“COSERE - Collegial Support for Resilience and Growth in Education” CPD Course - Teaching Materials
2 | COSERE CONTENTS Module A: The Development of a Growth-oriented and Resilient Organisation ������������������������������������������������������5 Unit 1: Learning Organisation and Culture of Collegiality ����������������������� 7 1.1 What is a learning organisation? �������������������������������������������������7 1.2. Mental Models ���������������������������������������������������������������8 1.3.Culture of collegiality in schools �������������������������������������������������9 UNIT 2: The role of the headteacher for fostering collegial support ������������� 10 2.1. Role of the school leader ������������������������������������������������������10 2.2 Managing and Motivating Staff Members ����������������������������������������14 2.3. Introduction to motivational theories: ������������������������������������������15 2.4. Who is on your team? ��������������������������������������������������������25 Module B: Different Collegial Support Forms ��������������������������27 Unit 1: Promoting school-based professional development ������������������� 28 1.1 Collegiality and its importance. �������������������������������������������������29 1.2 How does peer observation work? ����������������������������������������������29 1.3 Methods and forms of observation. ���������������������������������������������32 1.4. Critical friend and the critical friend institution �����������������������������������34 1.5. Reflection and feedback ������������������������������������������������������38 1.6 Collaborative practices – collaborative lesson planning. ����������������������������44 1.7 Collaborative practices – interdisciplinary collaboration. ����������������������������50 1.8 Collegial support beyond the borders. �������������������������������������������59 Unit 2: Key skills of a successful school leader ������������������������������� 67 2.1. Empathy. �������������������������������������������������������������������68 2.2. Active listening. �������������������������������������������������������������69 2.3. Assertive communication. ����������������������������������������������������71 2.4. Problem solving. ����������������������������������������������������������� 80 2.5. Conflict management. �������������������������������������������������������100 Unit 3: Supporting staff well-being ���������������������������������������113 3.1. Emotional intelligence: supporting staff emotions. ������������������������������� 114 3.2. Staff stress management. ����������������������������������������������������120 3.3. Coping with burnout. �������������������������������������������������������� 125
COSERE | 3 Module C: Coaching, Supervision & Mentoring as Main Forms of Professional Support ��������������������������������������������������������133 Unit 1: Coaching ������������������������������������������������������ 134 1.1 Roles in coaching ������������������������������������������������������������ 135 1.2 Coaching Techniques ��������������������������������������������������������138 1.3. Coaching Models �����������������������������������������������������������145 Unit 2: Supervision as support for growth ��������������������������������� 156 2.1 Roles in Supervision ��������������������������������������������������������� 157 2.2. When supervision is necessary? �����������������������������������������������158 2.3 Models of supervision �������������������������������������������������������159 Unit 3: Mentoring ����������������������������������������������������� 162 3.1. Mentoring in education ������������������������������������������������������163 3.2. Models of mentoring ��������������������������������������������������������166 3.3. Roles of mentor and mentee �������������������������������������������������168 3.4. Basics of mentoring skills ���������������������������������������������������� 171 3.5. Mentor leadership styles ����������������������������������������������������� 172 3.6. Mentoring for new teachers ��������������������������������������������������174 Bibliography ���������������������������������������������������� 177
MODULE A
COSERE | 5 MODULE A: THE DEVELOPMENT OF A GROWTH-ORIENTED AND RESILIENT ORGANISATION The goal of this module is to support CPD participants in their understanding of concepts that are key to school development: learning organisation, peer support, a culture of collaboration and collegiality, etc. Another goal is to support the participants, school leaders, in their efforts to develop a culture of collegiality and to become aware of their own important role in these processes. Learning outcomes: Upon completion of this module, participants will be able to: • Understand the important concepts related to organisation and its culture, • Use the tools for enhancing the climate of collaboration in schools and for motivating school staff, • Understand and reflect own role as a school leader in the process of enhancing the culture of a learning organisation, • Understand the concept of collegial support and related terms and their importance in the context of the development of the quality of schoolwork. • Understand the role of school leaders in supporting collegial support in the context of developing the quality of schoolwork. Target group School leadership and management teams (school leaders, deputy heads, subject group leaders, support staff, consultants, and career counsellors) Introduction Schools nowadays are required to learn faster than ever before to deal effectively with the pressures of a rapidly changing environment. In this context, a growing body of scholars, educators and policy makers have argued for reconceptualising schools as ‘learning organisations’ which they consider the ideal type of school organization for facilitating organisational change and innovation, and even effectiveness, i.e. improvements in the learning outcomes of students and other important outcomes (Kools & Stoll, 2016). A climate of culture and cooperation contributes to learning processes in schools. Research shows that teacher collaboration has a significant impact on the learning processes in an organisation and the professional growth of individuals. When teachers collaborate on innovation, they are able to respond more effectively and quickly to
6 | COSERE requests, increasing their professionalism, job satisfaction and resilience. Resilient schools and resilient teachers have a positive impact on student performance. Outline The module comprises two units: Unit 1: Will explain the concept of collegial support and related concepts Unit 2: Will focus on the role of the school heads in the development of cooperation and a culture of collegiality. Short theoretical inputs will be supplemented by exercises and a final test. Unit 1 lasts 90 minutes, while Unit 2 comprises 180 minutes. This teaching and learning material support activities can be found on the COSERE project’s e-learning platform and can be used by both trainers and trainees.
COSERE | 7 UNIT 1: LEARNING ORGANISATION AND CULTURE OF COLLEGIALITY Learning outcomes: After completing this unit, participants will be able to: • Understand the concept of school culture and collegiality and use the tools to support its integration. 1.1 What is a learning organisation? Learning processes thrive in an environment of collaboration and good collegial relationships. Most scholars see the learning organisation as a multi-level concept involving individual behaviour, teamwork, and organisation-wide practices and culture. A learning organisation is a place where the beliefs, values and norms of employees are brought to bear in support of sustained learning; where a “learning atmosphere”, “learning culture” or “learning climate” is nurtured; and where “learning to learn” is essential for everyone involved (Kools & Stoll, 2016). A learning organisation is one in which people are constantly expanding their abilities, where new ways of thinking are nurtured, where people are constantly learning how to learn together (Senge, 2006). Similarly, Silins et al. (2002) mention that schools can be considered learning organisations when they engage in environmental scanning, develop shared goals, foster collaboration, encourage risk-taking, and provide opportunities for professional development. The five disciplines identified by Senge et al. (2006) that a learning organisation should possess are: • Team learning – emphasis on the learning activities of the group rather than the development of the team process. • Shared vision – ability to unearth shared ‘pictures of the future’ that foster genuine commitment and enrolment rather than compliance. • Mental models – deeply held internal images of how the world works. • Personal mastery – continually clarifying and deepening personal vision, focusing energies, developing patience, and seeing reality objectively. • Systems thinking – the ability to see the bigger picture, to look at the interrelationships of a system as opposed to simple cause-effect chains; allowing continuous processes to be studied rather than single snapshots.
8 | COSERE 1.2. Mental Models Mental Models are embedded assumptions, generalisations, or even images. These models shape our worldview and, in turn, impact our behaviour. Consequently, two people may witness the same event yet have vastly different perceptions because they have different mental models. In a sense, mental models are like eyeglasses, critically changing the way we see the world around us. Chris Argyris developed a “Ladder of Inference” to describe how people form and sustain mental models. According to Mr. Argyris, we all make assumptions in our daily lives. They are necessary. For example, when we buy a bottle of milk, we assume the milk is drinkable. This said, we must acknowledge that our assumptions could be wrong, especially when we make assumptions about the intentions or beliefs of others. Instruction (Ladder of Inference): Imagine a situation that you observe (for example, pupils in the classroom, colleagues in the staff room, a meeting with the school management, teamwork with teachers...). • What can you see? • What are you experiencing? • Try to describe this situation according to the image Ladder of Inference. What erroneous belief can you come to? How can a false belief affect an observation in a similar situation in the future?
COSERE | 9 Conclusion: Leaders/participants must collect and study data before jumping to conclusions. If you think you know exactly what someone is going to say or think, you are already near the top of the ladder (and you are probably wrong). Your embedded beliefs will pollute your inquiry. Hence, you must: • Be aware of their thinking and reasoning (reflection). • Make their reasoning visible to others. • Ask what others are thinking. Do they see things differently? How so? • Seek the truth behind the data? • Ask if everyone agrees on the data. • Make certain meaning and assumptions are based on the data? • Realise that meaning and assumptions are not reality. • Validate and cross-check assumptions with others. 1.3.Culture of collegiality in schools Collegiality can be understood as positive interpersonal relationships among teachers and a sign of an environment conducive to collaboration. Through increased interactions and interdependence, frequent collaborative actions among colleagues also reinforce positive relationships, strengthen trust, and support and enhance the overall school climate (Rutter, 2000). Thus, the definitions of collegiality are rather vague, but they agree that collegiality is based on the quality of interpersonal relationships between colleagues in schools, which provide the basis for a collaborative working environment (OECD, 2020). The research of TALIS suggests a characteristic of collegiality, which has been investigated (operationalised) using the claims: • The school has a culture of shared responsibility for school issues, • There is a collaborative school culture characterised by mutual support, • The school staff share a common set of beliefs about teaching and learning, • The school encourages staff to lead new initiatives, • Teachers can rely on each other (OECD, 2020). The concept of collegiality refers mainly to positive relationships in the team, creating suitable conditions for a wide range of forms of mutual support of teachers.
10 | COSERE UNIT 2: THE ROLE OF THE HEADTEACHER FOR FOSTERING COLLEGIAL SUPPORT 2.1. Role of the school leader • What is transformational leadership? • What is shared leadership? Verbiest (2008) divides these tasks into three groups and thus formulates three basic roles of school heads: • The role of ‘culture developer’ means support for the formation, dissemination, and embedding of shared values, views, and standards in the service of an inclusive professional learning culture. • The role of ‘educator’ means fostering the intensity and quality of the individual and collective learning processes of team members so that profound learning takes place. • The role of ‘architect’ means building structures, processes and systems in schools and amongst schools that enhance personal and interpersonal learning capacity development. Instruction Identify your role in supporting collegiality and networking in school by completing the following questionnaire. (Follow the Result table at the end of the questionnaire.) Agree with the statement on the scale I don’t agree at all 1 2 3 4 5 6 Totally agree
COSERE | 11 1 2 3 4 5 6 1. I believe that collegial cooperation is an important condition for the development of the school. 2. I constantly motivate teachers to collaborate and emphasize to them the benefits of cooperation. 3. I plan activities based on teachers’ collaboration and peer learning and check the results. 4. I require teachers in classes to visit each other and learn from each other. 5. I look for talents among teachers and support their development in the given area. 6. I look for opportunities (e.g. projects) that are based on collaboration. 7. I leave the door of the principal’s office open. 8. We regularly talk to teachers about the needs of the school and analyse them. 9. I am thinking about the staffing of the individual teams. 10. I emphasize to teachers that it is human to make errors. 11. I make it clear to teachers what I expect from them in terms of some teamwork. 12. I clearly define the roles and responsibilities of people in work teams. 13. I try to monitor the relationships between people at school and promote a good climate.
12 | COSERE 14. Together with teachers, we identify the learning needs of the Teams. 15. I can create a time space for collaboration and mutual learning. 16. I talk to teachers about their work so that they feel safe, I do not divide teachers into good and bad. 17. I invest in educating teachers in mentoring, coaching, supervision – or other forms of peer support. 18. I create spatial conditions for teamwork at school. 19. I create opportunities for teachers to get to know each other better. 20. I advocate for the personal development of teachers so that they can communicate and create trusting collegial relationships. 21. I appreciate collaborative teachers. 22. I watch teachers learn from each other. 23. I teach teachers to evaluate and reflect on the results of joint work. 24 I can appreciate verbally and financially the collaborative and mutual learning efforts between teachers. 25. I open the school to the outside – to parents, the local community, visits are welcome. 26. I make sure that every collaboration makes sense to teachers and does not become just a formal activity. 27. I organise cooperation with other schools and participate in networking between schools, teachers from different schools.
COSERE | 13 28. I can admit my own mistakes even in front of workers. 29. I am well versed in the topic of peer support and cooperation at school and can thus be a role model and educator for teachers. 30. I look for options and opportunities for cooperation and financial security of teams. Results: Number of points Role Calculate points at the items 1, 4, 7, 10, 13, 16, 19, 22, 25, 28 Culture developer Calculate the points at the items 2, 5, 8, 11, 14, 17, 20, 23, 26, 29 Educator Calculate the points at the items 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 Architect
14 | COSERE 2.2 Managing and Motivating Staff Members As the principal of a school, you carry a significant responsibility on your shoulders. It’s not just about managing the school’s dayto-day affairs or ensuring that the curriculum is followed to the letter. One of your most critical roles involves directly impacting the lives and careers of your staff members. Your duty extends beyond mere administration; it encompasses the vital task of ensuring that every teacher and staff member under your charge stays highly motivated and deeply engaged in their respective roles. Fortunately, there are a variety of motivational theories available at your disposal that can assist you in this important task. These theories can provide you with a framework for understanding what drives your staff members to do their best work and how you can support them in achieving their goals.
COSERE | 15 2.3. Introduction to motivational theories: 2.3.1. Abraham Maslow – Psychological theory of needs. Maslow’s hierarchy of needs, proposed by Abraham Maslow, presents a framework suggesting that human motivation stems from a hierarchy of five fundamental categories: physiological, safety, love, esteem, and self-actualization. The theory posits that as individuals progress through these needs, they experience a greater sense of fulfilment and motivation. Maslow’s framework offers insights into individual motivation and also provides a lens through which we can better understand human behaviour and well-being. From the foundational physiological needs, which address basic requirements for survival, to self-actualization, which represents the realization of one’s fullest potential, learn more about each category within Maslow’s hierarchy. (https://www.thoughtco.com/ maslows-hierarchy-of-needs-4582571)
16 | COSERE 2.3.2. Douglas McGregor – Theory X and Y. Two possible ways to understand the working people: Theory X Work is inherently distasteful to most people, and they will attempt to avoid work whenever possible. Most people are not ambitious, have little desire for responsibility, and prefer to be directed. Most people have little aptitude for creativity in solving organizational problems. Motivation occurs only at the physiological and security levels of Maslow’s hierarchy of needs. Most people are self-centred. As a result, they must be closely controlled and often coerced to achieve organizational objectives. Most people resist change. Most people are gullible and unintelligent. Essentially, Theory X assumes that the primary source of employee motivation is monetary, with security as a strong second. Under Theory X, one can take a hard or soft approach to getting results. Theory Y Theory Y management makes the following assumptions: Work can be as natural as play if the conditions are favourable. People will be selfdirected and creative to meet their work and organizational objectives if they are committed to them. People will be committed to their quality and productivity objectives if rewards are in place that address higher needs such as self-fulfilment. The capacity for creativity spreads throughout organizations. People will seek responsibility. McGregor stressed that Theory Y management does not imply a soft approach. Some people may not have reached the level of maturity assumed by Theory Y and may initially need tighter controls that can be relaxed as the employee develops. If Theory Y holds true, an organization can apply the following principles of scientific management to improve employee motivation: decentralization and delegation, job enlargement, participative management, performance appraisals, etc.
COSERE | 17 William Ouchi - added Theory Z. Theory Z stresses the need to help workers become generalists, rather than specialists. It views job rotations and continual training as a means of increasing employees’ knowledge of the company and its processes while building a variety of skills and abilities. The employees have the opportunity to fully develop their careers at one company. When employees rise to a higher level of management, it is expected that they will use Theory Z to “bring up,” train, and develop other employees in a similar fashion. Theory Z also makes assumptions about company culture: The company philosophy and culture need to be understood and embodied by all employees, and employees need to believe in the work they’re doing. The organization and management team need to have measures and programs in place to develop employees. Employment is usually long-term, and promotion is steady and measured. This leads to loyalty from team members. Employees are encouraged and expected to take part in organizational decisions. Because employees have a greater responsibility in making decisions and understand all aspects of the organization, they ought to be generalists. However, employees are still expected to have specialized career responsibilities, etc.
18 | COSERE 2.3.3. George Elton Mayo – Human relations. Mayo is considered the founder of the human relations (HR) movement. Mayo’s experiments initially focused on altering physical conditions such as lighting, heating, and rest breaks to gauge their impact on employee motivation. Contrary to his predictions, Mayo discovered that physical factors had limited influence on motivation and productivity. Instead, he found that social factors, such as positive relationships and clear communication between managers and employees, played a crucial role in boosting motivation and productivity levels. Mayo’s theories identify a “norm” through the degree to which a group encourages positive or negative behaviours. This is typically expressed through an employee handbook or workplace policies and can include formal or informal rules. Group cohesiveness is how a group cooperates, defined as a group’s overall camaraderie or level of teamwork. The following are the four combinations of a group’s norm about its cohesiveness: Low norm and low cohesiveness: This group is ineffective and has a minimal impact since none of the members are motivated to excel. Low norm and high cohesiveness: This group has a negative impact since fellow members encourage negative behaviour. In a typical workplace, an example would be a group that gossips together and actively fights against management — a group with high comradery and low structure. High norm and low cohesiveness: This group has a small degree of positive impact through individual member accomplishments. Each employee must maintain a high standard of work but does not cooperate as part of a team. High norms and high cohesiveness: This group has the greatest positive impact, is held to a high standard and works together to achieve its goals.
COSERE | 19 2.3.4. Frederik Hercberg – The two-factor motivation theory. https://www.simplypsychology.org/herzbergs-two-factor-theory.html Motivation factors are necessary to improve job satisfaction. These motivators are intrinsic to the job and lead to job satisfaction (i.e.: advancement, the work itself, possibility for growth, responsibility, recognition, achievement, etc.). Hygiene factors are extrinsic to the job and function in “the need to avoid unpleasantness” (i.e.: contextual factors such as interpersonal relations, salary, company policies, and administration, relationship with supervisors, working conditions, etc.).
20 | COSERE 2.3.5. Clayton Paul Alderfer – ERG theory. Developed Maslow’s hierarchy of needs. ERG theory suggests that there are three groups of core needs: existence (E), relatedness (R), and growth (G). These groups align with Maslow’s levels of physiological needs, social needs, and self-actualisation needs, respectively. Existence needs concern our basic material requirements for living (physiological needs - air, food, water, shelter, and safety-related needs - health, secure employment, property). Relatedness needs have to do with the importance of maintaining interpersonal relationships. These needs are based on social interactions (love/belonging-related needs - friendship, family, and sexual intimacy, and esteem-related needs - gaining the respect of others). Growth needs describe intrinsic desire for personal development (self-esteem needs - self-esteem, self-confidence, and achievement and self-actualisation needs - morality, creativity, problem-solving, discovery). Alderfer proposed that when a certain category of needs isn’t being met, people will redouble their efforts to fulfil needs in a lower category. For example, if someone’s self-esteem is suffering, he or she will invest more effort in the relatedness category of needs. https://courses.lumenlearning.com/wm-introductiontobusiness/chapter/alderfers-erg-theory/
COSERE | 21 2.3.6. Victor Harold Vroom – Expectancy theory. It works on the assumption that people will choose to maximise pleasure and minimise pain. This means that people will behave in a way that results in the best outcome or reward. The theory is dependent on the idea that the more an employee values the outcome, the more motivated they will be to achieve it. The more effort they put into succeeding, the more certain they are of getting that satisfying reward. To make the connection between motivation, effort and performance, Expectancy theory has three variables: Expectancy, Instrumentality and Valence. Expectancy (E) If an employee puts in the effort, they expect a certain result. If they do not get that result, they will not be motivated to make the effort again and so will not be satisfied with the outcome. Instrumentality (I) The employee might make the effort and get the expected result but if they do not believe that the result is instrumental in getting the reward, they will not be motivated. And so, the outcome is not achieved and the employee is not satisfied. It is important to note though, that the reward might not always be what the employee expected at first. Valence (V) Valence is how much the outcome is valued, if at all. The more an employee values a certain reward, the more satisfied they will be with their efforts. A reward doesn’t have to be a grand gesture, it just has to be meaningful to the employee – whether that’s a bonus, extra time off or simply a bit of recognition. Motivational Force (MF) = Expectancy (E) x Instrumentality (I) x Valence (V) If either E, I or V are zero, then the equation fails, and this indicates that motivation is low or non-existent.
22 | COSERE 2.3.7. Edward Deci and Richard Ryan - Self-determination theory. Self-determination theory (SDT) is a macro theory of human motivation and personality that concerns people’s innate growth tendencies and innate psychological needs. It pertains to the motivation behind people’s choices in the absence of external influences and distractions. SDT focuses on the degree to which human behaviour is self-motivated and self-determined. Intrinsic motivation refers to initiating an activity because it is interesting and satisfying in itself to do so, as opposed to doing an activity to obtain an external goal (extrinsic motivation). A taxonomy of motivations has been described based on the degree to which they are internalised. Internalisation refers to the active attempt to transform an extrinsic motive into personally endorsed values and thus assimilate behavioural regulations that were originally external. Three basic psychological needs motivate self-initiated behaviour and specify essential nutrients for individual psychological health and well-being. These needs are said to be the universal and innate need for autonomy, competence, and relatedness. The term extrinsic motivation refers to the performance of an activity in order to attain some separable outcome and, thus, contrasts with intrinsic motivation, which refers to doing an activity for the inherent satisfaction of the activity itself. Unlike some perspectives that view extrinsically motivated behaviour as invariantly non autonomous, SDT proposes that extrinsic motivation can vary greatly in its relative autonomy.(2000_RyanDeci_SDT.pdf).
COSERE | 23 2.3.8. David McClelland - Three Needs Theory. Each person is motivated by power, affiliation, or achievement. One trait is usually more dominant, but the others are present in an individual as well. Need for Achievement (nACH): personal responsibility, feedback, moderate risk. Typical behaviours: High: Must win at any cost, must be on top, and receive credit. Low: Fears failure, avoids responsibility. Need for Power (nPOW): influence, competitive. Typical behaviours: High: Demands blind loyalty and harmony, does not tolerate disagreement. Low: Remains aloof, maintains social distance. Need for Affiliation (nAFF): acceptance and friendship, cooperative. Typical behaviours: High: Desires control of everyone and everything, exaggerates own position and resources. Low: Dependent/subordinate minimizes own position and resources. https://educationlibrary.org/mcclellands-three-needs-theory-power-achievement-andaffiliation/
24 | COSERE 2.3.9. George Homans – Social Exchange Theory. The basic definition of social exchange theory is that people make decisions by consciously or unconsciously measuring the costs and rewards of a relationship or action, ultimately seeking to maximise their reward. This theory focuses on face-toface relationships and isn’t meant to measure behaviour or change at a societal level. According to social exchange theory, a person will weigh the cost of a social interaction (negative outcome) against the reward of that social interaction (positive outcome). These costs and rewards can be material, like money, time, or a service. They can also be intangible, like effort, social approval, love, pride, shame, respect, opportunity, and power. Each person wants to get more from an interaction or relationship than they give. When a relationship costs a person more than it rewards them, they end it. But when a relationship provides enough rewards, they continue it. What is or isn’t enough depends on various factors, including a person’s expectations and comparisons with other possible interactions and relationships. Another aspect of social exchange theory is that people expect equity in exchange. People expect to be rewarded equally for incurring the same costs, and when they aren’t, they are displeased.
COSERE | 25 2.4. Who is on your team? Every team consists of diverse personalities. Teams are often led by capable and willing teachers who drive the team forward. However, not everyone on the team possesses the same skills, and sometimes, for various reasons, some team members are either unable or unwilling to be active contributors. They might appear to be outsiders or less skilled. Reflection exercise Instruction: Consider your group of teachers and organise them into the following table. Remember, this classification is somewhat limited, so please explain your reasons for placing them where you do. Approach this task with a positive mindset. Consider the following: • If you assigned a teacher to sector 2A, how can you prove their reluctance? What might be causing it? • If a teacher was placed in sector 1B, how do you demonstrate their lack of ability? In which specific area? • For a teacher assigned to sector 2B, what proof do you have of their lack of ability? In which area? Also, how can you show they’re unwilling? What might be the reason behind their reluctance? • What motivation is needed for teachers included in different sectors/quadrants? How can you achieve a move out of the teachers from sectors 1B, 2A, 2B to approach sector 1A? Teachers´charcteristics Able/capable/skilled Low skilled/Non-capable Willing 1A 1B Non-willing 2A 2B
MODULE B
COSERE | 27 MODULE B: DIFFERENT COLLEGIAL SUPPORT FORMS The goal of the module is to acquire the knowledge and skills necessary to implement an effective system of different collegial support forms (peer observation, collaborative practices, key skills of support etc.) at educational settings. The module will contribute to the professional development of teachers through cooperation, ultimately increasing the effectiveness of the educational process. In addition, the module will enable participants to acquire the knowledge and skills that will help in supporting school staff in managing their emotions. Learning outcomes: Upon completion of this module, participants will be able to: • Understand methods and forms of peer observation and implement the gained knowledge into practice, • Understand and implement foundational principles in collaborative lesson planning • Build positive relationships with colleagues, mastering necessary skills as active listening, conflict management, • Help colleagues cope with stressful situations and reduce the risk of professional burnout. Target group School leadership and management teams (school leaders, deputy heads, subject group leaders, support staff, consultants, and career counsellors). Introduction Outline The module consists of 3 units. In Unit 1, we will open a discussion about peer support in professional development, in Unit 2, we will focus on key leadership competences to be developed to ensure collegial support, and in Unit 3, we will outline aspects of supporting staff well-being. Short theoretical inputs will be supplemented by exercises and a final test. Unit 1 lasts 590 minutes, Unit 2 lasts 300 minutes, and Unit 3 lasts 90 minutes. This teaching and learning material supports activities on the COSERE project’s e-learning platform and can be used by both trainers and trainees.
28 | COSERE UNIT 1: PROMOTING SCHOOL-BASED PROFESSIONAL DEVELOPMENT Learning outcomes: After completing this module, participants will be able to: • Recognise that observing colleagues in the learning process is the most effective means of professional collaboration between teachers, promoting professional growth and improving the teaching-learning process. • Become familiar with the aims of class observation and the main principles of its management. • Understand the impact of collaborative planning on student engagement and achievement. • Employ planning strategies to support collaborative lesson planning. • Develop strategies to overcome common challenges in collaborative planning.
COSERE | 29 1.1 Collegiality and its importance. One of the essential aspects that holds a significant place in the teacher’s professional standard or code of professional ethics is collegiality. Collegiality among teachers involves a constant readiness for cooperation, selfless and open exchange of pedagogical experience, sharing information, and embracing new technologies and innovations. This, in turn, serves as a necessary prerequisite for the professional development of both oneself and colleagues, ensuring the quality of teaching and learning. To enhance the educational process and facilitate the professional growth of teachers, educators must be receptive to and accept constructive criticism, including the delicate feedback from colleagues. Such an approach enables the analysis of past mistakes and aids in avoiding them in the future. This principle is reflected in one of the most effective strategies of teachers’ cooperation in the Western educational space— the introduction of the “Critical Friends” institute, which entails mutual observation of teachers during the learning process. Observation stands out as the most accessible and widespread method for studying pedagogical practice. 1.2 How does peer observation work? In the model of mutual observation, five methods of observation are distinguished, which, in turn, are divided into three stages: • Pre-observation meeting: The teacher, whose lesson is being attended, informs the colleague about the lesson plan, explains the kind of help expected, and together they develop/select the evaluation rubric/criteria. • Attending the lesson: This involves the observation of the entire lesson process or its individual details, followed by a detailed description of the results. • Post-lesson meeting: This stage includes the analysis of observation results, evaluation, and, based on this, making adjustments to the lesson plan and its conduct. It should be emphasised that during the pre-observation meeting, the teacher hosting the lesson and the observing colleague collaborate to determine the focus of the lesson. They decide on what the guest teacher should pay attention to during the observation. This focus can vary based on the professional needs of both the hosting
30 | COSERE and observing teachers. It may include elements such as differentiated instruction and group work, utilisation of higher-order thinking skills, aspects of constructivist teaching, student engagement, discipline management, strategies for teaching writing, reading comprehension-oriented approaches, and others. Alternatively, teachers may opt to observe the general flow of the lesson. Depending on the purpose of the observation, teachers need to agree on the specific information they aim to gather during the lesson. For instance, if the goal is to observe differentiated instruction methods, the observing teacher may focus on questions like: • What are the teacher’s goals for each group of students? • How does the teacher group the students? • Are the learning resources provided to different groups distinct? • What assignments are given to each group? How does the teacher collaborate with various student groups? • How does the teacher support students facing academic difficulties? • How are students with different abilities included in the lesson? And so forth During a general observation, the visiting teacher may focus on key aspects such as: Student Engagement: What activities are students involved in during the lesson? Are they working on tasks of interest? Is there equal participation from all students? Are there any students not actively engaged? Does the teacher allocate sufficient time to each student? Teaching and Assessment: Does the teacher clearly understand the lesson’s purpose and its connection to the intended outcomes? Are the activities aligned with the lesson objectives? Does the teacher consider the needs and readiness of the students? How does the teacher evaluate students’ understanding of the material? Does the teacher foster the development of higher-order thinking skills? Classroom Management: Is the classroom environment conducive to learning? Have teachers and students established agreed-upon rules of conduct? Do students adhere to these rules? What measures does the teacher take to prevent rule violations? How does the teacher respond to breaches of conduct? Safe and Supportive Environment: Does the teacher treat students with respect? How do students treat each other? What are the teacher’s expectations regarding students’ academic achievement and behavior? Are the teacher’s attitudes consistent across different students? Do students feel comfortable expressing their opinions?
COSERE | 31 In addition to defining the focus, during the pre-meeting, the host teacher can provide information to the colleague about specific details of the class, such as: • How many students are in the class? • What is the distribution of students in terms of academic ability? • What prior knowledge do the students have regarding the topic of the lesson and the learning objective? • What characteristics of the students did the teacher take into account when planning the lesson? And other relevant details. Attending the lesson: The visiting teacher attends the colleague’s lesson at the prearranged time. It is advisable to position oneself inconspicuously in the classroom, avoiding interference with the ongoing lesson. Movement within the class may be allowed if necessary for collecting targeted data. Lesson Reflection After the observation, but before providing feedback, it is advisable for the teacher to reflect on the focus of the observation. Questions to consider during this reflection include: • What were the strengths of the lesson? • Were the desired goals achieved? • What factors facilitated or hindered the lesson? • If I were to teach this lesson again, what adjustments would I make? Feedback Session: Following the teacher’s reflection, the observing teacher can share feedback with their colleague based on the observed focus areas. As per accepted practice, the feedback should commence with a positive statement, highlighting successful aspects of the lesson. In the second part of the conversation, areas for improvement can be discussed. Ideally, the mentor can focus on one crucial aspect and provide constructive advice to the colleague.
32 | COSERE 1.3 Methods and forms of observation. Descriptive observation. During descriptive observation, the attending teacher observes everything that unfolds in the lesson to comprehend the overall situation. The primary purpose of this method is for both the teacher and the observing teacher to pay attention to every aspect in the classroom, allowing them to perceive the same events from different perspectives. However, this type of observation has certain weaknesses; it often tends to be diffuse, leading to the observing teacher’s attention being scattered and unable to concentrate on critical details. There is a risk that the observer’s judgment becomes uncontrolled, making it difficult to discern essential aspects. One of the primary objectives of descriptive observation is to assist both the teacher and the student teacher in identifying the specific focus of the observation. Focused observation In focused observation, attention is directed towards a specific aspect or event within the lesson. The selection of this particular event is primarily determined by the teacher inviting the colleague to observe. During focused observation, one might witness the introduction of a new learning strategy, the examination of a challenging situation that the teacher seeks assistance with, or any other targeted element the teacher wishes to highlight. Teamwork In the initial stage of team observation, teachers collaboratively plan the lesson and establish a consensus on what they will observe throughout the course of the lesson. While the two previously discussed observation methods primarily serve the interests of the present and observed teacher, this method of observation is symmetrical, providing mutual benefits for both teachers. It can be effectively employed within a single subject, where two teachers teach the same subject in parallel classes, or in integrated teaching. The joint planning and execution of the lesson represent an optimal approach for enhancing the professional growth of each teacher and achieving desired outcomes. During this collaborative process, the fusion of their individual professionalism and the sharing of collective experiences give rise to new ideas. A lesson planned and conducted in this manner is bound to be more flexible and sophisticated.
COSERE | 33 Involved Observation (Observer in the Role of a Student) During “involved” observation, the teacher does not remain an external observer but fully immerses themselves in the situations they aim to study. The objective of the observer is to assess how well students understand the material and instructions provided by the teacher and whether they are genuinely interested in the topic. In essence, this method evaluates the lesson from the student’s perspective. Self-Observation This method assists teachers in enhancing their ability for objective self-evaluation and recognising the strengths and weaknesses of the teaching process. To ensure the objectivity of self-observation, the teacher should pre-develop a self-observation scheme that will serve as a guide when evaluating their conducted lesson. Selfobservation becomes more objective and valuable when the attending teacher evaluates the lesson based on the self-observation chart. At the lesson’s conclusion, it is crucial to analyse whether the assessments from both teachers align. Special attention should be given to components that might receive different evaluations. The development of teachers’ mutual support skills is of great significance for improving the educational process and fostering the professional growth of each teacher. Such collegial relationships are a prerequisite for the successful functioning of the school, forming the foundation of the school’s prestige and strength. A robust school serves as a guarantee for nurturing an educated and morally upright generation, subsequently ensuring the strength of the country.
34 | COSERE 1.4. Critical friend and the critical friend institution Observing the lesson is the most common method for analysing the progress of the educational process in schools. The observation can be conducted by the principal, an external monitor, or other teachers/colleagues. It is crucial for the teacher being observed to know the objectives of the observation and the evaluation criteria in advance. While maintaining validity during lesson observation can be challenging, its use for final assessment is not considered appropriate. To ensure a comprehensive examination of the teacher’s activity, it is recommended that at least two people observe the lesson and compare the results with other data, such as student surveys. Numerous studies (Alkhawaldeh, 2018; Kazemi, 2021; Porter Peters-Burton, 2021) affirm that the most practical and result-oriented professional development for teachers occurs at the school base through alternative methods. This form of professional development is highly adaptable to the specific needs of the teacher and aligns with the learning goals and tasks of the students. In contrast to traditional forms of professional development that involve standardised activities from external sources, this approach allows teachers to grow professionally by engaging in observation, analysis, reflection, peer feedback, trying out new approaches in the local context, and collaborating with colleagues (Goddard, Goddard, Tschannen-Moran, 2007). Research conducted in many countries supports the idea that the closer professional development activities are linked to the teacher’s direct practice, the more effective they become. School-based professional development is closely connected to practice, enabling teachers to immediately apply newly acquired experiences in the classroom. Continuous support from colleagues during this process enhances their confidence (Svendsen, 2016), contributing to ongoing teacher professional development. Gibbs’ reflection model (Gibbs, 1988) underscores the importance of reflection and feedback in the individual’s professional development process. Teachers receive feedback through professional cooperation, gaining new experiences through social interaction, and sharing opinions and ideas. We should view cooperation as an essential and consequential principle in the professional development of teachers at the school level. For school-based professional development to be effective, teachers and the school must be familiar with alternative forms of professional cooperation among teachers, enabling them to create a unique system tailored to the school’s profile.
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