As part of the researchEDHome 2020 CPD series, David Weston, CEO of Teacher Development Trust, presented under the heading 'Schools that unleash teachers' expertise and how to lead them' - that's the video embedded below:
As David spoke, outlining for the first 20 minutes what it is that expert teachers do, I began to jot down some questions that a teacher, or a coach working alongside a teacher, might ask to prompt reflection on their practice.
I imagine these being used post-lesson, either by a teacher wishing to reflect on their own, or by a coach and a teacher - it could be that the coach has seen the lesson, but that might not be necessary.
Where lesson observations are concerned, David Weston made it clear that many of the things that make an expert teacher an expert cannot really be seen by an observer. Later on he pointed out that SLTs often try to glean information from lesson observations (as well as book and data scrutiny) which they can then use to direct CPD - a fairly ineffective practice. Although he only touched on this, there was the suggestion that far more information about teaching and learning can be gained from a discussion-based approach to pedagogical coaching - this information can then inform CPD planning.
So, the questions that I began to jot down became perhaps more pertinent: these questions (not an exhaustive list by any means, but based on the effective practices of an expert teacher) could be used to develop how well teachers reflect on their own practice in order to gain insight and develop perception. In turn, via coaches, school leaders then might be able to gain a better insight into teaching and learning in their schools, allowing them to provide more pertinent CPD opportunities.
The purpose of using questions such as these would be to gradually develop independence: teachers might begin to naturally reflect on such questions before, during and after teaching, removing the need for such a set of questions to be asked in any structured way.
I've loosely grouped the questions - in this way, discussions might be guided by coaches, or self-guided, towards a particular aspect of the lesson. It might be useful to use some of the whole session reflection questions to begin with, before moving onto specifics. Obviously, when reflecting on a lesson no one would attempt to answer all the questions below - they just represent the broad range of reflection points that expert teachers think about subconsciously as they work.
Reflecting on the whole session:
What were the main things you noticed happening during the session? Did you notice anything that wasn’t happening? Should it have been? What was the story of that session? What did you notice about the whole session? What was the main focus of the session? Does that match to the intended focus? Which parts of the session had the most impact? What was the cause of the successes in that session? What was the cause of any lack of success in that session? How were you feeling during the session? Did your feelings change? How did you deal with your change in feelings?
Reflecting on specific identified incidents:
When have you come across a similar situation? What did you do then?
Reflecting on outcomes:
What did you see that showed you they were learning? Which was the most effective part of that session? How much of the time did you spend doing the most effective things? Which parts of the session had the most impact? What was the cause of the successes in that session? What was the cause of any lack of success in that session?
Reflecting on behaviour:
What happened before that behaviour issue? Were there any signs that it was going to happen? How could it have been tackled earlier? Were children complying? Did this mean they were learning?
Reflecting on questioning:
What was your questioning like in that session? How and why did you adapt your questioning? What was the impact?
Reflecting on differing needs:
What variations in understanding did you notice? Which individuals did you notice? What do you know about them already? What did you do to address differing needs?
Reflecting on responsiveness:
At which points did you go off-script? Why did you do it? Did it help? Did you have to give extra explanations? What made you do that and did it help? How did you adapt the session as you went along?
Reflecting on sequencing:
How did that session link to prior and future learning? Where did that session fit in the sequence of learning? What did the children already know that helped? What didn’t they know that would have helped?
If you would like Aidan to work with you on developing teachers at your school, please visit his website at https://www.aidansevers.com/services and get in touch via the contact details that can be found there.