Recent Changes

New Basics for Beginners
Sharing this year's curriculum documents with the Prep school teams yesterday made me aware of the gap between our new staff and (most) of the exisiting staff in their knowledge of the New basics ethos underpinning our VIPs. I got a sense of enthusiasm and willingnessto learn but time was against us!

I would be keen to be involved in helping bridge this gap if there is any intent to add a session on New Basics in the Induction Program this term.

Learning Walks


When 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'.


I 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?

Time & money
I am looking forward to the development of creative ways to find time to implement some of the strategies discussed in these forums.

What ideas have we got so far?

Many of the ideas discussed seem tailor made (pardon the pun) for the involvement of Heads of Department. Could there be a reduction in their teaching loads to support these initiatives? (I'm thinking of the 30+ teachers and half a dozen curriculum areas Liz & I each will be working with and responsible for next year and the equivalent responsibilities for HODs in other subschools)

Learning Walks
I wonder how data can be gathered to identify areas that need improvement without there being some kind of judgement or evaluation.

I 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.

Please use the Discussion Page to make any comments in relation to the College Teacher Induction Process

Action Research
In the action research teams I have either seen or been involved with the team has formed in one of two ways. In some schools there are teams developed with specific focus areas, in others a teacher has wanted to research a specific area and sent out invitations for others to join the research group. In both cases the team develop an agreed set of protocols and data gathering process. The individual teachers would gather their data and share it with the group to gain a broader picture of the specific focus area. Through a collaborative process, the data would be analaysed and an action plan developed. In my experience, this process would be undertaken over at least a semester, and in many cases could last the entire year.

A more general comment on time. There is no argument that school and classroom-based professional learning strategies have a more significant time consideration that the traditional PD paradigm. However, there is strong evidence that they are also significantly more effective in improving teaching practice. Time is always an issue in schools and we must work together in finding creative ways to support the implementation and sustainability of these strategies.

Peer Coaching
Essentially all forms of coaching share a basic process. A pre-observation meeting, an observation and a post-observation meeting. This is the way I choose to differentiate between instructional and peer coaching. In Instructional Coaching, the coach is usually more highly skilled in a specific curriculum area, teaching practice or knowledge base and is sharing that with the person they are coaching. It is usually more directed by the coach, and may include modelling as well as coaching. It is usually more about knowledge and/or skill transferance. In peer coaching, the whole process is driven by the person being coached and if more about the coach providing a different perspective, or another set of eyes, for the person being coached in their classroom. It is important to emphasise that peer coaching and instructional coaching are not mutually exclusive, that coaching relationships can move from one to another quite naturally, and that the intent is always to grow both participants in the process. Hope this helps.

Action Research
I'm not clear on the dynamics of this model. Do participants research themselves individually and then pool their findings with others researching the same question? How can teachers find time to conduct this kind of research on themselves?

Peer Coaching
This sounds a lot like the model for Instructional Coaching - what's the difference?