ABSTRACT
Education systems throughout the world are being challenged by governments to be more responsive to the diversity of their learners and to monitor and evaluate the effectiveness of their services to ensure high standards are achieved by all students. Education reformers have recognized that standards alone are not sufficient to change practices that impact positively upon students’ learning. There is good evidence that the quality of teaching has substantial impact on students’ learning outcomes in countries such as Australia, Canada, Finland, France, Israel, New Zealand, Scotland, Sweden and the USA (Timperley and Alton-Lee, 2008). It is recognized that if we are to realize continuous improvement in the quality of schooling for all we must build the capacity of our teachers to meet this challenge. This chapter outlines LINC as a model of teacher PL aligned with values of social justice and the goal of improving outcomes for students. The research which informed the design principles of LINC is outlined along with the conditions that supported the implementation.
