AiZ and FT&LQ project Teachers working collaboratively in teams (PLTs, Triads) Teachers developing a shared understanding of effective teaching (PoLT, E5) Teachers using evidence to identify problems of practice Students having a more meaningful voice regarding classroom practice Leadership providing appropriate support for effective teaching and teacher professional learning Northern Metropolitan Region Department of Education and Early Childhood Development

AiZ and School Improvement SCHOOL IMPROVEMENT TEAM PLT Triad Learning Leaders / Coaches Triad Northern Metropolitan Region Department of Education and Early Childhood Development

Peer Observation - Triad Model A whole school approach to improving instruction and student learning Building a collaborative approach to peer observation and analysis of the instructional process Usually made up of groups of 3 teachers who are members of a professional learning team Northern Metropolitan Region Department of Education and Early Childhood Development

The work of the Triads Based around student work and teacher practice Focused on moving students on in their learning Use evidence to inform instructional practice Northern Metropolitan Region Department of Education and Early Childhood Development

Triads and FT&LQ project Teachers participating in the FT&LQ will be part of a triad School nominates up to 3 triads to participate Triad members identify a problem of practice based on the questionnaire feedback Triad works collaboratively to plan, observe, reflect on practice Northern Metropolitan Region Department of Education and Early Childhood Development

Implementation Must do Principals lead implementation of peer observation Establish group norms and observation protocols Triads have regular scheduled meeting times for planning and feedback meeting and classroom observation Leadership team regularly discuss project with triad teams Northern Metropolitan Region Department of Education and Early Childhood Development

Implementation- the process Triad planning meeting –Agree on group norms and observation protocols –Analyse questionnaire feedback –Examine other data around student learning, eg attitudes to school survey, assessment data) –Identify problem of practice –Develop action plan –Clarify focus for peer observation, evidence to be collected Conduct classroom observations Follow-up feedback sessions – challenge about further improvement Plan next cycle of observation/feedback Northern Metropolitan Region Department of Education and Early Childhood Development