At Port Broughton we have introduced classroom observations as a part of our professional development. Over the past two years we have had some teachers participate in this process.
The process enables teachers to:
Teachers can have a peer provide feedback focusing on a particular area.
Teachers can ask to come in and observe how a teacher delivers a lesson i.e. use of IT, explaining a lesson goal, providing feedback, catering for a variety of students, behaviour management or running a specific program.
While some teachers have taken up this process some have not and it is my aim to continue to develop this process until we have all teachers engaging in the process.
To encourage teachers to engage in the process I have developed some observation proformas which focus on specific attributes of a lesson. The following documents are produced using resources from the AITSL online course Supervising pre-service teachers which Tanya and I are working through.
Collaboration is a critical part of teacher learning. We appreciate the time to speak with our peers formally or informally and studies show that this collaboration is beneficial to our practice. Finding time to do it more often and more effectively is important.
Collaboration can come in many forms including but not exclusively:
Professional learning communities
Informal discussions between teachers
There is plenty of research to support the effectiveness of teacher collaboration and its positive impact on teacher learning.
At Port Broughton it is important to continue to develop our collaborative practices.
Classroom observations and the discussions that arise from these are important learning opportunities for teachers to learn from each other. This is not limited to just being observed but also includes the act of observing others teaching.
Contributing to and engaging in the discussions around formative assessment. This may be in face to face settings or through the blog. Actively engaging in these discussions by sharing practice and asking questions of others will develop our practice in this area.
We will be continuing our professional discussions at whole staff meetings around pre determined topics. At different times staff are asked to present at these meetings. Being prepared to share practice in these types of environments is critical. Knowing what others are doing allows teachers to approach individual teachers (at any time) to collaborate and discuss aspects of professional practice. In weeks 6 and 7 we will be continuing our discussion of formative assessment during staff meeting time.
Collaborative moderation is a process we will be discussing and using over the next 18 months at PBAS. Discussing student work in a collaborative manner to ensure accurate assessment as well as develop teacher knowledge of the achievement standards and quality assessment tasks.
Our Site Improvement Plan groups around Literacy/Numeracy, Wellbeing and Teaching & Learning will allow teachers to collaborate on common focus areas, develop a deeper knowledge and move these forward.
Individual teachers are collaborating with others outside of our school. This is a vital form of collaboration. Examples of this are teachers working with peers from other schools through linked SACE programs or via social media.
Individual teachers are collaborating with their peers at PBAS. This is a vital form of collaboration. This formal and informal collaboration builds a sense of collegiality amongst staff and helps to develop and improve pedagogy.
If you are looking for more about collaboration click on the link below and read a great post by a teacher who did not collaborate in his first year and wishes he did. What would he do differently?
The links below (the titles) will take you to some useful information on providing feedback and assessment strategies. I thought they might be useful for professional reading if anyone was looking for ideas or had a focus in these areas as part of their professional development.
All information is from the Board of Studies and Educational Standards NSW website.
Note: Some year levels/subjects have limited units of work available.
What made me come back to this resource was a personal need to find resources and information about the Year 9 History unit I am teaching this semester. I have already found a brilliant Gallipoli resource I will definitely be using it with my 9/10 class when we do our depth study on WW1. Below are screen shots of my Year 9 History search on the website.
All units on the site are directly linked to the Australian Curriculum and provide downloadable lesson plans and links to resources. Even if a lesson plan doesn’t suit your specific needs you may find new resources that you can use with your existing programs.