e5 Peer Feedback and Reflection Program at Mill Park Heights

1. e5 Peer Feedback and Reflection Program at Mill Park Heights ‘Powerful learning relies on great teaching practice. The professional challenge for teachers and school leaders is to strive for great practice in great schools. By supporting each other, by observing each other’s teaching, by sharing our reflections about what works and why, we can put good teaching in the grasp of every teacher, and put it to work for every student.’ Wayne Craig - Regional Director

2. Why establish Learning Communities? • Learning Communities are the product of effective schools developing the culture of collaboration and collective responsibility for the development of effective teaching practices and improved student achievement.

3. The characteristics of a Learning Community • Being part of a learning community means contributing to the learning and knowledge base of the school and the school community. It is not simply about the pursuit of individual learning goals, but sharing knowledge for the benefit of the community and the achievement of its goals and vision. • Learning communities respect and acknowledge that teachers are adult learners who learn in different ways, come from different backgrounds, work in a variety of settings, and cater for the needs of diverse students. • They recognise that teachers have individual needs, different motivations for learning, and prior knowledge and experience that will impact on the type of learning they choose to engage in.

4. Where does this fit ? • In 2008 the government introduced The Blueprint for Early Childhood Development and School Reform (Blueprint 2) • The Blueprint renews the commitment to high quality education and early childhood services, and sets out concrete reforms to achieve this. • Seven Flagship Strategies were introduced with the original Blueprint to support improvements in Teaching and learning. Flagship Strategy 4 - Creating and Supporting a Performance and Development Culture, outlines our commitment to building Learning Communities in schools.

5. Where does this fit ? • Principles of Learning and Teaching PoLT - articulate six principles that can be used by schools, teams of teachers and individuals to reflect on practice and support professional dialogue to strengthen pedagogical practices • e5 is designed to assist school leaders and teachers to develop a shared understanding of how teachers can improve their practice as well as to provide a focus for professional learning and growth.

6. Defining Peer Feedback and Reflection • One of the most effective ways to learn is by observing others, or being observed and receiving specific feedback from that observation. Analysing and reflecting on this information can be a valuable means of professional growth. • The most effective observations are well planned, focused on specific issues and with follow-up to document improvements. Peer observation promotes an open environment where public discussion of teaching and learning is encouraged and supported.

7. Peer Feedback and Reflection – How to best support your colleague • Before the observation, meet and discuss the teacher goal and establish the shared norms for the observations • The observer should sit in an unobtrusive position but where they have a good view of everything that takes place. If agreed, the teacher should introduce the observer but avoid further comment which may alter the behaviour of the students. • A range of techniques are available for note making (e.g. a holistic approach followed by a narrative report, an analytical approach that uses a checklist or rating form, videotaping etc). Whatever technique you use it is important to remain descriptive rather than judgemental.

8. Providing Feedback • A ‘debriefing’ meeting should take place as soon as possible after the class session. • Ideally, this should take place somewhere neutral. It is important that this session is both enjoyable and constructive and allows plenty of input from the teacher. • You may wish to begin by allocating time for the teacher to reflect on how the class went before the observer comments or makes suggestions

9. Formative Observations:Questions to Stimulate Reflection The following questions are examples of the kind of reflective questions that are often used in developmental observations. There are many other possibilities, but the teacher and the observer should choose questions (or create new ones) that promise to yield the most useful insights into teaching. • During the lesson, did you feel confident and enthusiastic? Why? • What did you do in the lesson to allow for individual differences in students' learning styles or abilities? • Do you think your students learned all that you wanted them to learn in this session? What brings you to this conclusion?

10. Characteristics of EffectiveObservers 1. Has sensitivity; and confidentiality; can empathize with the person being observed. 2. Sees teaching improvement as an important objective of the observation process. 3. Is reflective about his/her own teaching. 4. Is a good listener. 5. Has the ability to give advice; gives constructive feedback. 6. Takes the observation process seriously and carefully prepares for the observation. 7. Accepts the validity of different teaching methods and styles, even when they differ from his/her own.

11. Things to Avoid • Leniency – Being uncritical in order to avoid controversy. • Tunnel Vision – focusing on only one part of the performance rather than the whole picture. • Going Through The Motions – not taking the evaluation seriously, or making up your mind in advance. • The Expert – using your own teaching performance as criteria for judgment rather than agreed-upon evaluation standards. • Gotcha – not treating the observation process with confidentiality and respect

12. Providing Constructive Criticism • Positive phrasing -- provides a positive framework for the message. • Concreteness -- is grounded in specific, observable behaviour • Action-orientation -- gives the individual a specific plan of action to follow. • Focus -- provides feedback on behaviour that the individual can change.

13. The Mill Park Heights Learning Community TOGETHER WE CAN MAKE A DIFFERENCE High quality professional learning is one of the cornerstones of an effective school. It enables teachers to develop the skills and knowledge they need to improve their teaching practice and is central to improving student learning