C - Context SNR7 is committed to supporting proficient and graduate teachers better their teaching pedagogy through the implementation of classroom observations both through leadership and mentor programs. Whilst working at SNR7, I have been able to have the opportunity to have both formal and informal classroom observations from leadership team members and my mentor teacher to support in helping me refine my practice. The conversations and reviews allow me to pick explicit areas that I would like to work on improving (see evidence A 6.1). After completing an observation of a learning block and review, I work closely with my mentor or line manager to apply and implement measurable changes (see evidence A 6.2 and evidence A 6.3) (Standard 3.6 and Standard 6.3).
A - Actions Classroom observations have helped me apply the following actions in refining my teaching pedagogy:
Trial new strategies when working with complex students (Standard 3.4, Standard 3.5 and Standard 4.1).
Reflect on and refine my lesson delivery.
Support targeted teaching of skills (Standard 2.5).
Redefined and improve my time management (Standard 2.2).
Build confidence in my ability to deliver structured programs (Standard 2.1).
Know when and where to find help and/or resources.
R - Results Engaging in classroom observations and reviews I have noticed the following results:
My practice has been adjusted to better suit the needs of individual learners (Standard 3.2).
My teacher tool bag and resources has increased (Standard 4.2 and Standard 4.3).
Students are given the opportunity to engage with leadership and share their feedback on the learning (Standard 5.2).
My programming has been refined (Standard 3.3).
E - Evaluation Having classroom observations and reviews has helped to deepen my understanding of delivering and reviewing my teaching practices. Being provided with an extra set of experienced eyes has helped me shape and adjust my programming to support student success. As a result, I have been better prepared in addressing the needs of the learners in my class and adjusting the lessons to foster a successful learning environment. I openly welcome the opportunity of having a member from leadership or colleague observe and support my future practice.
Evidence A 6.1 - This is an observation taken by my mentor on the 25/02/21 in my literacy block. She gave feedback on phonological awareness and the literacy block as a whole. From the constructive feedback, I implemented the pre-testing of the Jolly Phonics sounds and grapheme and digraph letter formations twice a term to measure growth.
Evidence A 6.2 - This was an observation taken by my line manager on the 21/09/21 of my literacy block. She observed my phonological awareness and literacy block. From the feedback given, I implemented the change of font on the PowerPoint display to SA beginners, students responded well to this. I also reduced my learning intentions and ensured that my success criteria was on a separate slide. I change up how I introduce the concept through both written and oral. Have altered seating arrangement and gave adequate wait time for students to complete work before modelling on board.
Evidence A 6.3 This was an observation taken by my line manager at GEPS on the 23/5/22 looking at my literacy block lesson. She observed my Daily 5 rotations and my targeted reading instruction sessions. From the observation feedback, I adapted my future TRI sessions to explicitly talk through the learning intention and success criteria of the group. From there, I also co-constructed with students their own reading goal. I discussed the overarching skill in reading such as fluency, comprehension or vocabulary and from there, students created a goal on what they want to focus on.