Teacher+best+practise

In 2011 we are planning for instructional rounds. As part of the transition to this process we have used the engage and evaluate domains during our project as a reflective tool for staff; in the form of peer observation. This will be the case when we use the e5 Reflections staff booklet next year.

** Guidelines for Peer Observation **

** Purpose ** To facilitate a non-threatening procedure to share good practice through using the e5 Instructional Model as a lens through which to observe a colleague’s practice.

** Procedure ** Starting off: The procedure can be started by any colleague with whom you have a trusting relationship.

** Before the Lesson ** A teacher asks a colleague if they can observe a specific lesson with a given focus in mind. For example: · Purposeful use of ICT · Differentiated curriculum · Questioning styles · A specific e5 domain · Thinking skills approach · Student voice

** During the Lesson ** The observer makes notes during the lesson, having agreed in advance whether or not they should participate in any way during the lesson. It is important to only provide comment on the agreed focus areas.

Key points may be recorded on this form, and a copy handed to the teacher to form the basis of a post-observation conversation.

** After the Lesson ** Immediately after the lesson, the observer briefly thanks the host teacher and arranges a time for a professional dialogue.

In the meeting the observer shares what they gained by observing the lesson and articulates the features that enhanced the students’ learning.

From using this observation model, we have seen the teachers reflect more on behaviours required in the classroom, to think deeper about what is happening in the classroom. I have noticed an increased in the ‘professional’ dialogue taking place at AVPS. Examples of how we did this are included. ENGAGE EVALUATE What areas do we need to strengthen/improve upon/focus on in 2011:
 * Fostering positive relationships – this is ongoing. (As part of the Assessment process, we have agreed that clearly defined (and planned) Learning Intentions for every learning teaching session would happen. (We also have created a survey monkey page to deliver a student survey to receive feedback from students about learning and teaching) This has been a valuable tool for staff to look at what’s working well, what can be improved on and setting goals and targets for the class, cohorts and individuals. Students are seeing ‘Quick Wins’ and that they are being listened to and taking seriously. These surveys
 * Teachers are now more likely to support students to develop their learning goals in line with VELS. With more explicit learning intentions being used within the classroom, and students having a better knowledge of what’s happening now and what are the next steps. Teacher feedback from observations are that students are now more likely to have goals that are aligned to VELS, rather than generic off the cuff goals (eg I will learn my 7 times tables, I will write lots of sentences) they are more likely to have evidence attached to prove their learning goals are met as well have a clear idea of what their next steps in learning are. Professional Learning has had to be a key for this. Making time for peer observation, time to discuss and plan in teams and time for professional learning. Professional Learning has taken place in after school meetings, visits to other schools and other schools and experts visiting and talking with us. We have also worked closely with our Regional Literacy Consultant about supporting students to write explicit learning goals.
 * At Ascot Vale, Art Costa’s 16 Habits of Mind (HOM) have been the cornerstone of curriculum delivery in recent years, yet this has not flowed down to students using the vocabulary and the HOM when using the PLP’s. With the introduction of the e5 model and observations within classrooms, it has highlighted the need for teachers to give students the skills and strategies to monitor their own learning. This year we have seen these 16 Habits of Mind used much more effectively in the classroom and teachers more effectively planning for student goal setting. Students are now more likely to: work on a Habit of Mind as their goal, linking it back to VELS, verbalise with staff and peers what HOM they are working on, and most importantly, what and how they will achieve this.
 * Classroom teachers are giving students reflection time. As part of the assessment focus, students are now more regularly: reflecting on the current lesson (creation of writers and maths notebooks), Using the language of the Habits of Mind, using the Ultranet and Wiki to go back to their learning goals with a purpose
 * Student teacher conferences have developed in 2010. This is linked to the WMR Literacy focus for reading but is (and has been) transferable. Staff are now planning to include conference time in their weekly and daily timetable to meet more regularly to discuss student learning. Students are being coached to take a more active role (especially in grades 5/6) in the discussions. Staff have had various professional learning opportunities around literacy and numeracy to ensure the quality of these conversations are purposeful and relevant. Our Assessment Schedule and methods of collecting data have ensure staff are more equipped for these conversations about the next steps of learning. Of course this is linked to the VELS. I have also seen staff using the Progression points and standards as part of the conversation.
 * Develop protocols to ensure consistency of high quality teacher instruction as well as processes for what Personalised Learning Plans. For eg. What should Personal Learning Plans (PLP’s) and Goals look like and how should they ‘look’ and ‘feel’. While we planned for 2010 to let individual and teams of staff try their own ways to develop PLP’s, the feedback from observations was around consistency.
 * More moderation activities for staff and we need to develop some moderation type activities for students – linking this with peer and self assessments. Again creating protocols to ensure consistency and expectation are needed (eg in maths notebooks, what exactly will we see? What do we want to see?) Professional Learning linked with Student Lead Conferences would be ideal here.
 * The leadership team is planning to continue peer observations in 2011.

How will we use the e5 booklet in 2011
 * Introduce at Curriculum Days 2011 Feb
 * Definition of High Quality Instructional Practise – what would a great teacher e doing at AVPS?
 * Purpose à ‘Encourage Best Teacher Practise and Professional Dialogue while developing consistent school practices and protocols’
 * Tour of the school (What can we see? / What can we change)
 * During 2011 we will focus on the ENGAGE and EVALUATE as part of the ongoing conversation about high quality instruction. It will also form part of the instructional rounds process and guide our new strategic plan. Looking at student work, including evaluating and designing rich and demanding tasks will be a priority for our teams of staff.