PTC LEARNING VISITS
How are these enacted?
Phase 1: Agree Focus for Learning Visits
PTC identifies a focus for learning visits in dialogue with DHT and faculty teachers. This focus is aligned with SIP and FIP priorities in the area of learning, teaching and assessment. The purpose of these learning visits is to support improvement in the quality and consistency of pedagogical practice within faculty teams and across the wider school. PTC learning visits are a form of organisational practice that is intended to be ongoing and collaborative. Such practice informs self-evaluation at faculty and school levels as part of our quality assurance procedures.
Phase 2: Classroom Observation
PTC observes a series of lessons as part of a sequence of learning visits. These visits are not prearranged with teachers, although teachers understand that their lessons will be visited routinely throughout the year by their PTC to support ongoing improvements in classroom practice. Visits are learning focused. PTC gathers observational data to inform evaluation of faculty practice in agreed focus areas.
Phase 3: Evaluation of Practice
PTC feedback to teachers is focused on high level messages, that is, patterns and trends in practice across the faculty team. Calendared faculty meetings are used for this purpose with such feedback forming a ‘standing item’ on meeting agendas. Feedback is depersonalised and focused on evidence of student learning. Consideration of the effectiveness of pedagogical approaches employed and curricular materials used should inform the feedback that is given. Modifications to practice may be recommended to support improvement as part of the process of ongoing FIP evaluation.