Alison McLennan

Proposed Title

National Standards, State Systems: The Governance of Teacher Professional Learning in Australia (1999–2025) and Implications for Future Reform

Supervisors

Principal Supervisor: Matt Winslade
Co-Supervisor: Paul Grover

Research

Improving teaching quality in Australia depends heavily on meaningful opportunities for teachers to learn and develop professionally. National mechanisms such as the Australian Professional Standards for Teachers and guidance developed by the Australian Institute for Teaching and School Leadership provide a shared vision for teacher development. However, professional learning governance remains largely state and territory-based, resulting in diverse frameworks, accountability mechanisms, and implementation approaches. Over the past 25 years, successive reforms have resulted in a layered and sometimes fragmented policy domain, leading to issues around coherence, equity, and national consistency. This study would aim to investigate the evolution of professional learning governance in Australia from 1999 to 2025. Using a systematic policy review and comparative policy mapping methodology, the research will analyse federal and state frameworks to examine patterns of alignment and divergence. Drawing on theories of federalism and policy enactment, the study will explore how Australia’s governance structure shapes professional learning policy and the consequences for equity, particularly in regional and rural contexts.

The project aims to:

1) generate the first longitudinal map of Australian professional learning policy,

2) develop a governance typology, and

3) propose an evidence-informed framework to strengthen national coherence while respecting state autonomy.

Why I chose Charles Sturt

I came to my PhD at Charles Sturt University after completing the Graduate Certificate in Research in 2025. I thoroughly enjoyed the experience, and it confirmed that I wanted to continue into doctoral research. As a high school principal, I see every day how important high quality teacher professional learning is in improving teaching and student outcomes