A group perspective

Issue 33

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Teaching Scotland journalist

A new approach to peer observation, borne from medical rounds, is creating a more collegiate approach to the systematic development of working practices in our schools.

Cartoon of teachers taking notesMany of us will be used to peer observation and the subsequent feedback. But trials of a new approach to changing and developing teaching practice could change our perception of the traditional observational model.

'Learning Rounds', championed by the Scottish Centre for Studies in School Administration (SCSSA) and the national CPD team, is a system of non-judgemental, evidence-based group observation which encourages those taking part to view their performance and approach from a new perspective. As a result, individuals, their colleagues, whole schools and even entire local authorities have changed and improved the way they work in the classroom.

What are Learning Rounds?

So what exactly are Learning Rounds and how do they work?

Graham Thomson from SCSSA explained: "Learning Rounds involves groups of staff observing and learning about and from school practice. The unique feature of this approach is that observation and enquiry are not carried out by a lone individual, but by a team of colleagues who create a base of evidence around what they have seen.

"This evidence is descriptive only. It is not shaped by evaluative comments or value-laden points. Everyone involved in this process, whether observing or being observed, is a volunteer, and the focus is on the learning of the observing group, not on the feedback given to an individual observed teacher.

"A team of staff will visit a volunteer school to explore an issue that has been identified by the school. They watch a sequence of class lessons from different teachers over part of a day.

"The emphasis is on an evidence-based process, which leads to a continuous updating of practice."

"Each set of observations is followed by discussion, where members of the group share their collective experiences. It is this process of joint reflection that is so important to the learning of all involved. It moves Learning Rounds away from the tradition of an observer giving an observed teacher advice and guidance, onto the equally important area of shared learning, and of next steps identified from agreed evidence.

"At this stage the process concentrates on getting consensus on the exact nature of the evidence in order to provide an agreed and descriptive platform to generate improvement.

"The visiting team then presents its evidence. There is no evaluative comment, no suggestions as to next steps. The team's evidence is all about what has been observed and only what has been observed.

"In response to the evidence the hosts themselves draw up a list of next steps, which are presented on a return visit of the team. In this joint forum, group members with the host school/authority colleagues discuss the next steps and offer evaluative opinions on the plans. This meeting is designed to lay a platform for improvement.

"The emphasis is on an evidence-based process, which leads to a continuous updating of practice. The key is that a group of colleagues are learning in a joint enquiry through mediated discussions and support. As a result of being involved in the process both those observed and those observing develop and deepen their understanding of how to deliver effective system-wide change."

Professional dialogue

Now coming to the end of a two-year trial, Learning Rounds will be evaluated before the next steps are agreed. But many of those who have already participated are in little doubt of its potential benefits.

"The observation group gained confidence and developed the skills of focused observation"

For example, Brechin High School has developed a system of peer observation amongst its principal teachers. Steve Dempsey of the school explained how this has helped everyone involved: "The key aspect of the observation programme was the professional dialogue that took place after the observation between the teacher who had been observed and the principal teacher.

"The observation group gained confidence and developed the skills of focused observation, and non-judgemental feedback. The feedback to the school has been useful to identify whole school focus for future classroom observation."

Irvine Royal Academy brought together groups of headteachers, local authority staff and national CPD team members to observe learning and teaching. The success of this pilot prompted a second round, which generated such interest that unpromoted staff literally demanded to be involved, and so a third set of classroom observations were carried out.

A more collegiate approach

So why would a system that to some outsiders may seem obtrusive prove so popular? Stirling Mackie, of Irvine Royal, thinks it's down to a number of reasons. He said: "We had been building a more collegiate approach to the work of the school for some time. The chance to build on that was a natural next step for everyone.

"Staff like the non-evaluative approach that Learning Rounds is based on. This is not 'rating' the work of colleagues, but an observational approach.

"Staff being observed also appreciate the fact that it is a team approach, staff working together to improve practice."

Irvine's experience is one that has subsequently been replicated across secondary schools in North Ayrshire. This has supported the authority's efforts to instigate systematic change in schools.

The power of learning together

Gary Johnstone from Educational Services at the Council explained: "Our Learning Rounds teams gathered data which was presented to schools to assist their improvement agenda. Since then, groups of staff have repeated this kind of exercise within their own schools.

"The immediacy of school level improvement has been a revelation. I believe this initiative will be an important support in improving practice in line with CfE with the potential to support system-wide improvements.

"Learning Rounds exemplifies the power of learning together"

"Learning Rounds, importantly, exemplifies the power of learning together; within, across and beyond schools and with staff at all levels working alongside each other. We now look forward to further developing the Learning Rounds model to work with colleagues in primary and special schools."

Stirling Mackie agrees that the impact is considerable and immediate. He said: "Staff see approaches and techniques being used successfully. They return to their classrooms the next day and try them out. If it doesn't work, the original expertise is on hand in the building to be consulted."

"Interestingly, staff are already commenting that they see improvements to learning and teaching in areas which were identified as not being as well established across the school in the first set of rounds.

"It also builds real collegiality across the school. Staff engage in conversations about learning and teaching more confidently and with an enthusiasm which could not have been predicted."

Working collegially on CPD

Tom Hamilton, Director of Educational Policy at GTC Scotland, commented: "It's really interesting to see what those quoted above have noted as the key features of the success of the Learning Rounds model. Graham identified that the key is 'a group of colleagues . . . learning in a joint enquiry'. Steve commented on the 'professional dialogue' while Stirling spoke of the 'collegiate approach' and Gary noted 'the power of learning together'. All of these of course point to the same thing - teachers working together, teachers learning together, teachers building up their own pedagogic expertise in conjunction with colleagues are all part and parcel of being a successful, and professional, teacher.

"My first principal teacher used to comment that anyone who taught with the door open was a cry for help. That seemed daft to me 30+ years ago and still does, particularly now when we have models of social constructivism in learning and ideas of professional communities of practice.

"The Standard for Full Registration in Section 3.2 says that registered teachers take responsibility for their professional learning and development through working collegially with fellow teachers on continuing professional development and it is really positive to have this aspect of professionalism so well exemplified through the Learning Rounds model."

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