In his discussion of professional development as a policy pathway, Knapp (2003) highlighted the need to pay attention not only to the design and implementation of professional learning opportunities, but also to the development of sufficient expertise at various levels of the system in “supporting professional learning through policy in such a way that teaching practice and student learning are affected” (p. 147). Internationally, the role of external expertise (a role variously described by such terms as inservice teacher educator, professional developer and facilitator) is increasingly recognised as critical in improving classroom practice and outcomes for diverse learners.