Using evidence, learning and the role of professional learning communities

Being able to collaborate to make the best use of evidence to enhance teacher practice is fundamental to successful teaching today. In this chapter, I first describe three evidence sources: student and other data; teacher research or enquiry projects; and external research findings. Next, I consider different perspectives on the social learning that takes place when teachers engage with evidence. I argue that professional learning communities provide the ideal home for evidence-informed practice, and that they are what bring evidence to life. I offer four reasons for this. The chapter concludes with a set of suggestions for leadership of evidence-rich professional learning communities