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For teachers, there are limited opportunities to engage in critically reflective activities about their instructional practice. In an increasingly complex and challenging profession, the need for teachers, principals, and school systems to become involved in professional development activities is ever-present. This book offers insightinto one school's journey to provide a job-embedded professional learning experience through the use of action research. Given that Action research is an approach teachers use toimprove their pedagogy and practice, the collaborativeco-teaching practice simplybuilds upon the reflection and critical self-reflection that teachers employ on a daily basis in their classroom. The first part of the book outlines the philosophy and the framework for the teachers as researcher program while the second part reports on key action research projects undertaken by senior leaders of the school. The book concludes with a commentary on the future of teacher professional learning. St Edward's is a Catholic Primary School consisting of an Infants' Campus catering for Kindergarten to Year 2 students and a Primary Campus for Years 3 to 6 students. The school is committed to providing a comprehensive Catholic education in a caring, family-focused environment where parental involvement is strongly encouraged and valued. It celebrates Catholic life and has a focus on Catholic Principles and Gospel values in the daily life of the school community. The dedicated and passionate teachers work in professional learning teams, analyzing data, and implementing programs based on current pedagogical research to maximize student engagement and learning outcomes. Classroom support has a clear vision for inclusion, building teacher capacity, and inclusive practices to support its diverse community of learners. Students are a part of a dynamic and innovative school that engages them in exciting and challenging learning experiences, differentiated to cater to each child's individual needs.
