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Changing teaching practice using a school improvement cycle

Campbell, Coral, Wells, Muriel, Paatsch, Louise and Rawolle, Shaun 2011, Changing teaching practice using a school improvement cycle, in AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Acrossa Boundaries, Australian Association for Research in Education, [Hobart, Tas.].

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Title Changing teaching practice using a school improvement cycle
Author(s) Campbell, Coral
Wells, Muriel
Paatsch, Louise
Rawolle, Shaun
Conference name Australian Association for Research in Education International Education Research Conference (2011 : Hobart, Tasmania)
Conference location Hobart, Tas.
Conference dates 27 Nov.-1 Dec. 2011
Title of proceedings AARE 2011 : The proceedings of the 2011 AARE International Research in Education Conference : Researching Acrossa Boundaries
Editor(s) Wright, Jan
Publication date 2011
Conference series Australian Association for Research in Education International Education Research Conference
Publisher Australian Association for Research in Education
Place of publication [Hobart, Tas.]
Keyword(s) Teaching pedagogy
school improvement cycle
Summary This paper discusses the actions, strategies and responses of teachers during their involvement with a short cycle school improvement model in four schools. The school improvement cycles are designed to build the leadership of principals to support teachers at an individual level through a web of decision making and practices. In these cycles, teachers are both more supported and more accountable for implementing changed classroom practices in order to bring about improved student outcomes. T he school improvement model follows a pattern of decision making and negotiation across and between layers of leadership within the network and the school, but for improvement to occur at the level of the student, the teacher’s pedagogical practices need to be r(e)negotiated to ensure that teaching practice meet the needs of the students.
However, evaluating teacher practice is risky business. Teachers can say, and believe, that their practices are providing the best for their students, but this is an area of uncertainty. Using a number of strategies including observation of teacher meetings, teacher interviews and video capture, the research will investigate the issue of how directives for change are translated into classroom practice. The observation of meetings of teachers will provide an indication of the type of change required and the proposed strategies. Video-capture, which is followed by teacher interviews, will provide further information about changing teaching practice.
With teacher permission, students in the research will also view the video snippets to indicate what particular pedagogy was instrumental in their learning, providing substantial feedback to the teacher on what works best for that cohort of students at that time. Teachers will be provided with the opportunity to reflect on and learn from their practice, using video-capture as a self-reflective tool. Teachers can employ video capture as a strategy to assess their management of students, their pedagogical approaches, teaching strategies and student responses and is an emerging area of research of interest to teachers and teacher educators (e.g. Seidel, Sturmer, Blomberg, Kobarg, Schwindt, 2011). The paper will provide examples of changed teacher practice through vignettes of a number of schools, teachers and classrooms and will explore the methodological reflexivity associated with this dual role of the research: to evaluate, and to support improvement.
ISSN 1324-9320
Language eng
Field of Research 130105 Primary Education (excl Maori)
Socio Economic Objective 930201 Pedagogy
HERDC Research category E2 Full written paper - non-refereed / Abstract reviewed
HERDC collection year 2011
Copyright notice ©2011, Australian Association for Research in Education
Persistent URL http://hdl.handle.net/10536/DRO/DU:30043925

Document type: Conference Paper
Collection: School of Education
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