As Ben Levin points out, it may be hard to stay focused given the

Seminar 3
Year 2 Schools
Leadership and Assessment
As Ben Levin points out, it may be hard to stay focused given the myriad of
Dr Jenny Poskitt (Education Group). Sustaining professional development (PD)
is a challenge for schools due to unrelenting pressures for change, staff turnover
and the high number of professional development opportunities available to
schools creating pressure on schools to participate or ‘miss out’ as they
arise....Key components that need to be in place in order to achieve educational
sustainability: having an effective professional development model,
understanding change processes, focusing on pedagogy ( specifically teaching,
learning and assessment), monitoring effects of professional development on
teachers and students, recognising challenges, attending to theoretical and
practical factors ensuring continuity, and resulting in efficacious and ‘cutting
edge’ professional practice.(2007)
Active Reflection
What you will (hopefully) learn from
this session:
• Reinforce your understanding of how
to teach students to reflect
• Know what to look for when
observing colleagues teaching their
students to reflect
• Get even better at giving feedback to
your colleagues.
Reflective learners assimilate new learning, relate
it to what they already know, adapt it for their
own purposes, and translate thought into action.
Over time, they develop their creativity, their
ability to think critically about information and
ideas, and their metacognitive ability (that is,
their ability to think about their own thinking).
Effective Pedagogy, NZ Curriculum p. 34
Reflection is about becoming aware of your own thinking
processes, and being able to make those transparent to
Reflection captures the idea that if a gap is found between
how we would want teaching and learning to be and how it
actually is, then something will be done to close that gap; it is
not enough just to reflect or identify that there is a gap.
Teachers themselves can become reflective practitioners
who reflect with their students on the teaching and learning
process, and teach their students to use reflective strategies
to strengthen their own capacity to learn.
Absolum, M. pp 142-143
So how do you deliberately teach students to be
good at reflecting on their learning?
What’s a good process?
Getting started with reflection
Check that self assessment has taken place
Re-cap the learning intention and success criteria
Ask a reflective question
Give students 15-30 seconds thinking time to:
• let them think!
• create the expectation that all take part
• Model appropriate responses (at first)
• Give students opportunities to respond:
• In pairs
• In groups
• Whole class
• Discuss ‘where to from here?’
Some possible reflective questions
• What were you learning and why?
• How did the learning go? What were the tricky
bits and why?
• What new learning can we celebrate?
• What helped the learning to happen?
• Who needs more help and what needs to be retaught?
from Clarity in the Classroom
by Michael Absolum
Prior to the observation: Clarity/transparency
How do you currently check in with teachers
regarding the observation?
Prior to the observation: Clarity/transparency
•Meet to explain the process of the observation.
•Discuss the observation you will be doing – the
purpose of the observation, the curriculum subject,
the time of the observation
•The pre-observation sheet
•Give the teacher copies of the observation sheet
and/or any resources you will be using
•Check in whether the teacher needs any support
prior to the observation
Have a go at observing
Active Reflection
Feedback conversations with
Feedback conversations with
Feedback conversations with
What have you learnt so far about having feedback
conversations with colleagues?
Do you have some criteria in your mind?
Do you have any questions about the criteria?
What are you pleased about?
What is still ‘tricky’?
Say what you think
Say why you think it
Check in/
inquire into other’s views
Make a plan/set goals
Openness, Honesty, Respect
Establish a clear purpose