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Teacher Development Through Observations

This document contains a series of questions for Carolyn and Wendie about teacher observations, ratings, development, and expertise. It asks what role observations play in teacher development, what led to changes in the observation system, and how the college can better support teachers in improving their skills and becoming experts through more collaborative observations and additional training opportunities.

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Sian Gabriel
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5 views1 page

Teacher Development Through Observations

This document contains a series of questions for Carolyn and Wendie about teacher observations, ratings, development, and expertise. It asks what role observations play in teacher development, what led to changes in the observation system, and how the college can better support teachers in improving their skills and becoming experts through more collaborative observations and additional training opportunities.

Uploaded by

Sian Gabriel
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

NWBL – questions for Carolyn and Wendie

 How do you think observations support teachers development?


 What made the college change the observation system?
 What do you think makes an expert teacher?
 What do you think makes an innovative teacher?
 What is the difference between innovative teaching and expert teaching?
 Do you think using the ratings helps teachers with their development?
 Do you think all teachers should reach expert level or is innovative ok for the
teaching and learning of students?
 Is it possible that many teachers have plateaued at innovative?
 If so why do you think this is?
 What training is offered to teachers who are innovative to help them reach expert?
 Is this enough training? Or are there gaps?
 Many colleges are moving away from using observations as a tool to measure a
lecturers overall professional practice, how do you feel about this?
 Many lecturers feel that observations are ‘done to’ them and not ‘done for’ them –
how can the college move forwards to use observations as a developmental tool and
not a focus on capability?
 Much research suggests that observations are more successful when lecturers play
an active part and key role in deciding the focus of their observation – how do you
think the college could allow the teachers to be more involved in their observation
to support them to become expert teachers?
 What training aid do you think the college could provide innovative teachers to
become expert teachers?

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