Learning Walks continue

Learning Walks continue with a focus on new staff

Learning walks were a really positive way to share our practice, growth and focus on our instruction aligned with the schools values. These walks are designed to meet the following aims:

1. Enhance collaboration, preparation and alignment of all staff with low variance teaching to enhance student learning.
2. To foster a culture of transparency and shared practice to enhance student learning.
3. Action our strategic intention to engage with professional reflective practices so that we can enhance student learning.

St. Augustine's College is a community that focuses on explicit instruction with influences of Harvard visible thinking routines, positive education philosophy and Augustinian values.

Hattie argues that the effectiveness of teachers is the most important factor impacting student learning outcomes. He also argues that ‘the teaching profession needs to recognise expertise and create a profession of educators in which all teachers aspire to become members of the college, society or academy of highly effective and expert teachers.’ (What Works Best in Education: The Politics of Collaborative Expertise, John Hattie, June 2015). Learning walks are a call to action for our teachers. They provide an opportunity to design and build a narrative of professional reflective practice.

Collaborative teacher learning walks provide teachers with an opportunity to collect data, look for evidence of the implementation of effective teaching practices and gain insights into potential next steps. An empowering conversation involving professional dialogue that continues to build on an important aspect of autonomy in Self Determination Theory.

“Frequent teacher peer observations have been clearly linked to improved teacher efficacy” (Minckler, 2013)

“Planning can be done in many ways, but the most powerful is when teachers work together to develop plans, develop common understandings of what is worth teaching, collaborate on understanding their beliefs of challenge and progress, and work together to evaluate the impact of their planning on student outcomes.” (Visible Learning for Teachers: Maximizing Impact on Learning, John Hattie, 2011). All staff at St. Augustine's College are encouraged to foster a genuine openness of practice in order to share and build a stronger team together. An open-door policy that values a concerted focus on teaching and learning.

“Accomplishing the maximum impact on student learning depends on teams of teachers working together, with excellent leaders or coaches, agreeing on worthwhile outcomes, setting high expectations, knowing the students’ starting and desired success in learning, seeking evidence continually about their impact on all students, modifying their teaching in light of this evaluation, and joining in the success of truly making a difference to student outcomes.”
(Visible Learning for Teachers: Maximizing Impact on Learning, John Hattie, 2011)

Setting high expectations of ourselves will benefit our community of students, staff and families. We value and prioritise developing and honoring very high standards of teaching and learning. We also value a reduction in cognitive load which can be afforded to our student body when we align with specific pedagogical methodology across subjects. The very first port of call in any adjustment is to evaluate the current state of play – Learning Walks afford us this opportunity.

A Learning Walk will generally be structured to the following outline:

1. Meet with Dean of Teaching and Learning to establish aims, expectations and plan for the session
2. Provocation and Discussion relating to the Teaching and Learning framework
3. An initial Observation Walk – short 3 min walk through each learning space to begin to focus participants thinking.
4. Lesson observation – 7 min in 2 classrooms – no note taking – only noticing
5. Summarise findings with Dean and agree to share the reflections
6. Send feedback to staff about what the participants observed (ideally on the same day) and ask for permission to share
7. Publish findings to all staff

COLLECTION OF DATA

Learning Walks also provide the opportunity for the collection of data. This data is used on the day to help staff reflect on what they have seen, and to provide positive feedback to the staff. The data is further used to help plan future Learning Walks and focuses for development of pedagogical practice. At the completion of the first round of Learning Walks, the summaries of each lesson will be used to identify themes. These themes will inform our future Professional Learning needs and support a continuous reflection on our Teaching and Learning Frame.

The collection of data is achieved through discussion. This also helps us focus the walk on the learning and whether this learning was visible. During the observation – and if it is appropriate could include active surveys focused on ‘Learning’ (using Hattie’s three questions – What are you learning, how do you know when you’ve learnt it, and what do you do if you get stuck – as the basis), Student Activity (focusing on groupings, pedagogy, and use of Learning Enrichment staff), and what it means to ‘Be a Learner’ (focusing on the features and dispositions of effective learners and whether students can talk with confidence about this).

Recommendations

With the implementation of an Educational Philosphy, it is crucial that reflective practice continues to deliver opportunities for teachers to engage collectively with shared pedagogical practices.
There are many modes that can support a collective approach to reflective practice. They come with limitations and opportunities. The modes may include:

• Learning Walks
• Walk thru’s
• Teaching and Learning development communities
• Instructional rounds
• Professional Learning Communities
• Action Research