Talking about teaching in non-crisis situations: learning from a teacher support project.

Facilitating schools to develop more collaborative cultures is seen as one of the major challenges in promoting teachers’ continuing professional development. This paper recounts how a 15 month project designed to promote greater collegial learning and professional development emerged and developed within one school. Evidence is presented that suggests that a model that is voluntary, involves teachers observing each others’ classrooms and sharing insights is both effective and sustainable. Trust, supportive school leadership and external facilitation are also identified as important components in the realisation of this model of teacher development