Using Learning Walks as a Professional Learning Activity

Using Learning Walks as a Professional Learning Activity The Importance of Developing Teacher Agency Cardiff High School Case Study

Stage 1 Stage 2 Stage 3 Stage 4 • Member of staff self identifies the need/desire to engage in a learning walk as part of their professional development • Advantages: (1) The teacher doesn’t feel forced in to observation and potentially associates with weakness (2) Allows the teacher to be proactive about their professional development • Potential issues: (1) Some teachers who would benefit from it may not want/think they need to • Senior member of the Teaching and Learning team arranges a mutually convenient time for a joint observation focusing on identified area of need e. g. behaviour management; challenge, etc • Advantages: (1) Teacher can be specific about their individual needs and the learning walk can be tailored around these (2) The teacher feels supported and listened to about their professional learning needs • Potential issues: (1) Finding a mutually convenient time can be difficult based on timetables. Potential cover/cost implications. • Senior member of Teaching and Learning team accompanies the teacher on their learning walk (usually 3 -4 10 min slots in different subjects). Both the T&L guide and the teacher make notes • Advantages: (1) The teacher feels supported in their observation and can be gently guided on what to look for (2) Opportunities to see a range of pedagogical techniques in different specialisms (3) Opportunities to see familiar pupils in an unfamiliar environment • Potential issues: (1) The teacher may not be used to observing/focus on things that are not of benefit (2) Might struggle to see how they can apply what they have observed to their own practice, particularly if observing outside of specialism • Senior member of T&L team meet immediately or shortly after the learning walks to discuss observations. • Advantages: (1) Opportunity to reflect and expand on own observations (2) The experience of the T&L team member can help dissect what has been observed and perhaps even raise points that the teacher didn’t acknowledge themselves (3) Opportunity to discuss and explore how that might look in their own practice and set targets going forward • Potential issues: (1) The teacher may not feel they observed anything of value and that the could apply to their own practice (unlikely)

Impact • Teachers feel supported and that the bespoke nature of the observations mean that their professional learning is maximised and not generic • Good practice is shared and not limited to one subject/teacher • Pupils enjoyment, engagement and challenge levels are improved and ultimately attainment is raised across the school