Results of the survey spoke clearly to a predominant view amongst NSW teachers that any form of professional learning is undertaken for the benefit of their students. The NESA 2018 Professional Development Survey revealed that teachers want, enjoy and perceive benefit from undertaking high quality, embedded, and school specific professional learning. As a result of the Findings, we make recommendations in two areas: (i) suggestions for further research into effective Professional Learning programs for teachers and, (ii) suggestions for what quality professional development looks like, according to the teachers who engage in NESA accredited professional learning programs.