Peer Observation, Feedback & Reflection: A Practical Guide for Teachers PDF

PEER OBSERVATION, FEEDBACK AND REFLECTION: A PRACTICAL GUIDE FOR TEACHERS Published by the Department of Education and Training Melbourne May 2018 © State of Victoria (Department of Education and Training) 2018 The copyright in this document is owned by the State of Victoria (Department of E...

PEER OBSERVATION, FEEDBACK AND REFLECTION: A PRACTICAL GUIDE FOR TEACHERS Published by the Department of Education and Training Melbourne May 2018 © State of Victoria (Department of Education and Training) 2018 The copyright in this document is owned by the State of Victoria (Department of Education and Training), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968, the National Education Access Licence for Schools (NEALS) (see below) or with permission. An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution may copy and communicate the materials, other than third party materials, for the educational purposes of the institution. Authorised by the Department of Education and Training, 2 Treasury Place, East Melbourne, Victoria, 3002. ISBN: 978-0-7594-0833-3 4 | A PRACTICAL GUIDE FOR TEACHERS  A PRACTICAL GUIDE FOR TEACHERS | 5 Contents ABOUT THIS GUIDE 7 How these resources are structured 7 INTRODUCTION TO PEER OBSERVATION 8 What is peer observation? 8 Why engage in peer observation? 8 The ‘cycle of peer observation’ 9 THE STAGES OF THE PEER OBSERVATION CYCLE 10 Teacher self-reflection 10 Pre observation conversation 11 Peer observation 12 Post observation conversation 13 REFERENCES 14 Links to other tools 14 Professional reading 14 Departmental resources 14 Templates for use during the peer observation cycle 14 6 | A PRACTICAL GUIDE FOR TEACHERS We welcome your input. If you have any feedback on the peer observation guide, please share your feedback at [email protected].  A PRACTICAL GUIDE FOR TEACHERS | 7 ABOUT THIS GUIDE This guide has been developed to support teachers engaging in the process of peer observation, feedback and reflection. This guide is applicable to all school contexts. Peer observation implemented under these guidelines is not to be used in any unsatisfactory performance procedure. Management of unsatisfactory performance is to be conducted under the Guidelines for Managing Complaints, Misconduct and Unsatisfactory Performance in the Teaching Service. The use of this peer observation material is optional for schools. Where appropriate to the needs of the school, this guide can support the implementation and embedding of peer observation. How these resources are structured A guide for principals and school leaders, which introduces peer observation, including feedback and reflection, as an improvement strategy to enhance student learning. This guide includes advice on the preconditions for successful peer observation and how to establish a culture that enables this practice to happen. A guide for teachers, which describes the stages and steps of peer observation. This includes information about what each phase involves, good techniques and practices, as well as advice for both the teacher being observed and the teacher who is observing. Examples and links to further resources are also included. Tools for peer observation: each phase in the cycle of peer observation includes an annotated template for teachers to inform their self reflection, pre observation conversation, observation, and post observation reflection and feedback. These tools are available on the Department’s website at www.education. vic.gov.au/school/teachers/teachingresources/practice/Pages/ peerobservation.aspx. 8 | A PRACTICAL GUIDE FOR TEACHERS INTRODUCTION TO PEER OBSERVATION What is peer observation? Why engage in peer observation? Peer observation involves teachers observing each other’s Peer observation enables teachers to build their individual practice and learning from one another, focusing on teachers’ capability and develop a shared understanding of effective individual needs and the opportunity to both learn from classroom practice. It also allows teachers to build their others’ practice and offer constructive feedback to peers. Peer capability in giving and receiving feedback. observation aims to support the sharing of practice and builds self-awareness about the impact of one’s teaching practice in Research shows that when done well, peer observation, including order to affect change.1 feedback and reflection, has a high impact on improving professional practice and can be an important part of a Peer observation is a structured and negotiated way of teacher’s professional development.3 The Victorian Teaching and teachers working together to refine and improve their practice, Learning Model (including the Practice Principles for Excellence and can support teachers to enhance student learning when in Teaching and Learning, the Pedagogical Model and the High situated in a broader culture of collaboration, mutual trust Impact Teaching Strategies) can support teachers to determine and respect. To be successful, peer observations must have a the focus of peer observations. For example, areas of focus specific focus, for example, lesson structure or the articulation could include pedagogical approaches, curriculum planning, of lesson objectives.2 assessment strategies or opportunities for student voice and agency within the lesson. Whole-school protocols and preconditions support peer observation to be structured and ensure that outcomes for Peer observation can benefit both the teacher being observed staff and students are maximised. The Victorian Government and the observer. Peer observation can: Schools Agreement 2017 requires that arrangements for collaboration, peer observation including feedback and provide opportunities to discuss challenges and successes reflection, and coaching are the subject of consultation. To with trusted colleagues this end, school leaders should establish protocols, procedures support the sharing of ideas and expertise among teachers and structures that support peer observation as a core part of build a community of trust through opening classroom school-based professional learning, using the school’s agreed practice to a wider audience consultative arrangements. support a focus on improving the impact of learning4 Peer observation is a developmental opportunity for teachers. contribute to the collective efficacy of the whole school. Victorian Teaching and Learning Model Curriculum planning and assessment Building practice excellence Victorian Teaching and Learning Model Evidence-based high impact teaching Excellence in teaching Evaluating impact on learning Vision for Learning strategies and learning Student All students are empowered to learn and achieve, experiencing high quality teaching practice and the best achievement, engagement conditions for learning which equip them with the knowledge, skills and dispositions for lifelong learning and and wellbeing Empowering students and building school pride Positive climate for Community engagement Parents and carers as partners shaping the world around them learning in learning Global citizenship Health and wellbeing Networks with schools, services and agencies Setting expectations Professional and promoting inclusion leadership Practice Principles* Building Intellectual communities engagement and self awareness Building leadership Vision values teams and culture 1. High 2. A supportive 3. Student 4. Curriculum 5. Deep learning 6. Rigorous 7. Evidence- 8. Global 9. Partnerships Instructional Strategic expectations for and productive voice, agency planning and challenges assessment based citizenship with parents and shared resource leadership management every student learning and leadership implementation students to practices and strategies drive is fostered and carers promote environment empower engages and construct and feedback inform professional through real enhance intellectual promotes students and challenges all apply new teaching and practice world contexts student learning engagement inclusion and build school students knowledge learning improvement for learning and self- collaboration pride awareness Pedagogical Model Engage Explore Explain Elaborate Evaluate *The Victorian Early Years Learning and Development High Impact Teaching Strategies Framework (VEYLDF) is an essential resource for primary school teachers. Abilities 1. Setting 2. Structuring 3. Explicit 4. Worked 5. Collaborative 6. Multiple 7. Questioning 8. Feedback 9. Metacognitive 10. Differentiated Based Learning and Education Goals Lessons Teaching Examples Learning Exposures Strategies teaching (ABLES) is an essential resource for specialist school teachers. 1 Australian Institute for Teaching and School Leadership (AITSL) ‘How-to Guide: Peer observation https://www.aitsl.edu.au/tools-resources/resource/ peer-observation 2 Ibid. 3 DuFour, R., & Eaker, R. E. (1998), Professional learning communities at work: best practices for enhancing student achievement. Bloomington, Ind.: National Education Service; Alexandria, Va. ASCD, c1998. 4 Australian Institute for Teaching and School Leadership ‘How-to Guide: Peer observation https://www.aitsl.edu.au/tools-resources/resource/peer- observation  A PRACTICAL GUIDE FOR TEACHERS | 9 The ‘cycle of peer observation’ The ’cycle of peer observation’ provides a basis for the implementation of peer observation, feedback and reflection. The cycle includes the key phases for successful peer observation, which supports improvements in teaching practice and student learning. The ’cycle of peer observation’ Teacher self-reflection Implementation of Self-reflection new strategies and informs future peer improved teaching observation activities and learning Pre observation Post observation conversation conversation Provides an opportunity for Underpinned by structured feedback supportive and and reflection, based collaborative on agreed criteria whole-school with a focus on protocols and progressing student developmental learning approach Teachers learning from one another, building a shared understanding of effective practice Teacher Peer and observer observation reflection Successful peer observation is built on a culture that Peer observation is a developmental opportunity for is respectful, trusting and supportive. teachers. Peer observation should be focused on an agreed Peer observation should be implemented via a staged aspect of learning and teaching practice (such as approach where teachers have opportunities to the Practice Principles or the HITS) and be planned, reflect and adjust processes over time. scheduled and aligned with school improvement Peer observations can occur between two teachers, priorities. or within teams such as professional learning Protocols, procedures and structures that support communities, if agreed by teachers. peer observation should be established prior to observations taking place. 10 | A PRACTICAL GUIDE FOR TEACHERS THE STAGES OF THE PEER OBSERVATION CYCLE Teacher self-reflection Self-reflection is… Example situation a valuable opportunity for the teacher being observed to Carolyn is an experienced teacher with 11 years of classroom consider areas of their practice that might be the focus teaching in primary schools. This year she started at a of the observation. The self-reflection process provides new school and is not familiar with their whole-school opportunities for the teacher to consider how whole-school instructional model or the focus areas for improvement priorities might link with their selected focus, to maximise in the School Strategic Plan and Annual Implementation shared learning experiences and support student learning. Plan. During the process of self-reflection, Carolyn used the Self-reflection supports the teacher being observed to Teacher Self-Reflection Tool and sought her Professional consider influences which might restrict their experience of Learning Community team members’ advice about how peer observation, reflection and feedback. to access the school’s strategic documents. Carolyn also sought her colleagues’ views about how much progress had Self-reflection is not… been made against the school’s Key Improvement Strategies. for other colleagues to influence or direct the teacher to Carolyn referenced the third High Impact Teaching Strategy focus on an aspect of their practice. Self-reflection is not a (explicit teaching) as a basis for reflection, which has been collaborative opportunity, unless the teacher requests input an area of focus at her previous school, and which she or feedback. Initial self-reflection may not necessarily align identified as having potential for continued improvement with whole-school improvement initiatives. for student learning in her classroom. When reflecting on her hopes and fears for the peer observation in her self- reflection, she noted her lack of long-term relationships with colleagues as an area which she felt might impact on the peer observation. Guidance for the teacher being observed Guidance for the observer Self-reflection is an opportunity to consider how to Your role in self-reflection may be limited, however, it is maximise the outcomes of the peer observation by valuable to be available to your colleague to guide and tailoring your focus to be specific, and about an area of provide access to resources they may not be familiar with your practice that will benefit your students’ learning or unable to access (e.g. the School Strategic Plan, Annual through colleagues’ reflection and feedback. Implementation Plan). It is an opportunity to undertake individual reflection Suggestions about professional reading or linking up before engaging with your observer(s), however, some with other colleagues who might have some expertise in teachers may find it beneficial to seek others’ input the area can be ways of supporting the teachers’ self- during your self-reflection. There is no expectation for reflection, if they seek out the advice. teachers to share their self-reflection material, if they do not wish to. Encouraging the teacher to self-reflect prior to the pre observation conversation will ensure that the Consider how your focus aligns with whole-school conversation is informed, and you can suitably engage priorities, so that your work continues to benefit from with the teacher’s reflection. school-based professional learning opportunities. Take this opportunity to reflect on your hopes, fears and expectations when participating in peer observation. Artefacts and resources The Department of Education and Training (2017) High Impact The Department of Education and Training (2017) The Teaching Strategies: Excellence in Teaching and Learning Framework for Improving Student Outcomes www.education.vic.gov.au/Documents/school/teachers/support/ www.education.vic.gov.au/school/teachers/management/ highimpactteachstrat.pdf improvement/Pages/FISO.aspx The Department of Education and Training (2017) Practice AITSL Teacher Self-Assessment Tool https://www.aitsl.edu.au/ Principles for Excellence in Teaching and Learning teach/improve-practice/teacher-self-assessment-tool www.education.vic.gov.au/school/teachers/teachingresources/ practice/Pages/principlesexcellence.aspx  A PRACTICAL GUIDE FOR TEACHERS | 11 Pre observation conversation Pre observation conversation is… Simon with new information. They review Simon’s curriculum planning documents and draft School Assessed Coursework when the planning for the classroom observation occurs. (SAC), as these were areas Simon identified as aspects of It is critical to consolidate trust between colleagues before his practice on which to focus through his self-reflection. the classroom observation experience. It is about gaining They agree that the focus of the peer observation will be agreement on the focus of the observation, the type of questioning, and specifically how Simon uses questioning to observation evidence, as well as the collection methodology. check student understanding and evaluate the effectiveness of his teaching. Pre observation conversation is not… Simon and Julie discuss ways for Julie to collect evidence about influencing the observation focus, or passing during the observation and they devise a simple measure for judgement. Julie to record instances of when questions elicit a response indicating student understanding, or lack of understanding. Example situation Julie has accessed Simon’s schools’ peer observation Simon is a graduate teacher and is teaching VCE English protocols prior to the meeting and they also work through and History in a rural P-12 college. Through the school this document together to ensure alignment with the school’s network, he has been linked with a mentor, Julie, who is approach. Simon notes his concern that students might an experienced VCE History teacher from another school. interpret the observation as related to his inexperience as a They have agreed to schedule a peer observation session teacher and they agree to discuss the observation with the towards the end of Term 1 as part of the process for applying students prior to Julie’s visit so they understand Julie’s role for full teacher registration. Simon’s mentor visits him at his in the classroom. school and the colleagues share a little about themselves as teachers and begin to develop a professional relationship. Julie is mindful of how overwhelming the experience of beginning teaching can be and is cautious not to overload Guidance for the teacher being observed Guidance for the observer Self-reflection will ensure the pre observation The pre observation conversation is an opportunity to conversation is informed and the agreed focus of the develop trust. The approach taken in this discussion can observation is related to an aspect of your practice on influence the impact of your reflections and feedback. which you would value feedback. Prior to the discussion, it is worthwhile considering Being honest about the context of the observation with whole-school strategic documents (e.g. School Strategic your colleague will support them to understand the Plan, Annual Implementation Plan) and be familiar with background to the lesson, any hesitations you might have the supporting structures so that you can support the and how they might best provide you with their reflections links between the observation focus and whole-school and feedback. professional learning. Familiarise yourself with any school protocols for peer observation. Artefacts and resources The Department of Education and Training (2017) High Impact The Department of Education and Training (2017) The Teaching Strategies: Excellence in Teaching and Learning Framework for Improving Student Outcomes www.education.vic.gov.au/Documents/school/teachers/support/ www.education.vic.gov.au/school/teachers/management/ highimpactteachstrat.pdf improvement/Pages/FISO.aspx The Department of Education and Training (2017) Practice The Victorian Institute of Teaching, Moving from Provision to Principles for Excellence in Teaching and Learning Full Registration https://www.vit.vic.edu.au/registered-teacher/ www.education.vic.gov.au/school/teachers/teachingresources/ moving-to-full-registration practice/Pages/principlesexcellence.aspx 12 | A PRACTICAL GUIDE FOR TEACHERS Peer observation Peer observation is… Arrangements have been made and confirmed for Maria to observe Krystal’s instructional practice, with a focus teachers observing each other’s practice and learning from on differentiated teaching in relation to the students’ one another. It is focused on individual teachers’ needs learning tasks. During the self-assessment process, Krystal and aims to support the sharing of best practice and build referenced her school’s strategic planning documents and awareness about the impact of their own teaching. Peer the High Impact Teaching Strategies to identify an area of observation is structured, and a specific focus has been her practice that she was interested in developing further. negotiated prior to the classroom visit. Evidence is gathered by the observer to inform reflection and feedback. The colleagues agreed that the observations will be recorded in the observation tool, with the specific measure of evidence Peer observation is not… being the annotation of each students’ individual task. ad-hoc or unstructured. It is not about making judgements During the pre observation conversation, the colleagues about teacher effectiveness based on an individual opinion. agreed that it was not possible for Maria to have limited It is not about performance management. interactions with Krystal’s students, due to the context. As a result, they enlisted the support of the Education Example situation Support staff member in Krystal’s classroom to support the management of Krystal’s students’ needs in order Krystal teaches in a specialist school and all students have to maximise Maria’s ability to make and record her Individual Learning Plans with individualised goals. She has observations. During the observation, this strategy was six students in her class and a full-time Education Support helpful and allowed Maria to make detailed notes about staff member. Her colleague Maria is from the neighbouring what the students were doing during the classroom classroom, and chose to focus on observing peers as part of observation. This provided strong evidence that was then her professional practice day. able to be reviewed in relation to the students’ individual learning plans. Guidance for the teacher being observed Guidance for the observer Being prepared for the classroom visit will support you to Reviewing the notes made during the pre observation have a positive experience, and be mindful that you want conversation is a good strategy to ensure that you the observation to be based on your usual practices, not are mindful of the context, the focus and your role in uncharacteristic ones. Don’t alter your lesson planning collecting evidence during the observation. significantly because of the observation. Consider using the observation tool to record the Ensure that your students are aware of the observation, evidence and what you see and hear, as well as queries, particularly if they are not accustomed to having other celebrations and opportunities. Remain impartial, factual visitors in your classroom. and non-judgemental. Remember that your observer is collecting evidence to Be mindful of your mannerisms and body language inform collaborative reflection and feedback, and to during the observation as this can impact on teaching support you to enhance your effectiveness as a teacher – practice and on student learning. they are not judging the quality of your performance. Try and keep interactions with students at a minimum, unless alternative arrangements have been agreed prior to the observation. Artefacts and resources AITSL Classroom observation strategies AITSL, Literature review – Professional conversations and https://www.aitsl.edu.au/lead-develop/develop-others/ improvement-focused feedback https://www.aitsl.edu.au/ classroom-observation/classroom-observation-strategies tools-resources/resource/literature-review---professional- AITSL, Effective Professional Conversations – Helen Timperley conversations-and-improvement-focused-feedback https://www.youtube.com/watch?v=XJrkAENKjzw Macklin, P and Zbar, V., Driving School Improvement; a practical AITSL, Enhance professional conversations guide, ACER Press, 2017, page 15 https://www.aitsl.edu.au/lead-develop/develop-others/coach- Grimm, Kaufman & Doty, Educational Leadership, Vol. 71, others/professional-conversations Number 8 (2014) ‘Rethinking Classroom Observation’ including Teacher-driven observation protocols http://www.ascd.org/ publications/educational-leadership/may14/vol71/num08/ Rethinking-Classroom-Observation.aspx  A PRACTICAL GUIDE FOR TEACHERS | 13 1 2 Post observation conversation Post observation conversation is… They conducted their pre observation conversation via telephone with follow-up via email. Brian drew upon the School an opportunity for teachers to discuss and reflect on the Leaders’ Guide to Improving Literacy and Numeracy Outcomes aspects of instructional practice which were agreed on as the and the detailed instructional guidance provided in the Literacy focus of the observation (what the teacher and the students Teaching Toolkit as part of this conversation. The observation said, made, wrote, did with regard to…). It is a factual, evidence- was conducted during the literacy block and the learning based conversation. The conversation supports the sharing of specialist reflected on the evidence and synthesised feedback practice and builds awareness about the impact of teaching while Brian moved into teaching the numeracy block. strategies on student learning outcomes. The post observation conversation is where teachers learn from one another. The post observation conversation was scheduled for the afternoon, when the students had Physical Education with Post observation conversation is not… a specialist teacher. Sarah provided Brian with a range of feedback about his practice and was able to provide a number judgemental, emotive, unstructured, superficial or lacking in an of new resources and ideas for continued professional learning evidence-base. in literacy instruction. These included the learning and teaching resources developed as part of the Department’s Literacy Example situation and Numeracy Strategy5, and the new mathematics sample Brian is a teaching principal of a rural primary school with eight programs. Sarah also introduced Brian to the literacy portal.6 students. He has no other teaching staff at his school and his Brian and Sarah remained in contact after the observation, Senior Education Improvement Leader (SEIL) has suggested and as a result, Brian attended some of the professional peer observation as a strategy to gain feedback about how to learning opportunities at Sarah’s school, which enhanced his enhance student engagement, particularly in literacy. Brian’s understanding about how to use the resources and in particular, SEIL linked him up with a learning specialist named Sarah from a the numeracy portal. Subsequent observations by Sarah further larger primary school in the closest regional centre. added to the depth of Brian’s learning. Guidance for the teacher being observed Guidance for the observer Reflect on the lesson before meeting with your observer. Be prepared for the post observation conversation by Reflecting on the classroom observation before the reviewing and reflecting on your evidence notes from conversation might pre-empt some of the discussion and the observation tool, synthesising your findings and maximise learnings. This may be a journal entry, reflective identifying the key areas for feedback. note-taking or you might refer to the question prompts in the post observation tool. Identify resources, such as readings or opportunities, that you might be able to provide to the teacher for extending During the post observation conversation, actively listen the professional learning as they relate to your feedback, to your colleague’s reflections and clarify any areas if appropriate. of feedback, if required. Ask for specific examples to enhance your understanding and note-take during the During the dialogue, ensure that you remain impartial, discussion to identify improvements to your practice and your feedback is based on factual evidence collected your students’ learning. during the observation and be specific by providing examples to enhance understanding. Ask clarifying Inquire about what your colleague has learnt as a feature questions and provide opportunities for the teacher of the discussion, as this is also a professional learning you observed to explain their thinking, and their opportunity for the teacher that observed the lesson. understanding. Share the professional learning you experienced as a feature of the observation, if appropriate. Artefacts and resources AITSL Classroom observation strategies AITSL, Literature review – Professional conversations and https://www.aitsl.edu.au/lead-develop/develop-others/ improvement-focused feedback https://www.aitsl.edu.au/ classroom-observation/classroom-observation-strategies tools-resources/resource/literature-review---professional- AITSL, Effective Professional Conversations – Helen Timperley conversations-and-improvement-focused-feedback https://www.youtube.com/watch?v=XJrkAENKjzw Macklin, P and Zbar, V., Driving School Improvement; a practical AITSL, Enhance professional conversations guide, ACER Press, 2017, page 15 https://www.aitsl.edu.au/lead-develop/develop-others/coach- Grimm, Kaufman & Doty, Educational Leadership, Vol. 71, others/professional-conversations Number 8 (2014) ‘Rethinking Classroom Observation’ including Teacher-driven observation protocols http://www.ascd.org/ publications/educational-leadership/may14/vol71/num08/ Rethinking-Classroom-Observation.aspx 5 http://www.education.vic.gov.au/school/teachers/teachingresources/literacynumeracy/Pages/litnumstrategy.aspx 1 6 http://www.education.vic.gov.au/school/teachers/teachingresources/literacynumeracy/Pages/literacyportal.aspx 14 | A PRACTICAL GUIDE FOR TEACHERS REFERENCES Goddard, R., Hoy, W. & A. Woolfolk- The Department of Education and Links to other tools Hoy, (2004), Collective Efficacy Training (2017) Practice Principles for Australian Institute for Teaching and Beliefs: Theoretical Developments, Excellence in Teaching and Learning School Leadership (AITSL), ‘Classroom Empirical Evidence, and Future www.education.vic.gov.au/school/ observation strategies’ https://www.aitsl. Directions, Educational Researcher teachers/teachingresources/practice/ edu.au/lead-develop/develop-others/ https://www.researchgate.net/profile/ Pages/principlesexcellence.aspx classroom-observation/classroom- Anita_Hoy/publication/240801496_ Collective_Efficacy_BeliefsTheoretical_ The Department of Education and observation-strategies Training (2017) High Impact Teaching Developments_Empirical_ AITSL, ‘Effective Professional Evidence_and_Future_Directions/ Strategies: Excellence in Teaching and Conversations – Helen Timperley’ https:// links/0c960538792b9315e3000000.pdf Learning www.education.vic.gov.au/ www.youtube.com/watch?v=XJrkAENKjzw Documents/school/teachers/support/ Grimm, Kaufman & Doty, Educational highimpactteachstrat.pdf AITSL, ‘Enhancing Professional Leadership, Vol. 71, Number 8 (2014) Conversations’ https://www.aitsl.edu.au/ ‘Rethinking Classroom Observation’ The Department of Education and lead-develop/develop-others/coach- including Teacher-driven observation Training, Professional Learning others/professional-conversations protocols http://www.ascd.org/ Communities http://www.education. publications/educational-leadership/ vic.gov.au/school/teachers/ AITSL ‘How-to Guide: Peer observation’ may14/vol71/num08/Rethinking- management/improvement/Pages/ https://www.aitsl.edu.au/tools-resources/ Classroom-Observation.aspx proflearncommunities.aspx#link56 resource/peer-observation Guskey T. R (1983) Staff Development and The Department of Education and AITSL, Improving Your Classroom Teacher Change, Educational Leadership Training (2017) Professional Learning Practice https://www.aitsl.edu.au/lead- Communities Maturity Matrix develop/develop-others/classroom- Macklin P and Zbar V, (2017) Driving www.education.vic.gov.au/Documents/ observation/classroom-practice School Improvement: a practical guide school/teachers/management/ ACER Press, Camberwell plcmaturitymatrix.pdf Teachers Observing Teachers: A Professional Development Tool for Every Hattie (2017) Video ‘Collaborative The Department of Education and School http://www.educationworld. Impact’ at Cognitive Education Training (2017) Improving School com/a_admin/admin/admin297.shtml “Collaborative Impact: Research and Governance: Strategic Planning http:// Practice Conference 2017” https://visible- www.education.vic.gov.au/Documents/ Victorian Institute of Teaching, ‘Moving learning.org/2017/05/video-john-hattie- school/principals/governance/ from Provision to Full Registration’ collaborative-impact/ strategicplanningph.PDF https://www.vit.vic.edu.au/registered- teacher/moving-to-full-registration Hattie, John, (2003) Teachers Make The Department of Education and Training a Difference, What is the Research (2018) Victorian Teaching and Learning Evidence? ACER Conference Paper. Model. http://www.education.vic.gov.au/ Professional reading Hattie, John (2009) Visible Learning: A school/teachers/teachingresources/ practice/improve/Pages/pedagogical- AITSL, Literature review – Professional synthesis of over 800 meta-analyses model.aspx conversations and improvement-focused relating to achievement, Milton Park, feedback https://www.aitsl.edu.au/tools- Abingdon, Routledge, Taylor and Francis Publishers resources/resource/literature-review- Templates for use during --professional-conversations-and- Macklin, P and Zbar, V., Driving School improvement-focused-feedback Improvement; a practical guide, ACER the peer observation Danielson, Charlotte, (2012) Teacher Press, 2017 cycle Evaluation: What’s Fair? What’s Effective? Smith Ruth and Starmer Lisa, Building pp – 37 in Educational Leadership Vol 70, Templates to support teachers in Adaptive expertise: Professional learning No 3. undertaking peer observation, including that works with teachers, not on them, feedback and reflection, are designed “Developing your school with Cambridge: Australian Educational Leader, Vol 39., to be populated electronically or printed A guide for school leaders” 6: Evaluating No 4 2017 for use in hardcopy during the peer Teaching, Cambridge International observation process. They can be found http://www.cambridgeinternational.org/ on the Department’s website at: www. images/271311-evaluating-teaching.pdf Departmental resources education.vic.gov.au/school/teachers/ teachingresources/practice/Pages/ DuFour, R., & Eaker, R. E. (1998), Victorian Government Schools peerobservation.aspx Professional learning communities at Agreement, 2017 http://www.education.vic. work: best practices for enhancing gov.au/hrweb/Documents/VGSA-2017.pdf Teachers are encouraged to refer to the student achievement. Bloomington, Ind.: annotated notes and advice online within National Education Service; Alexandria, The Department of Education and the guide as they work through each Va. ASCD, c1998. Training (2017) The Framework for stage of the process. Improving Student Outcomes www. education.vic.gov.au/school/teachers/ management/improvement/Pages/FISO. aspx