Evidence can be used to understand how effectively teaching is targeted to learner needs and whether teaching is having a positive impact on learners. Show The quality and variety of evidence should be considered carefully. Evidence should be examined for how much value collecting and interpreting it brings to improving learner outcomes, without unduly adding to teachers' workload with extra processes. Teachers and leaders can review evidence to identify practices that have less impact for learners these can then be changed or removed. They can also ensure that quality evidence is informing ongoing teaching improvement activities, resulting in real growth and progress for learners. The effectiveness of teaching practices can be considered both in terms of the quality of teaching and the capability of teachers, combined with a reflective approach to continually enhance practice and adopt an evaluative mind-set. Through both direct and indirect impacts, effective teaching contributes to learners’:
Collecting evidence helps you continually reflect and gain feedback on your practice so you can identify your strengths and areas for growth and development. Processes that involve collecting evidence (such as teacher registration, school improvement planning and applying for Highly Accomplished and Lead teacher certification) share an underlying purpose – to develop quality teaching, which leads to improved learner outcomes. It is important that teachers and leaders evaluate the evidence they collect so that its role remains purposeful. Broadly speaking, evidence is authentic, reliable and valid information that can be used to support a particular idea or conclusion. It can be contained within artefacts, observable actions and products (Sim, Freiberg, White, Allard, Le Cornu & Carter 2012). The quality of the evidence is more important than the quantity. A high-quality piece of evidence could demonstrate achievement or progress across the Australian Professional Standards for Teachers (the Standards). Quality evidence has depth and complexity, with annotations that show reflective practice. Evidence can be drawn directly from your own practice and demonstrate how you improve outcomes for your students, and how you collaborate with colleagues. In doing so, it should clearly show:
The evidence you collect will vary depending on contextual issues including level of schooling, position within an education setting, type of setting, jurisdiction and sector. Understanding your teaching environment and how that context influences your teaching choices and what you do will enable you to use evidence that is specific to your context. An example of this would be determining suitable evidence of effective teaching practice that considers local Aboriginal or Torres Strait Islander ways of knowing, learning and communicating. You should account for diverse learning aspirations and concepts of educational success to ensure the evidence you collect is meaningful and authentic for the community in which you teach. There are many choices for the types of evidence you can collect and the ways it is presented, but the variety of evidence and the way you engage with the information determines how useful it is to help grow your practice. The lists below shows different categories of evidence, with examples of what you could use for each. ReflectionEvaluate your confidence in the use of evidence to support student outcomes. Refer to the previous table for examples of each category.
ActivityChoose three of your most effective evidence practices and order them below according to their value for teaching and learning. Ensure that you list your justifications for your choices. Choose three of your least effective evidence practices. Consider how you could change your practice to improve teaching and learning. How could you gain confidence with these practices? Do you think there is enough diversity within your evidence collection? What practices could you reduce or remove? Does your evidence collection provide enough information about student learning? Classroom observations are a commonly used method for evaluating teaching practice. Combining classroom teaching observations with useful evidence and timely feedback is a useful strategy for teacher development. In your education setting, classroom observation may be an established program. You can also establish informal observation arrangements with colleagues, whether or not an established program is in place. What is classroom observation?Classroom observations are used in different ways across educational environments, sectors and states across Australia. Though the format and processes can vary, some common characteristics include:
Why choose classroom observation?Classroom observation:
Getting startedBe courageous. Identify which areas of your practice would benefit from observation and which of your goals would be informed by it. Talk about your intentions to both observe others and be observed by others, with your colleagues. Then be brave and start! Be a role model. By inviting others to observe your practice first, you can role model peer-observation within your school. You can work with peer feedback materials to help your peers structure the feedback process. Use technology. Observation does not have to be live. To make it easier, you can film the lesson and let others observe your practice based on the film. You can also use the recording for your own self-reflection. Collaborate. Once the practice of observation has gained momentum, start a peer-observation group with interested colleagues in your school. Tips for collecting and documenting feedback provides guidance on feedback following classroom observation.
As you watch this video, take notes on why classroom observation was introduced at this school and why it was successful. https://www.youtube.com/watch?v=naOAnpEIdSc Video notesHow does the Hillbrook experience connect with, build on and/or differ from what is happening at your education setting now?
What do leaders need to consider?There are many different approaches and strategies for conducting classroom observation. Classroom observation is a skill and requires practice. It is an exercise that can help promote and facilitate growth by providing opportunities for staff to learn and practice skills. However, classroom observation needs to be considered within the cultural context of the environment. Set up for success by:
Evaluations of teaching practiceThe effective evaluation of teaching practices is integral to enhancing teaching effectiveness. Teaching evaluation processes require purposeful planning, design and implementation. Teaching evaluation systems will be supported by enablers and a culture that promotes professional growth. Enablers that support growth-focused evaluations of teaching practice:
Why are these enablers important?These enablers prioritise professional growth and development over a focus on accountability processes. A positive culture creates a safe and supportive environment for teachers to reflect on and grow their practice. These enablers are reflected in the Australian Teacher Performance and Development Framework (the Framework), which emphasises that teaching effectiveness is related to: a focus on student outcomes, a clear understanding of effective leadership, a flexible and adaptive culture, and coherence between teacher goals and education setting-wide approaches. Complete Module 2a to understand more about the Framework. ReflectionConsider these conversation starters in relation to your own practice and context or engage in a professional dialogue with a colleague.
After your collegial conversation, answer the questions below. Which enablers are strong within your context? Which enablers could be developed further within your context? What are some possible obstacles/challenges to embedding these enablers? How can you use this information to move forward? ActivityConsider how you can embed observations by identifying and overcoming obstacles. Unchallenged obstacles will block progress unless they are directly addressed, but remember that solutions can start small. Keep this record and return to it as you come across more obstacles. You may find that a reflective journal helps.
Resources about observation
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