{"content":{"sharePage":{"page":0,"digests":[{"id":"16129771","dateCreated":"1256853297","smartDate":"Oct 29, 2009","userCreated":{"username":"ksire4","url":"https:\/\/www.wikispaces.com\/user\/view\/ksire4","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/varsity-development.wikispaces.com\/share\/view\/16129771"},"dateDigested":1532287605,"startDate":null,"sharedType":"discussion","title":"Learning Walks","description":"Professional Learning Walks
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\n1. Key Points:
\n
\n
\n
\nA learning walk is an opportunity for staff to view teaching practice across the school by seeing a "snap shot" of teaching across the school.
\n
\n
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\n10 Min visit to each classroom - 4 max on each walk
\n
\n
\n
\nObservers "look and listen" taking notes on evidence of what they see in the classroom. Teachers may ask students questions but they must be unobtrusive.
\n
\n
\n
\nWhen you leave the room the group spend 5 mins collating data. This is not a discussion or a judgement, just evidence.
\n
\n
\n
\n30 min debriefing of visits at the end of the walk.
\n
\n
\n
\nEvidence is collated by leader of team walk.
\n
\n
\n
\nWithin a week collated evidence is shared with staff. Patterns and trends are then used to direct future development at the school.
\n
\n
\n
\nAreas of evidence - physical environment, classroom instruction, classroom organisation, learning tools, use of technology and assessment practices, fostering relationships with students, questioning and teaching strategies utilised.
\n
\n
\n
\n
\n
\n2. Requirements for success:
\n
\n
\n
\n- During set up a clear focus or goal for the walk needs to be established. Goals\/Focus must be observable in a classroom.<\/li><\/ul>
\n- Teachers must be willing participants. Select a number of classrooms that reflects a "snap shot" of the school.<\/li><\/ul>
\n- 3-4 members of walk only with one leader. (leader should be experienced and trusted teacher\/HOD)<\/li><\/ul>
\n- Process is seen as a way of collecting data not as judgement.<\/li><\/ul>
\n- evidence should be used to promote and encourage improving skills and guiding professional development. Not used as a judgement or evaluation tool.<\/li><\/ul>
\n
\n
\n3. Potential Inhibitors:
\n
\n
\n
\n- Each walk will take 1 hr for walk and 30 min reflection and 15 min pre walk discussion. This is a long time to ask walkers to give up on spares.<\/li><\/ul>
\n
\n
\n- Some staff may be unwilling to host walkers.<\/li><\/ul>
\n
\n
\n- "Snap Shot" is only part of what happens in a classroom.<\/li><\/ul>
\n
\n
\n
\n
\nWhat could this look like at Varsity?
\n
\n- Could be used as part of a strategy to see what is happening across the school in areas we identify may need help\/improvement.<\/li><\/ul>
\n
\n
\n- A starting point to see common issues in many subjects, year levels.<\/li><\/ul>
\n
\n
\n- May be good to get ideas about how to use technology in the school and how the school has utilised the technology.<\/li><\/ul>
\n
\n
\nInteresting idea.","replyPages":[{"page":0,"digests":[{"id":"17226315","body":"
\n
\nWhen some Varsity staff participated in 3 minute walk-through pd some time ago there was discussion about the interpretations of the purpose and model to be adopted. It was suggested that there is a fine line between 'observing and gathering data' and the 'compliance check' idea eg 'let's see how many teachers have the class rules on display'. There was another interpretation of the walk-through as pd for the walkers eg 'look at different ways teachers use the teaching space'.
\n
\n
\nI can understand why you'd take multiple walkers if you wanted pd to occur. However, if you're only gathering data, are the multiple walkers just used as extra sets of eyes to catch what one set might miss?","dateCreated":"1258765370","smartDate":"Nov 20, 2009","userCreated":{"username":"mbuzo1","url":"https:\/\/www.wikispaces.com\/user\/view\/mbuzo1","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1257851012\/mbuzo1-lg.jpg"}}],"more":0}]},{"id":"16087907","dateCreated":"1256781064","smartDate":"Oct 28, 2009","userCreated":{"username":"andrewpt","url":"https:\/\/www.wikispaces.com\/user\/view\/andrewpt","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256789756\/andrewpt-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/varsity-development.wikispaces.com\/share\/view\/16087907"},"dateDigested":1532287605,"startDate":null,"sharedType":"discussion","title":"Learning Walks","description":"SIRETT, KatherineNo presence information
\n
\n
\nProfessional Learning Walks
\n
\n
\n
\n1. Key Points:
\n
\n
\n
\nA learning walk is an opportunity for staff to view teaching practice across the school by seeing a "snap shot" of teaching across the school.
\n
\n
\n
\n10 Min visit to each classroom - 4 max on each walk
\n
\n
\n
\nObservers "look and listen" taking notes on evidence of what they see in the classroom. Teachers may ask students questions but they must be unobtrusive.
\n
\n
\n
\nWhen you leave the room the group spend 5 mins collating data. This is not a discussion or a judgement, just evidence.
\n
\n
\n
\n30 min debriefing of visits at the end of the walk.
\n
\n
\n
\nEvidence is collated by leader of team walk.
\n
\n
\n
\nWithin a week collated evidence is shared with staff. Patterns and trends are then used to direct future development at the school.
\n
\n
\n
\nAreas of evidence - physical environment, classroom instruction, classroom organisation, learning tools, use of technology and assessment practices, fostering relationships with students, questioning and teaching strategies utilised.
\n
\n
\n
\n
\n
\n2. Requirements for success:
\n
\n
\n
\n- During set up a clear focus or goal for the walk needs to be established. Goals\/Focus must be observable in a classroom.<\/li><\/ul>
\n- Teachers must be willing participants. Select a number of classrooms that reflects a "snap shot" of the school.<\/li><\/ul>
\n- 3-4 members of walk only with one leader. (leader should be experienced and trusted teacher\/HOD)<\/li><\/ul>
\n- Process is seen as a way of collecting data not as judgement.<\/li><\/ul>
\n- evidence should be used to promote and encourage improving skills and guiding professional development. Not used as a judgement or evaluation tool.<\/li><\/ul>
\n
\n
\n3. Potential Inhibitors:
\n
\n
\n
\n- Each walk will take 1 hr for walk and 30 min reflection and 15 min pre walk discussion. This is a long time to ask walkers to give up on spares.<\/li><\/ul>
\n
\n
\n- Some staff may be unwilling to host walkers.<\/li><\/ul>
\n
\n
\n- "Snap Shot" is only part of what happens in a classroom.<\/li><\/ul>
\n
\n
\n
\n
\nWhat could this look like at Varsity?
\n
\n- Could be used as part of a strategy to see what is happening across the school in areas we identify may need help\/improvement.<\/li><\/ul>
\n
\n
\n- A starting point to see common issues in many subjects, year levels.<\/li><\/ul>
\n
\n
\n- May be good to get ideas about how to use technology in the school and how the school has utilised the technology.<\/li><\/ul>
\n
\n
\nInteresting idea.","replyPages":[{"page":0,"digests":[{"id":"16087933","body":"Reply Reply
\nPicture Placeholder: YOUNG, Debra
\nYOUNG, DebraNo presence information
\n
\nKey Points:
\n
\n * Walking team - 3-4 walkers + 1 walk leader
\n * 10 min 'snapshot' visits to range of classrooms
\n * Observation focus clearly established prior to visits
\n * Pre-walk discussion 15 mins
\n * Classroom visits 1 hr
\n * Post walk discussion 15 mins
\n * Brief interactions with students allowed
\n * No discussion occurs in classrooms
\n * Feedback provided to Ts then whole staff reflection
\n
\nPurpose: identify trends and set future direction
\n
\nRequirements for Success
\n
\n * lead walker must be skilled at maintaining focus on observation topic
\n * All members must avoid making judgements of others practice
\n * Time!! available to do well & on a regular basis
\n * Ts need to feel that they will receive helpful feedback
\n
\nPotential Inhibitors
\n
\n * Time!! available to do well & on a regular basis
\n * 'Loose' talk about +ves & -ves of individiual Ts practice could limit Ts willingness to participate
\n * Limited TRS availability to free up Ts to participate
\n * Small range of observation data used to make generalisations may lead to inaccurate assumptions
\n
\nWhat could this look like at Varsity?
\n
\n * maybe start cross-campus visits at first (eg. Jnr - Snr)(this may elicit unexpected observations\/appreciations for different methodologies)
\n * Observation focus - is this shared with Ts beforehand?
\n * Ts participating on a voluntary basis (both as walkers & being observed)","dateCreated":"1256781107","smartDate":"Oct 28, 2009","userCreated":{"username":"andrewpt","url":"https:\/\/www.wikispaces.com\/user\/view\/andrewpt","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256789756\/andrewpt-lg.jpg"}},{"id":"16087973","body":"Reply Reply
\nPicture: BUZOLIC, Mark
\nBUZOLIC, MarkNo presence information
\n
\nGreat summary Katherine.
\nThis concept appears to be very similar to the 3 minute walk-through that Andrew put forward to selected staff some time ago over a couple of days of inservice training.
\nIs there a clear direction in terms of what data might be gathered? Is one of the purposes to measure 'compliance' eg, how many rooms have a list of class rules on display? Or is the main reason to share practices with other staff eg look at how different teachers arrange group work activities?","dateCreated":"1256781150","smartDate":"Oct 28, 2009","userCreated":{"username":"andrewpt","url":"https:\/\/www.wikispaces.com\/user\/view\/andrewpt","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256789756\/andrewpt-lg.jpg"}},{"id":"16088023","body":"
\nReply Reply
\nPicture: BUZOLIC, Mark
\nBUZOLIC, MarkNo presence information
\n
\nI guess the idea of teachers walking into classrooms, having a look around and talking about the observations must seem pretty revolutionary to some school leaders!
\nOf course the structure would be helpful to people who need to be kept on task.
\nThe idea of going across campus is a great one that makes the most of our p-12 setting.","dateCreated":"1256781197","smartDate":"Oct 28, 2009","userCreated":{"username":"andrewpt","url":"https:\/\/www.wikispaces.com\/user\/view\/andrewpt","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1256789756\/andrewpt-lg.jpg"}},{"id":"17225693","body":"I wonder how data can be gathered to identify areas that need improvement without there being some kind of judgement or evaluation.
\n
\nI think there also there needs to be valid interpretation of data to inform appropriately targeted action. eg if 50% of teachers are using all the computers in the room that's not the same as all teachers using 50% of their computers. In the former case, action would only need to target the practices of the 50% who are non-users.","dateCreated":"1258764151","smartDate":"Nov 20, 2009","userCreated":{"username":"mbuzo1","url":"https:\/\/www.wikispaces.com\/user\/view\/mbuzo1","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1257851012\/mbuzo1-lg.jpg"}}],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}