Professional development @ PBAS

Professional development should be about improving gradually. Change always takes time. Effective change requires planning, collaboration, commitment, goal setting, support, leadership, problem solving and perseverance among other things. When we make a commitment to change we do so knowing that it will be time consuming and at times uncomfortable.

I think that collectively we (staff at PBAS) see change in relation to our professional development as fundamental to our work and understand its importance. The research around teacher quality and student learning is well established and is not new information. There are a number of changes going on in our school, all at different stages, that require a commitment to change, that challenge us, that might make us feel uncomfortable and take us out of our comfort zone. The introduction of the Australian Curriculum, teacher development through peer collaboration and iPads. Each of them carries their own challenges and we are all at varying stages of knowledge and understanding. One of the keys to making change successful is collaboration. Talking, discussing, debating, being on the same page and creating group agreements & understandings are important.

So in that spirit of collaboration I would like to invite all staff to view the following 3 documents over the next few weeks and add your comments below this post in the comments section giving your views and opinions on these. These documents relate to either professional discussion (TfEL and Australian Professional Standards) or classroom observations (Marzano’s 10 Design Questions). I am looking for feedback on these as part of our planning process which will allow for professional discussion and classroom observations to occur. Feel free to comment on areas relating to professional development and classroom observations that fall outside of these documents.

I see documents like the ones below assisting us to be able to:

1. Have professional discussions with peers, particularly around the concepts in TfEL and The Australian Professional Standards for Teachers.

2. Student feedback – What do students say about our teaching? Where do they see our strengths and weaknesses? How doe this relate back to TfEL and The Autralian Professional Standards for Teachers?

3. Classroom observations – A process that will require meeting with a colleauge 3 times to undertake one observation (pre observation, the observation itself and post observation).

I know that putting comments online is not everyone’s bag but it would be great to take a risk and put your thoughts out there. It is one way that we can see what others are thinking and begin a process that allows for discussion and debate. If you have never commented online before it will also be a new thing to learn!

 

Professional learning discussions using TfEL – what do staff think of these as a tool for having professional discussions?

Professional learning discussions using Australian Professional Standards for Teachers – what do staff think of these as a tool for having professional discussions?

Marzano’s 10 Design Questions – what do staff think of these as a basis for classroom observations?

It is important to have some common understandings about the way in which an observation process would happen and how we are to act and interact with each other. I have added the document below which has some suggestions in it. What do you think?

20 thoughts on “Professional development @ PBAS

  1. I think these look good. I think from a practical point of view the first document maybe a bit too much to observe in one lesson. Would it be better for specific areas be identified by the teacher and observer before the lesson. I have only been involved in a few observations of teachers in the past and often found that it was difficult to focus on everything the teacher wanted feedback on. Maybe each domain could be a different file and the aim would be to build up an overall picture over a period of time.

    Now that I look again I am not sure that this was meant to be a document for classroom observation so maybe my comment is redundant??

    I like the Professional Discussion file, I think giving focus to these discussions is ally important. I am glad that it does not include the standards on it (graduate, proficient etc) I don’t think that these discussions are the place to rank teachers, and even the greatest teachers can improve their practice.

  2. Sorry I should have tried to make it clearer. You are right, the first two documents are to do with professional discussion around TfEL and the Australian Standards that you might have with a peer and not for use in a classroom observation. The last document is more focused towards classroom observations.

  3. Nick I believe there is a place for all three documents depending on what your purpose is at the time. It would be great to have them available and used when it suits. I agree with Allan great to see the judgement words taken out. I feel it is important to get our heads around the language of the professional standards and what that looks like in practice. This will be the tool used to judge against who gets the Federal bonus money!!!

    I was impressed with the Eudunda Marzano’s criteria as it really focused on classroom practice and some of the simple things that make a real difference in the classroom. We could even just video a lesson and then the teacher and their peer sit & watch it and critique it together according to a set criteria, that way it does not rely on the peer judging what to record. Food for thought. Maybe then only 2 meeting times needed.

    • I like the idea of using video. I think it would be more powerful than observing a lesson live. It would allow a wider range of things to be observed. A ‘live’ lesson requires the observer to focus on one or two key areas selected by the teacher being observed. Because of this lots of potentially useful observations are lost as the observer can’t focus on everything. By using video you can eliminate the observer having to be in the lesson which could reduce the time commitment required.

  4. I think the Marzano criteria needs another column. The teacher should record what the observer will actually see if outcome ‘x’ is being achieved eg, all students attempted to answer more than one question, higher order questions were posed following a correct response etc. The observer then just ticks if they observed it leaving the practicing teacher to join the dots and draws the conclusions.

    What federal bonus money? I really need to start getting to staff meetings.

  5. Quite like the TfEL discussion points. Agreed with Caddy about Marzano’s being too broad for a single lesson observation. You would need to select an area to focus on prior to the observation lesson. I also thought some things would not necessarily be observable as the supporting evidence may need to be found through discussion with the teacher or students.
    I would be more comfortable with a ‘live’ observation rather than video. Plus unless you could have the whole room under video observation, interactions could be missed.

    • I agree with the point about ‘having the whole room under observation’ being important if using video. Would probably need someone in the room videoing. Not everyone is comfortable with using video though and I don’t think it would be something that would become ‘expected’ but it is another option. It would be very important for teacher and observer to sit down and make clear goals for the observation. Marzano’s questions do cover a wide range of areas but could be used to help with what the focus of the observation will be. I think it is important to have a common tool (pedagogical framework) for all staff to work from. This does not have to be Marzano’s questions.

  6. For Professional Discussion I think the “Australian Professional Standards” have good questions below each domain. These could be focussed on 1 at a time in discussion groups. The TEFL framework could be used with the 2 questions “Key indicators that demonstrate — ” and “What can I do to improve –”
    The Marzano Observation checklist could be useful to guide the observations. I think only focus on one aspect though that is determined at a pre-observation discussion.

    • It is an important point that you make Valmai and one to remember. Predetermining what the teacher wants to get out of the observation will be very important.

  7. I really like the Marzano document and could see this being used for observation. You would probably only want to focus on 1 or 2 for the observation, gain feedback, do some reflecting and teaching on this feedback and then re observe to see change.
    The TFel and Australian standard points are simple and well set out so it gives the observer something to focus on and direction for comments. I like the Tfel response of what went well and even better if.. as it gives guidance for future teaching. I think it is important that we use the information gained from observations and then revisit to ensure that we have taken action and made changes.

    • Thanks Ange, I agree the revisiting bit is exceptionally important. I see this as the final part of 5 steps in the process for the teacher, 1. identifying what the focus will be of the observation, 2. the observation itself, 3. based on the observation what can be improved and how will this occur i.e. T&D, 4. implement the new/revised pedagogy and 5. review this with the peer who conducted the original observation and ask, “Has it had an impact?”.
      Part 5 could be any or all of the following – a dicsussion with a peer(s) or line manager outlining all of the above or another observation to evaluate changes made. I feel strongly that this is where leaders/teachers need to take professional responsibility for our own learning, constantly reviewing, learning and enacting new/revised pedagogy. If a teacher is waiting for prompting from leadership then they are not going to move very far with their own learning. Leadership should provide structures and support for teachers (and should be told if they are not!) but as they say “You can lead a horse to water ……….”.

  8. I am glad Nick that you mentioned in your opening about the importance of collaboration and creating group agreements because I think that that is the key here. I like Marzano and I think his design questions certainly pick up on all areas of teaching. I would like to see this, not as a series of proformas but as a foundation document for the basis of discussions between the teacher and observer. I don’t think we as a staff need to be concerned too much at this point about what is manageable during an observation, how it will occur, proformas for comments and setting up a document that can be ticked off etc. I don’t think we need to be trying to attain a one size fits all document. I believe if we focus on examining these as a staff and coming up with an agreement document on what we ALL believe is excellent classroom practice and what improves the learning outcomes of all students. Once we do this and have a clear outline of what we need to be achieving in our classrooms, I believe the rest will take care of itself in a more individualised format. I think we need flexibility. I don’t think anyone wants to be tied up in paperwork and documentation on this. The energy would be better spent providing specific feedback on specific areas connected with Marzano in whatever form is required and negotiated between the parties. Energy would be better spent taking on board the feedback and working on new strategies. The aim is to foster development as a teacher not to create a process that is tedious, time consuming and bogs you down. I would be happy to have feedback specific to my identified areas written on a scrap piece of paper. Does it matter? Meetings discussing, identifying areas, negotiating observations , feedback, strategising etc will take enough time. What documentation is really needed?
    First we need to create some common ground, then create clear expectations and a clear process. It can’t be a top down thing. As you mentioned real, meaningful change will take time to occur, baby steps, little changes, and it will only occur if we have everyone on board, everyone clear on a set of teaching values specifically for the PBAS context and clear indicators as to what this looks like. Basing this document on Marzano, TFel and professional standards is a good start.

  9. Thanks Brooky awesome response. I love the idea of having a foundation document that includes things like our aim/goal/ambition/dream for what we want staff to achieve through professional discussions and class observations plus all the key pedagogical frameworks and processes we will be using. I also hadn’t thought about having a more flexible approach to the actual recording process during the observation. My immediate reaction is I like it! It would be interesting to see what other staff think i.e. do we want an observation proforma that allows for a common process or because we have a foundation document that everyone understands we can actually use almost any method of recording information during an observation. Eudunda Area School started with a really detailed proforma but in the end came up with more like your suggesting.
    I hope that my processes are not coming across as top down as it is not my intention, hence the broad discussion going on in this post. Certainly the expectation of having to be a part of professional learning/development and a process that facilitates this is top down. Teachers do not have a choice in this, however the way this process works (I am hoping) will be developed as a whole staff (leadership/teachers). Thanks again for your considerable thought on this topic.

  10. The “top down” comment was in reference to the creation of the document and processes having to be a staff collaboration to be successful. It was definitely not aimed at you or at this blog. I think all of this will provide us with an excellent starting point to work as team on. The way you have implemented discussions on this is an excellent example of staff collaboration.
    Furthermore to the above discussions the creation of a foundation document will be a valuable T and D in itself. If you have the staff working on Marzano design questions for instance and documenting actions, indicators and outcomes etc it will automatically put the spotlight on teaching practice within the school. Teachers will personally identify areas during this process which they could develop and build on on which will create an excellent doorway to the observation process.
    Something to think about would a foundation type document need to be different for jp/ primary/ sec /subject areas/ prac/ theory? – discussion for another time.

  11. I agree with you Justin about getting bogged down in processes and paper. It certainly halts any actions and it is the conversations that are the key. I must admit the feedback I gave valmai was on a scrap piece of paper, with words highlighted. I am still amazed that as teachers we talk about baby steps with students, scaffold the process and then modify along the way yet we as adults try to get it perfectly set up before we begin!

  12. From reading everyone’s responses and then adding my own thoughts there are some main concepts that seem to be really important. The first of these is to use a mixture of the three documents and possibly others as well. We need to cater this process to our site and have a wonderful opportunity to do so. This is one occasion where we are not being forced into a common model that bears little to no relevance for our learners. I think these documents are great “jump off” points as they all focus on what’s good now and how it could be even better in the future. This strength based approach is non-threatening and hence has a far greater chance of effecting noticable change. The second point I’d like to raise is that just as we need to cater this process for our school, each of us will need to cater it to ourselves. Justin makes a really good point about not getting caught up in how the feedback will be recorded but rather put that energy into the core purpose. However sometimes it is really good to have a place to start. The example I use here is our common planning documents. I find them easy to use because they ask me for specific information and they are consistent. Maybe we could have the option of a common document if people want it? Alternatively you could use your own, just so long as we are all achieving the same end point: continuing to develop our skills and utilising the greatest resource we have – each other.

    • Thanks Dave. I agree, Brooksy made some great points. The idea of a common base to work from (foundation document) but then teachers having flexibility and autonomy over the observation and the way they use this to improve their pedagogy (T&D, school visits, peer discussions, observing how others do it etc..) is important.

  13. I agree with you Dave. It is good to have an idea of the specific information required or that is useful, but then to be able to be flexible in the way that information is presented or received. I like all of the documents Nick and agree with previous posts that they each have a purpose. I myself respond better to something that does guide me to give specific information which may then lead me to reflect more broadly. I would also consider for my own personal benefit how student feedback would fit with this.

  14. 3rd go lucky. Advice to everyone. Cut and paste your comments from Word so you don’t lose them if the upload doesn’t work properly!!
    I really have liked reading everyone’s ideas about this topic. It is great to see so many well thought out views posted. I agree with Brooky and Nick, it will take time to get this process right and we don’t want to get bogged down with a paper chase.
    The issue of gathering useful data and targeting specific focus areas for observation to maximise the time and effort spent are really important areas to focus on. Sometimes trying to do too much can be overwhelming and lead to minimal effective change. I liked Marzano’s 10 but it involves a wide range of areas – many that you couldn’t observe in just a few observations. I think for observations to be an effective tool for improvement then we don’t want to be simply justifying what we do now to our colleagues but rather finding a way forward to improve our performance and the learning opportunities that we give to our students. Identifying an area or two before the observation will be important so the focus is met.
    As far as video-taping teaching sessions I feel that I would be a bit self conscious about it. I know this sounds childish after 21 years of teaching but I’m not sure it would give the information I might be after?? Not sure about this strategy??
    A couple of years ago we trialled the student feedback via our Staff Learning SLP group. We used the trial version of TfEL to create our online surveys. We used zoomerang if I remember rightly. The feedback we received via these surveys was very good and highlighted approaches, resources etc. that worked and didn’t work from the students’ perspectives. Zoomerang was great as it collated the results and comments together in an easy to view format. This saved heaps of time and helped staff to identify focus improvement points in their teaching. We had just reached the point of rolling out this feedback across the school when the SLP group disbanded. It may be worth reviewing the surveys and seeing if they are still valid. My original zoomerang survey is still actually online!!

    • Thanks Towny. I agree Marzano’s 10 questions are broad. But I think this is important, we need a document that encompasses what good teaching is. As Justin said not the ‘observation document’, that can be as simple as possible but a foundation document that gives everyone a common understanding of good teaching. When it comes to observations we sit down and look at small aspects of the foundation document. The class teacher determines the scope of the observation based on the foundation document. I agree with the use of online tools to collate surveys and along with professional conversations and classroom observations see student feedback as important to what we do. As for what surveys we use the TfEL document provides an evenly balanced survey across the domains. As this survey is the most up to date provided by TfEL it is where I think we should start. Perhaps comparing the survey put together by the SLP group and the current TfEL survey would be an interesting exercise, they may be very similar.

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