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Peer-Assisted Professional Development: An Adventure in Teaching

Explore attitudes and strategies for effective professional development in teaching through peer assistance. Discover innovative methods and benefits of observing and being observed by fellow teachers. Enhance self-awareness, constructive feedback, and goal achievement. Embrace a proactive approach for improving classroom management and student engagement. Join a collaborative environment for idea sharing and problem-solving.

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Peer-Assisted Professional Development: An Adventure in Teaching

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  1. Peer-assisted professional development Jolanta Pyra Maria Pinto John Wendel Sarah Peet

  2. Why are we here? • Cheap entertainment • Meet future significant other • Rub elbows with important people • None of the above

  3. ProfessionalDevelopment- some popular attitudes • One free lunch • A day off work • Passive learning • All of the above = BORING

  4. Professional Development - attitude adjustment • Showing up for meetings • Journal writing • Scheduling time to watch other teachers • All of the above = WORK

  5. Professional Development – attitude shift • Sharing of information • Setting and achieving goals • Watching other people’s strengths and weaknesses • All of the above = ADVENTURE!* * Maybe not exactly an adventure, but you’ve got to admit – it’s far from “BORING”

  6. Student Perspective This class is: • Fascinating • Fun • Fabulous • Fantastic From: /f/ sounds in /foniks/ (phonics) 101

  7. Observing fellow teachers Observing fellow teachers provides ideas for: • Teaching styles • Class management • Material presentation • All of the above

  8. Being observed Being observed by others results in: • Greater self awareness • Constructive feedback • Positive qualities noted • Progress check

  9. Project development Maria Pinto

  10. Why? • Learning from peers • Experience not required • Cheap • Self-improvement

  11. Group goals • Improve teaching through observation • Method sharing • Validation and reassurance

  12. Personal goals • Classroom management • Teacher – student interaction • Engage students more • Konglishi very not • Sense of teaching style • Confidence

  13. Self-observation • Taped • Agenda • Listened to in own time • Awareness-raising

  14. Observing / Being observed • Agreed upon criteria • Observer took notes • Notes copied and shared • Taped feedback

  15. Group meetings • Taped • Questions / agenda distributed a week in advance • reflection • journal writing • current and future directions • Forum for idea-sharing and problem-solving

  16. Awareness and reflective practices John Wendel

  17. Awareness • Can be painful • Can be disillusioning • Might create the feeling that we’ve lost face BUT • Causes us to suddenly see what we had not noticed before

  18. Observation facilitated awareness • Objective dialoguing • Unintended noticing • Further reflection • Demystifies other classrooms

  19. Discoveries and findings Sarah Peet

  20. Individual discoveries • Maria – positive feedback • John – another set of eyes • Jolanta – peripheral vision • Sarah – sharing and problem solving

  21. Resolution of personal goals • New goals recognised • Lots of fine-tuning • Student production increased

  22. Group discoveries • Realisation that we all have the same problems • Confidence in the classroom • Awakening • Small is BIG! • No radical changes, but profound effects • Continual observation leads to continual small changes

  23. Impact on teaching... so far • Stealing ideas • Willing to ask for help • Better communication • Respect for colleagues

  24. What’s next? • One semester seems too short • Continual process • Redirecting the journey – student assessment • Sharing with peers

  25. Question time John Maria Jolanta Sarah

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