The days are long gone when a teacher can close the classroom door and work on his or her own agenda, oblivious to the educational programs and processes of the school and system.

As a system, we are committed to improving literacy and numeracy across the K-12 curriculum through whole staff learning.

This recognises the role of teachers as team-members of a learning community. They learn as well as teach – from their colleagues, from their students and from their own critical reflection on what they see and do. They share responsibilities and accountabilities.

This is what we refer to as the deprivatisation of teaching – the practice of collaboration, mutual support and reflective dialogue in order to continually improve the learning and teaching in schools.

It is a powerful strategy for empowering and enabling teachers. It places them in a position where they are supported by the strength, wisdom and experience of others. It enriches them by encouraging reflection-on-practice and it helps them to find personal meaning and significance in the work they share with colleagues.

What are our first thoughts on the ‘deprivatising of teaching'? What obvious barriers inhibit it? What general trends support it?