One way we have done this is through our teaching and learning PLC, where one teacher took on the role of the teacher and the rest of us acted as the students. It was a fun, low-stakes way to model the idea and ease everyone into it.
We then encouraged subject teams to co-plan a short lesson segment, which one team member would deliver to colleagues. Because it was a team effort, it felt collaborative and supportive rather than evaluative.
We’ve worked hard to build a strong culture of professional trust, and that has made this kind of open, reflective practice possible. Starting small, keeping it light, and being clear about the purpose really helped build momentum.
Thanks for sharing this Sarah. You have captured the essence, simplicity and impact beautifully. Now to inspire our teachers to take up the call toward non-judgmental self-reflection and improvement.
How have you gone about proposing this to teachers? How was it received? I’m anticipating immense reservation from my teachers.
At our school, we have developed a series of teacher-created videos that showcase micro practices in action within real classroom settings. These videos break down our co-created, research-informed approach and highlight how it looks in practice. It has been a really valuable process.
We have also trialled a model where teachers teach part of a lesson to colleagues and receive focused feedback. This has sparked some powerful professional dialogue.
Reflecting on and discussing the micro elements of teaching has been hugely impactful for both teaching and learning. It is such a useful tool for driving improvement across the school.
One way we have done this is through our teaching and learning PLC, where one teacher took on the role of the teacher and the rest of us acted as the students. It was a fun, low-stakes way to model the idea and ease everyone into it.
We then encouraged subject teams to co-plan a short lesson segment, which one team member would deliver to colleagues. Because it was a team effort, it felt collaborative and supportive rather than evaluative.
We’ve worked hard to build a strong culture of professional trust, and that has made this kind of open, reflective practice possible. Starting small, keeping it light, and being clear about the purpose really helped build momentum.
Thanks for sharing this Sarah. You have captured the essence, simplicity and impact beautifully. Now to inspire our teachers to take up the call toward non-judgmental self-reflection and improvement.
How have you gone about proposing this to teachers? How was it received? I’m anticipating immense reservation from my teachers.
At our school, we have developed a series of teacher-created videos that showcase micro practices in action within real classroom settings. These videos break down our co-created, research-informed approach and highlight how it looks in practice. It has been a really valuable process.
We have also trialled a model where teachers teach part of a lesson to colleagues and receive focused feedback. This has sparked some powerful professional dialogue.
Reflecting on and discussing the micro elements of teaching has been hugely impactful for both teaching and learning. It is such a useful tool for driving improvement across the school.
How have you explored this in your setting?