Jeff Northfield Memorial Award for Excellence in Teacher Research
We established the annual Jeff Northfield Memorial Award for Excellence in Teacher Research in 2005 In recognition of the importance of Jeff Northfield’s work in supporting and conducting teacher research. The recipient receives a cheque for AUD$1,000 and a certificate in recognition of the award.
We make the Jeff Northfield Memorial Award for Excellence in Teacher Research to a person who demonstrates an ongoing and current commitment to teacher research. Our staff nominate a single recipient each year.
Recipients will have demonstrated a continuing commitment to the
- generation of teacher knowledge
- exploration of the value of this knowledge with other teachers.
We will ask the recipient to:
- present an account of their work to an appropriate conference
- write about their work for an appropriate professional - and, if possible, academic - journal.
Teacher research, as defined for this award, does not include all research done by a researcher who happens to be a teacher. The award celebrates Monash’s long tradition in the kind of research that Jeff was so prescient in championing:
- research by teachers into teaching
- learning and change in “classrooms” (defined more broadly than school classrooms) that results in the kinds of knowledge that has the potential to directly inform and enrich practice.
As teacher research clearly takes place within and outside higher degree structures and both are valued, there are two forms of the award.
In the first year of the award, all teacher researchers in Victorian schools are eligible.
We will make the award to a person who demonstrates an ongoing and current commitment to teacher research through the following criteria:
- a continuing commitment to the generation of teacher knowledge and to the exploration of the value of this knowledge with other teachers
- a commitment to the promotion of their ideas and research with teachers and other relevant groups
- clear evidence of the impact of their work in their professional context. In many cases this will mean within their school (however, it could, of course mean an impact wider than this)
- a continuing commitment to working with teachers and schools (or if relevant other professional context), and through this the provision of leadership in their profession.
The recipient will be presented with their award at the mid-year scholarship presentations (June) in the Faculty of Education. We will ask them to present an account of their work to an appropriate Conference, and will encourage them to write about their work for an appropriate professional - and, if possible, academic - journal.
In the second year, we will make the award to one of our recent students who
- demonstrates expertise in their study and practice of teacher research
- has been nominated by a staff member familiar with their work - for example, their supervisor.
The criteria for the award in the year two phases are as follows:
- the quality of the project must clearly be high
- the project must show a commitment to the exploration with other teachers of the value of the knowledge generated
- clear evidence of the impact of their work in their professional context (most likely schooling).
Evidence to support nominations could include such things as
- research degree examiners’ reports
- testaments about teacher research efforts and impacts
- published (or other) teacher research reports that illustrate expertise in the field and the commitment detailed above.