‘Becoming an “expert” in any field requires not only acquiring a body of knowledge about the field, but also developing dispositions that drive the search for new answers in light of problematic situations. New information is constantly emerging…the importance of teachers’ engagement in professional reading cannot be underestimated.’ (Broemmel et al, 2019)

Professional reading refers to the reading that helps you develop professional skills and understanding in your field or industry. When we engage in professional reading, we keep up to date with new research and knowledge. As teachers, it helps shape our views and ideas and gives us theory and new ideas to put into practice, which enhances our knowledge and skill base. We can also share new learning with our colleagues, and most importantly, use our learning to enhance the experience of our ākonga.

Every teacher would no doubt agree with Broemmel et al, about the need for teachers to keep up to date about new research. We recognise though, that it is incredibly challenging for teachers to find the time and mental bandwidth to engage in professional reading during the school year. In a national study in the US, Broemmel et al found that when teachers did not engage in professional reading, it was mostly due to time constraints and or frustration with readings that were set for them.

In response to these barriers, and our mission to foster a research culture, we created and piloted the Professional Refresh during Term Four in 2023. Teachers were offered the opportunity to take a day of leave to engage in professional reading, with the caveat that they wrote a reflection. This would be collated into a publication with the reflections of other refresh participants.

In presenting the initiative to teachers, we framed our approach with four guiding principles. The first is that the teacher always chooses the reading. They are more likely to engage and take something practically applicable away if the reading is relevant to their practice and interests. Secondly, we believe that ‘reading’ can take a variety of modes. It can more obviously be a book chapter or an academic article, but equally, it could be a podcast or a documentary. Thirdly, and key to the reading positively impacting a teacher’s practice, reflection must be a central part of the process. And finally, we share our learning, so that the reading has utility and a wider positive impact.

The response by our teachers to the Professional Refresh was incredibly positive, with 37 teachers taking leave to read and reflect during Term 4, including the Headmaster! The freedom to choose the reading resulted in an array of topics that people engaged with. These included literacy, culture and relationships, learning habits, mentoring and coaching, culturally responsive practice, leadership, the classroom environment, and others that were more subject-specific. We created an online repository of readings for our teachers to access, but they were also able to find their own, of which, around three-quarters did. We encouraged teachers to read away from campus, as a means by which to remove the distractions of school and refresh.

Following the reading phase of the refresh, and as promised, the reflections were collated, and in January, we published the first issue of our Professional Refresh Annual Collection. All of our teachers received a copy of this when they returned to school for the new academic year. It gives us great pleasure to share a digital version of the Professional Refresh Annual Collection with this blog piece.

We surveyed the refresh participants at the end of Term 4, using the ‘I Like’, ‘I wish’, ‘I wonder’ framework. The survey showed that around three-quarters of readers engaged with an article or book chapter, and the remainder, a mix of podcasts, audiobooks, and blogs.

Readers were effusive in their positivity about the experience.

‘As teachers, so much of our job is output. To have a day to just fill up my cup was really lovely. I ended up engaging in three readings (only reported on two) and I just felt so refreshed the next day.’

‘The time and space was THE BEST! What was most refreshing was the freedom to explore areas of interest. It allowed me some time to consolidate a number of things I've been exploring over this year.’

‘Wonderful opportunity to step away from the routines of school to do some undistracted learning in an area of curiosity. Also allowed a space for reflection/percolation - which is vital for learning to be embedded!’

‘I liked it all. I think it’s a great initiative and it's amazing that we get the opportunity to get relief for reading PD. I like reading books about education, but sometimes I find it's hard to "switch off" work and being able to read about work during work is great!’

Going forward, readers also made a raft of suggestions about how we might build on the inaugural refresh.

‘One-offs are nice (and I know this was a trial and am very appreciative of it!) but I think I would love to have this be more of a regular thing. Maybe once a term? And rather than being on your own, being in groups where you read either the same or similar readings and meet to discuss the topic. I really wanted to talk about what I read, and I did, but it is sometimes nice to hear what others heard or took away.’

‘I wonder if I can make space in a department meeting to break off into groups and share our findings. There's definitely room to continue to build on this.’

‘I wonder whether some follow-up conversations can be 'hosted' to connect some of the people who did the refresh and get to actually discuss what we learned with people who are also engaged in professional learning of their own interest. A bit of cross-pollination.’

‘Could consider themes aligned with school goals/values - but equally great to let individual teachers pursue their interests or things that meet their needs.’

All participants said that they would take the refresh opportunity if it was offered again. To that end, we will indeed offer the opportunity to take leave to read and reflect in 2024. In this second iteration though, we will offer two days - one to be taken in Term 4, and the other at the discretion of the reader during the school year. We look forward to sharing an update about the second Professional Refresh with our community later in the year. In the meantime, enjoy and be inspired by the reflections contained within our first issue of the Professional Refresh Annual Collection.