Professional Development → Dr Jake Madden

Teacher Action Research: Driving School Improvement

While there have been a global shift in education, particularly in the personalised learning arena as schools attempt to deal with greater scrutiny from governments, school systems and parents alike; having a future focused mindset is helping schools grapple with this increased accountability as they work to address the needs of their 21st century learners.

With over 30 years in education—25 of those in school leadership across Australia and internationally—I have seen firsthand how teacher action research can transform schools. In a time of increased accountability and scrutiny from governments, school systems, and parents, having a future-focused mindset is essential. Schools must adapt to meet the evolving needs of 21st-century learners, and empowering teachers through action research is a key strategy in driving improvement.

The Shift Toward Personalised Teaching and Learning

In recent years, education has moved away from a one-size-fits-all approach toward differentiated instruction that meets students where they are. Highly effective teachers are deeply reflective practitioners. They want to know what works, what doesn’t, and why. This mindset has shaped my leadership approach—helping build teacher capacity to address diverse student needs through evidence-based strategies.

Encouraging teachers to become action researchers allows them to investigate their own teaching practices, use data-driven insights, and make informed decisions to enhance learning outcomes. Schools that support teacher action research create a culture of continuous professional growth, ultimately benefiting both educators and students.

Researching the Impact of Teacher Action Research

My ongoing work focuses on the impact of teacher action research on student outcomes. This research forms the foundation of my next book, which explores how evidence-based teaching improves instructional quality and drives whole-school transformation.

The book is structured in two parts:

Understanding Educational Reform – A literature review on what works in teaching and learning, including effective whole-school strategies for improvement.
Evaluating Teacher Action Research – An analysis of its impact on teachers and students, along with key enablers for instructional improvement.

Through this work, I explore the role of leadership in teacher development, the growing expectations placed on educators, and the evolving demands of modern curricula. The concept of the teacher as a researcher is central—not only as a tool for teacher improvement but also as a vehicle for whole-school success.

Why Teacher Action Research Matters

Schools that prioritise teacher action research gain a clear roadmap for instructional excellence. By fostering a culture of inquiry, educators can refine their practice, collaborate more effectively, and drive meaningful change in their schools. My book provides practical insights for school leaders committed to improving teacher quality and raising student achievement.

Let’s Collaborate on School Improvement

Education should never exist in silos. If you’re interested in exploring teacher action research as a tool for professional development and school-wide improvement, I’d love to connect. Let’s work together to build better learning environments for both teachers and students.

7 Ways to Support Your Professional (Educational) Reading

Every effective teacher wants to be a better practitioner tomorrow than they are today. They are always looking to improve. While attending conferences and workshops, undertaking courses or joining a professional association are helpful activities to develop your prowess as a teacher, the reading of academic journals and educational texts/books is a good way to meet your own learning needs.

Professional reading for teachers is one of the simplest ways to improve practice. Great teachers want to be better tomorrow than today. Courses and conferences help, but reading gives you steady, low-cost learning. It also lets you choose what you need, when you need it.

If you struggle to find time, you are not alone. The goal is not to read everything. The goal is to build a habit that supports your classroom work.

Why professional reading for teachers matters

Reading keeps your thinking fresh. It helps you test assumptions and sharpen decisions. It also gives you practical strategies you can try the next day.

It works best when you read with a clear link to your pupils. That link might be engagement, behaviour, SEN support, questioning, or assessment. When the reading connects to a real problem, you are more likely to act.

Professional reading for teachers: 7 habits that work

1) Set clear targets

Choose a realistic target for a term or semester. Start small so you can win early. For example, one article a week or one book each half term.

Write your target down and review it monthly. Adjust if your workload changes. Consistency matters more than volume.

2) Schedule a regular reading time

Put reading into your week like any other priority. Fifteen minutes is enough to keep momentum. The best time is the one you can repeat.

Try common “anchor” times, such as:

before breakfast
during your commute
after a staff meeting
after dinner, before screens

3) Keep a live reading list

Your day-to-day teaching throws up questions. Capture them as they appear. This makes your reading purposeful, not random.

Use a note on your phone or a small notebook. Add topics like SEN strategies, learning centres, feedback, or questioning. When you next browse a journal or bookshop, you will know what to look for.

4) Read with a purpose, then take action

Before you start, write one question you want answered. While you read, take short notes. Keep them simple so you will use them later.

Aim to leave each reading session with:

one idea to try this week
one question to discuss with a colleague
one quote or model worth saving

5) Join or start a school book club

Reading is easier when others expect you to show up. A book club creates gentle accountability. It also turns reading into shared practice.

Keep it light and consistent. Meet for 30 minutes every two to three weeks. Choose short chapters or one article at a time.

6) Write about what you read

Writing helps you think clearly. It also helps you remember and apply ideas. You do not need to publish in a journal to benefit.

Try one of these formats:

a short reflection for your team
a one-page summary with “what I will try”
a quick post on your staff platform or blog

7) Keep a book with you

Carry a book, or carry access to one. Reading moments appear in small gaps. Waiting rooms, trains, and quiet mornings add up over time.

Use what fits your life:

a paperback in your bag
an e-reader app on your phone
an audiobook for walks and commutes
a podcast linked to your current topic

A simple weekly routine you can start now

Keep it easy for the first four weeks. Pick one topic, one text, and one time. Then repeat.

Monday: 15 minutes reading
Wednesday: 10 minutes notes and one action step
Friday: share one idea with a colleague
Next week: try the idea in one lesson

Professional reading for teachers works when it becomes normal. Start small, stay steady, and connect reading to real classroom choices. Over time, you will build both knowledge and confidence.

Understanding the Teacher/Student Learning Process

For me, the long end of year break is a great time to engage in professional learning. I was fortunate to spend some time working with Professor Ian Mentor, a revered Oxford University academic on improving teacher education. As a principal of an international school, there was much to be learnt from the guru of teacher learning.

In a presentation given at Southern Cross University during July this year Professor Menter offered insight into a ‘clinical’ approach to teacher learning. Improving student attainment is a key feature of a teacher’s work and using a more de-privatised approach to supporting teacher learning is a key factor to improving student learning.

Building Teacher Professional Learning

One of the rewards of leading an international school is working with a community drawn from a rich mix of cultures and backgrounds.

One of the rewards of leading an international school is working with a community drawn from a rich mix of cultures and backgrounds. Teachers bring with them a range of experiences, worldviews, and classroom approaches shaped by the systems in which they trained. These differences can be a powerful strength, encouraging innovation, adaptability, and global perspectives in our schools.

But diversity also brings complexity. For principals and heads of school, aligning a team of international educators around a shared purpose is no small task. While the goal is clear (ie raise student achievement), the pathways teachers take can vary significantly.

Some teachers arrive from content-heavy traditions. Others are used to inquiry-led or standards-based models. Views on assessment, behaviour, curriculum design, and teacher collaboration can differ. Without strong leadership, schools risk drifting into fragmentation or well-meaning inconsistency.

The challenge is not to eliminate difference, but to connect it. A clear vision, shared expectations, and sustained professional learning are essential. Leaders must create the conditions for staff to learn from each other, reflect on their practice, and co-design what effective teaching looks like in their school.

Leading an international school is not about uniformity. It’s about coherence. It’s about building a professional culture where all teachers, regardless of background, understand how their work contributes to the whole. That clarity helps students too. Because when adults align around what matters most, learners benefit.

Educators interested in the international arena may enjoy reading the article, Raising Student Achievement: The work of the Internationally Minded Teacher which can be found at the International Journal of Innovation, Creativity and Change (www.ijicc.net).

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