DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING (Insert appropriate images as selected from Image palette) Critical Reflective Practice through Classroom Walkthroughs

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What are our current experiences? Think Why do you visit classrooms now? Pair and Share Find a purpose that is similar and different to yours View Choose your most frequently used purpose for classroom visits and think about what you do, think, look for. View the video as though you are visiting the classroom with this purpose. Record the visit and what you do after the visit. Pair and Share Share your visit and post visit actions with your partner. Question Pose a question about classroom walkthroughs and record on sticky note for sharing.

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Four Types of Classroom Visits 1. Visible Presence 2. Informal Teacher Observation 3. Formal Teacher Observation 4. Brief Classroom Walk-Through It is about colleagues working together to help each other think about practice. It is not about judging a teacher’s effective use of a given teaching practice. (Downey, 2004: p 4)

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Why focus on teachers? “teachers account for the greatest source of variance in student learning” (Hattie, 2003)

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING It is not about best practice (a single answer or program) but about better practice, processes… forever moving forward (Hayes and Noonan, 2007)

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Why focus on teacher learning and reflection? Principal Accountability Build a culture of critical reflection and learning for continuous improvement within their school community Teacher Accountability Maintain professional standards of teaching Engage in critical reflective practices and contribute positively to a culture of continuous improvement

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Professional Engagement Standard 2: Teachers reflect on, evaluate and improve their professional knowledge and practice. Why focus on teacher learning and reflection?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Why focus on teacher learning and reflection?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Why focus on teacher learning and reflection inside the classroom? Effects of Staff Development: Classroom Application Adapted from Bruce Joyce and Beverly Showers, 1998 Knowledge Demonstration of Behaviour Transfer to Work Setting Presentation of Concept and Theory 85%15%10% Demonstration of Behaviour 85%18%10% Low-risk Practice with Feedback 85%80%15% Coaching in Work Setting 90% 80%

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Phase I: Develop a model or language of instruction. Phase IV: Monitor the effectiveness of individual teacher’s implementation and impact on student learning as a form of teacher feedback. Phase III: Establish a systematic way for teachers to observe expert teachers and each other using the model of instruction. Phase II: Develop a systematic way for teachers to interact about instruction using the model. Readiness Phase: Systematically explore and examine instructional model. Why focus on teacher learning and reflection?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING NT Teaching and Learning Framework Teacher EffectivenessSchool Effectiveness Research: Practices and strategies that significantly improve student outcomes Process: Learning design model Research: Leadership through promoting and participating in teacher learning significantly improves student outcomes Process: Classroom Walkthroughs REVERSE Developmental Effects Typical Teacher Effects ZONE OF DESIRED EFFECTS

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Goals of Classroom Walkthroughs Principal as “Lead Learner” Frequent classroom visits by school leader Identification of effective practices School improvement planning Professional learning planning School-wide reflective practice Increased student achievement

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Classroom Walk-Through Model Six Steps Step 1: Snapshot of Teaching and Learning Step 2: Identification of Instructional Strategies Step 3: Assessment of Learner Engagement Step 4: Survey of the Learning Environment After the Walk… Step 5: Analysis of Data Collected Step 6: Reflection with Teacher

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Classroom Walkthrough Guide Ref: Peter Senge, The Fifth Discipline Steps During the walkthrough Step 5 Analysis - After the walkthrough Step 6 Reflection with teacher – share observations, invite teacher to make own conclusions

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Step 1: Snapshot of Teaching and Learning T 1 Teaching objective and learning expectation are made explicit T 2 Target – classroom program outcomes, school priority areas, NTCF outcomes T 3 Taxonomy – Level of thinking expected T 4 Text and/or materials

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Step 2: Identification of Instructional Strategies List observable instructional strategies and what you see the teacher did and said in relation to using these strategies Positive Attitudes and Perceptions Intellectual Quality Thinking and Learning Habits To Classroom Climate To Classroom Tasks Engage With and Acquire Knowledge Practice, Deepen and Connect Knowledge Use Knowledge Meaningfully and Relationally Thinking on My Own Thinking Together

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Effect sizes and influences on achievement REVERSE Developmental Effects Typical Teacher Effects ZONE OF DESIRED EFFECTS Example: Feedback 0.72 – 0.81

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What is it we do to make a difference to learning? Marzano’s meta-analysis

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING What is it that we do to make a difference to learning? Hattie’s meta-analysis 0.40 – 0.80 Moderate effect Large effect

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Step 3: Assessment of Learner Engagement Percentage of students engaged in talking, thinking, participating in the targeted learning Level of student questioning, contributions to conversations Looking at the quality of thinking in student work

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Step 4: Survey of the Learning Environment “Walk the walls” …and the desks, tables, floor, resources, technology

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Experiencing a walkthrough View Use the four steps to walkthrough the classroom of the teacher on the video Try to be aware of what you are thinking and feeling as you walkthrough in this structured way Record during the walkthrough using the I saw, I heard, I wondered model Pair and Share How was the walkthrough similar and different to your current experiences visiting classrooms? How might you use walkthroughs in your workplace?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Step 5: After the Walk… Check for alignment of the 4 T’s -Teaching objective -Target -Taxonomy -Text Identification of Instructional Strategies Learner Engagement Learning Environment

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Step 6: Reflection with Teacher 1.Determine one area of focus 2.Determine type of feedback 3.Determine how, when, where 4.Determine prompt Four-step process – 4 D’s

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 1. Determine one focus area… Four T’s -teaching objective -target -taxonomy -text/materials Instructional Strategies Learner Engagement Learning Environment

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 2. Determine type of feedback… 2.1 Reflective feedback with prompt Hattie’s feedback model 2.2 Reflective conversation Use After Action Review What was expected? What actually occurred? What went well and why? What can be improved and how? Use a feedback protocol such as Tuning, Consultancy or ATLAS

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Feedback is a process of asking Where am I going? Feed Up How am I going? Feed Back Where to next? Feed Forward

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Hattie, 2007

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 3. Determine how, when, where… To last no longer than 2-4 minutes Within the first 24 hours or face-to-face Informal place

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING 4. Determine prompt… related to the focus non-judgmental language goal is to stimulate thought SuggestionsOpen ended questions Probing Questions

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Experiencing a walkthrough View Use steps 5 and 6 to analyse your observations and structure feedback to the teacher. Record your feedback notes Pair and Share How was the walkthrough similar and different to your current experiences visiting classrooms? Why, when and how might you use walkthroughs in your workplace? What might be opportunities and enablers to use walkthroughs? What might be barriers and how can they be overcome?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Time Issue How important is this role responsibility in relation to other roles you have in your work? What is the time ratio?

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Principal’s Time Where Office area Hallways/Grounds Off campus In classrooms Time Spent 65 % 17% 11% 7% Howell (1981), Morris (1981), Kmetz & Willower (1982), Stronge (1988)

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING How much time for CWT’s? Goal: Every Classroom Every 2 Weeks CWT once in each classroom during the fortnight (3 min.) + Analysis of data (4 min.) + Reflective feedback with each teacher (3 min.) Total = 10min per teacher per fortnight _____ hours/ fortnight _____ % of 50 hours or 3000 min/ fortnight

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING Re- Allocating Principal’s Time WhereTime SpentCurrent UseFuture Use Office area 65% > _____% 32.5hrs > _____hrs Hallways/Grounds 17% > _____% 8.5hrs > _______hrs Out of school business 11% > _____% 5.5hrs > _______ hrs In classrooms 7% > _____% 3.5hr > ______hrs

DEPARTMENT OF EMPLOYMENT, EDUCATION AND TRAINING “We must not cease from exploration and the end of all our exploring will be to arrive where we began and to know the place for the first time.” T.S. Elliot