6.+TPL+Reflection



We felt very fortunate that our school received e5 Teacher Professional Leave for the second year in a row. This meant that the staff had a sound knowledge of the e5 Instructional Model. Our task was to devise a way for teachers to assess their teaching against the e5 model, identifying e5 goals, and then supporting the teachers to work towards their goals. There were many highlights and some challenges throughout the year and below are some of our reflections and learnings.
 * __TPL Project Reflection__ **


 * What worked? **
 * Our team! Each member of the team brought different attributes and skills which created a highly dynamic and productive team. (And we had fun!)
 * Completing the Cognitive Coaching course and integrating aspects of the program into our project.
 * The receptiveness and support of our staff and leadership. Leadership have endorsed our TPL Project by continuing to support Peer Support and Observation on a term by term basis in 2011.
 * The Self Reflection Surveys: The surveys were an effective way of assessing teaching practice and helping teachers to identify e5 goals for their Performance and Development Plans.
 * Professional Learning Partnerships enabled staff to support each other.
 * Attending the e5 PLATO days: The PLATO program guided us throughout our TPL journey by providing support and useful resources.
 * e5 and Coaching professional learning course: This professional learning program reaffirmed many of the key aspects of our TPL project, integrating coaching with e5, as well as providing further ideas for implementation.


 * What did we find challenging? **
 * Timetabling: We found it challenging to cater for part time staff, unexpected absences, yard duty and APT when creating the Classroom Visit Timetable.
 * Time of year for the Classroom Visits: To maximise opportunities to utilise the data collected during these class visits, they probably needed to take place earlier in the term and not during busy periods. Next year we are looking at conducting the classroom visits early each term.
 * Following up with staff: We found it challenging to ensure all staff members followed up on different aspects of the Professional Learning Partnership if they were absent, e.g. classroom visits, follow up reflections, etc.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Others ideas for future implementation **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Reversing the goal setting process: Teachers identify an area of their teaching they would like to improve on. They then use the e5 instructional model to identify the relevant domain and specific Profile Statement to then develop into a goal.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Possibly linking teachers e5 goals to a whole school focus (AIP, Strategic Plan), e.g writing.