Abstract
Emerging from research on student achievement, learning and school change, is the bespoke teacher growth model of Perth's Wesley College. Both top down (arising from strategic intent) and bottom up (driven and designed by teachers), this professional learning model intends to refine individual teaching practice, develop capacity for self-directed teacher growth, and cultivate a more passionate, reflective, purposeful community of professional learners, in which individual teachers participate in ongoing communal activity to continuously develop the effectiveness of student learning by improving the quality of their teaching.