Ways to improve in the absence of observers and support

1.      Introduction / Context:

Whilst learning walks, teaching observations, instructional rounds, and instructional leadership are commonly discussed in schools and within the research literature, there are still many schools where these practices are uncommon. For teachers and leaders seeking to improve their practice without these systemic supports, what can be done?

2.      Main content:

This article takes the view of a single teacher, who is seeking to improve their practice, but not feeling supported by their schools practice around supporting this. In my experience, and engagements with other teachers, this is all too common. Indeed, it is roundly uncommon to actually have discussions on teaching practice within many school staffrooms. In light of this kind of culture, where support is limited and observations uncommon, how might an individual practitioner seek to improve their own practice?

Systemic approaches: Learning walks

As outlined above, the idea of learning walks is an idea that has built in popularity, involving a group of leaders or middle leaders or other teachers, visiting classes to observe practice. In an overt effort to counter a culture where this is not the norm. As Carbone says, speaking of a culture before learning walks: “Back then, the culture was: ‘I shut my door. I teach what I want to teach. I do what I’ve been doing.” (Steiny, 2009, p.32). As Fisher & Frey (2014) note these walks ought to be informal and nonevaluative, seeking to give other teachers an overview of whole school teaching and learning, with insights that emerge from these sightings.

Systemic approaches: Instructional rounds

The use of instructional rounds, similar to learning walks have a greater focus on all teachers participating, with a focus on looking for specific elements of practice within these tours. They tend to be closely linked to school issues, with the sum being classroom observation + an improvement strategy + a group of teachers (City, 2011). As such, these require a clear vision for pedagogy, or a response to issues located within data, as such, it requires a clear overview of an issue and a solution. The instructional rounds require these two elements to be foregrounded, with a typical participant asking questions of what teachers and students are doing and saying and what task is being the focus of the session.  

Systemic approaches: Teaching observations

Perhaps the oldest and most consistent approach to improving teachers work, teaching observations are simple pair-and-share opportunities where two professionals visit one another’s’ classes. It can be either facilitated by a school decision or be a cultural expectation of teachers across a period of time, typically one per term, or a similar timeline.

Systemic approaches: Individual approaches: Reflective journal

As Ryan and Webster (2019) note, teacher reflection is a core practice in preparing educators for the profession, but it is also perhaps overused. They provide an anecdote of a reflective journal, all glitter and images, with little substance, focussed on simple instructional reflections of ‘what worked’ rather than anything more ongoing. Whilst for in-profession teachers, an ongoing practice of written reflection is uncommon due to time constraints. Which raises the role of technology in these practices. In my experience, using audio and video recording has proven key to my continued development.

Individual approaches: Audio

As most teachers have access to a mobile phone within their classes, recording a short audio clip is very achievable. The focus of these recordings will depend on the teacher doing them, for example, recording direct instruction is the most obvious option. Other options might be to record a sequence of questioning, recording what students are answering questions and how frequently. From my experience, a recording of this type can be listened to on a commute home to clarify different features being examined as a reflective habit.

Individual approaches: Video

As Jim Knight (2014) has explored, using video is a great tool for recording high-impact instruction, his process is developed at a faculty level and involves a process of coaching and support (2008), including a play-by-play analysis that is familiar to sports methodologies. However, using technology such as a Swivl, or wireless microphone set-up, teachers can record their own lessons, to look for specific things they would like to improve upon. This is most useful for recording movements around the class, noting board notes and how clear they are, gestures, postures and manner of addressing students. For many teachers, this type of self-analysis can be revelatory, as very few teachers have ever witnessed themselves teaching in the way that our students see us.

3.      References

City, E. A. (2011). Learning from instructional rounds. Educational Leadership, 69(2), 36-41.

Fisher, D., & Frey, N. (2014). Using teacher learning walks to improve instruction. Principal Leadership, 14(5), 58-61.

Grice, C. (2019). 007 Spies, surveillance and pedagogical middle leadership: for the good of the empire of education. Journal of Educational Administration and History, 51(2), 165-181.

Hallinger, P. (2005). Instructional leadership and the school principal: A passing fancy that refuses to fade away. Leadership and policy in schools, 4(3), 221-239.

Knight, J. (2008), Coaching: Approaches and perspectives. Corwin Press.

Knight, J. (2014). Focus on teaching: Using video for high-impact instruction. Corwin Press.

Lipscombe, K., Grice, C., Tindall-Ford, S., & De-Nobile, J. (2020). Middle leading in Australian schools: professional standards, positions, and professional development. School Leadership & Management, 40(5), 406-424.

Robinson, V. (2017). Reduce change to increase improvement. Corwin Press.

Ryan, A., & Webster, R. S. (2019). Teacher reflexivity: An important dimension of a teacher’s growth. In Rethinking reflection and ethics for teachers (pp. 65-79). Springer, Singapore.

Steiny, J. (2009). Learning Walks. Journal of Staff Development, 30(2), 31-36.

4.      The Reflective practitioner

Q. What is one pedagogical issue, or strength, that you would like to observe more closely, which of these approaches would be best leveraged to develop it?

Q. Are you self sufficient with your development? How could you use your own resources to continue to improve?

 

5.      Use it now

·       Consider which systemic approach is being used in your setting, how does it differ from the alternatives provided.

·       Are all teachers in your school improving, what strategies could be used to support them?

·       Thinking of yourself or your school, what method would be most useful to develop their ongoing improvement of practice.