Collaborative and

Reflective Practice
Journal
CRP
Let us, on both sides, lay aside all arrogance. Let us not, on either side, claim that we have
already discovered the truth. Let us seek it together as something which is known to neither of
us. For then only may we seek it, lovingly and tranquilly, if there be no bold presumption that it
is already discovered and possessed. St Augustine

AITSL Standard 6 Engage in professional

learning
6.1 Identify and plan professional learning needs
6.2 Engage in professional learning and improve
practice
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve
student learning

Background and History of CRP

2014 2016

Collaborative and Reflective Practice

The Collaborative and Reflective Practice program provides a space for teachers
to work together on their teaching practice. We believe that an intimate
approach to professional development is required for teacher improvement and
this is what we aim to provide in CRP. Teachers are able to ask questions about
their teaching practice, reflect on their strengths, implement new strategies, and
work on their opportunities for growth within the safety of a supportive peer
group.

What are the CRP Pods?

The Collaborative and Reflective Practice Pod groups serve to provide teachers
with an opportunity to reflect on pedagogy. Teachers meet to discuss topics of
interest, as well as share ideas, research and their classrooms. Teachers are able
to seek guidance and feedback from the group
regarding their progress on particular professional
goals.

How does it work?

In particular, we ask teachers to construct a lesson
and articulate their responses to a series of questions
- specifically: What is your observation focus? Why?
What went well with regard to the observation focus?
What opportunities are there for improvement? Pod
members reflect in one of two ways.
1) Teaching pod watch a video recording of the
lesson and together reflect on it in terms of the
observation focus.
2) Teachers enter each others class to reflect on the
observation focus.
A variety of reflective tools are also used, such as the observation sheet in this
handbook.

What are the benefits?

This evaluation is beneficial for all teachers involved in that members deepen
their understanding of their own practices by offering and receiving particular
insights, sharing alternative methods or reflecting on student engagement and
achievement with tasks. Ultimately, this process further encourages reflective
practices among individuals.

What focuses can I choose to reflect on with my pod?

Teachers have engaged in professional discussion around a variety of topics in

education. These topics have commonly centred upon questions derived from
the Art and Science of Teaching framework, differentiation or the AITSL
standards. However, teachers welcome to bring to the pod for reflection a focus
of their own choice.

Relevance to AITSL standards

Not only does this project reflect AITSL Standard 6 Engage in professional
learning, the AITSL standards form the foundation from which we operate. Each
of the teaching topics reflected upon will have specific links to the AITSL
standards.

Our Approach to Improving Teacher Effectiveness

ASOT
The Art and Science of Teaching by Robert Marzano
(2007) has provided teachers in the Middle School
with a teaching and learning framework from which to
develop teaching practice. The framework has been
used to facilitate teacher development within the
Collaborative and Reflective Practice pods.

For example, the Maths and Science CRP group have focussed on implementing
Design Question 1.

Design Question 1: What will I do to establish and

communicate learning goals, track student
progress, and celebrate success?

Providing clear learning goals and scales to

measure those goals
Tracking student progress
Celebrating student success
In this process, teachers have created scales to
reflect the KUD goals. Currently, the scales have
received positive feedback from the students.

The framework has also allowed teachers to track their own professional
development along a proficiency scale through pod and individual reflection on
helpful success criteria. The resource, Becoming a Reflective Teacher details
explicit actions teachers and students would do as indicative of effective
teaching.

Providin
g clear
learning
goals
and
scales
(rubrics
)

0
Not Using

1
Beginning

2
Developing

3
Applying

4
Innovating

I should use the

strategy, but I
dont.

I use the
strategy
incorrectly or
with parts
missing.

I provide a
clearly stated
learning goal
accompanied by
a scale or rubric
that describes
levels of
performance,
but I do so in a
somewhat
mechanistic
way.

I provide a
clearly stated
learning goal
accompanied by
a scale or rubric
that describes
levels of
performance,
and I monitor
students
understanding
of the learning
goal and level
of performance.

I adapt and
create new
strategies for
unique student
needs and
situations.

Differentiation
Identifying clear KUD goals consequently
creates a platform from which we can
differentiate. With the notion that once
teachers and students are clear of particular
end targets for a unit of work, we can then
differentiate reasonable pathways for students
to get there.
For us, we ask the question, does it make
sense to differentiate? It is not feasible to
differentiate every lesson, though if it makes
sense, we encourage teachers in the Middle
School to do this.
We differentiate according to the following three types of learning experiences:

For students to work efficiently, we differentiate according to learning

profile (how students think and learn best)
For engagement, we differentiate according to interest
For growth, we differentiate according to student readiness (ability)

We know that when students work within their strengths we optimise their
opportunity for successful outcomes.
Students can hit any target that
they know about and that stands still
for them.
Rick Stiggins

Collaborative and Reflection Practice Reflection Tool

Pre Lesson Reflection

Observation Focus

Why?

Lesson Context
Lesson Goals:
Instructional Strategies:

Post Lesson Reflection

Strengths? (With regard to the Observation Focus)

Opportunities? (With regard to the Observation Focus)

Most valuable tool/insight gained from the lesson

(Optional)

Session No:

Reflective Practice Session Notes

Date:

Topic/Name: _________________________________________________________
AITSL Standards:
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Observation Focus:
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Reflection Notes
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Session No:

Reflective Practice Session Notes

Date:

Topic/Name: _________________________________________________________
AITSL Standards:
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Observation Focus:
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Reflection Notes
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Session No:

Reflective Practice Session Notes

Date:

Topic/Name: _________________________________________________________
AITSL Standards:
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Observation Focus:
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Reflection Notes
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Session No:

Reflective Practice Session Notes

Date:

Topic/Name: _________________________________________________________
AITSL Standards:
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Observation Focus:
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Reflection Notes
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Session No:

Reflective Practice Session Notes

Date:

Topic/Name: _________________________________________________________
AITSL Standards:
_____________________________________________________________
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Observation Focus:
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Reflection Notes
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Session No:

Reflective Practice Session Notes

Date:

Topic/Name: _________________________________________________________
AITSL Standards:
_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Observation Focus:
___________________________________________________________________________
___________________________________________________________________________

Reflection Notes
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Session No:

Reflective Practice Session Notes

Date:

Topic/Name: _________________________________________________________
AITSL Standards:
_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Observation Focus:
___________________________________________________________________________
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Reflection Notes
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Session No:

Reflective Practice Session Notes

Date:

Topic/Name: _________________________________________________________
AITSL Standards:
_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Observation Focus:
___________________________________________________________________________
___________________________________________________________________________

Reflection Notes
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Session No:

Reflective Practice Session Notes

Date:

Topic/Name: _________________________________________________________
AITSL Standards:
_____________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Observation Focus:
___________________________________________________________________________
___________________________________________________________________________

Reflection Notes
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Teacher Individual Goal 1

Goa/Instructional
Strategy:_____________________________________________________
___________________________________________________________________________
Why?
______________________________________________________________________
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My initial score: ____ My goal is to be at ____ by
___________________________________
Specific things I am going to do to improve:
_______________________________________
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___________________________________________________________________________
Innovating 4
Applying 3
Developing 2
Beginning 1
Not Using 0
Date

a.____ b. ____ c. ____ d. ____ e. ____ f. ____ g. ____ h. ____ i. ____ Summative
Score: ____
My Criteria
0
Not using

1
Beginning

2
Developing

3
Applying

4
Innovating

15

Teacher Individual Goal 2

Goa/Instructional
Strategy:_____________________________________________________
___________________________________________________________________________
Why?
______________________________________________________________________
___________________________________________________________________________
My initial score: ____ My goal is to be at ____ by
___________________________________
Specific things I am going to do to improve:
_______________________________________
___________________________________________________________________________
___________________________________________________________________________
Innovating 4
Applying 3
Developing 2
Beginning 1
Not Using 0
Date

a.____ b. ____ c. ____ d. ____ e. ____ f. ____ g. ____ h. ____ i. ____ Summative
Score: ____
16

My Criteria
0
Not using

1
Beginning

2
Developing

3
Applying

4
Innovating

Teacher Group Goal 1

Goa/Instructional
Strategy:_____________________________________________________
___________________________________________________________________________
Why?
______________________________________________________________________
___________________________________________________________________________
My initial score: ____ My goal is to be at ____ by
___________________________________
Specific things I am going to do to improve:
_______________________________________
___________________________________________________________________________
___________________________________________________________________________
Innovating 4
Applying 3
Developing 2
Beginning 1
Not Using 0
Date

17

a.____ b. ____ c. ____ d. ____ e. ____ f. ____ g. ____ h. ____ i. ____ Summative
Score: ____
Our Criteria
0
Not using

1
Beginning

2
Developing

3
Applying

4
Innovating

Teacher Group Goal 2

Goa/Instructional
Strategy:_____________________________________________________
___________________________________________________________________________
Why?
______________________________________________________________________
___________________________________________________________________________
My initial score: ____ My goal is to be at ____ by
___________________________________
Specific things I am going to do to improve:
_______________________________________
___________________________________________________________________________
___________________________________________________________________________
Innovating 4
Applying 3
Developing 2
Beginning 1
Not Using 0
Date

18

a.____ b. ____ c. ____ d. ____ e. ____ f. ____ g. ____ h. ____ i. ____ Summative
Score: ____
Our Criteria
0
Not using

1
Beginning

2
Developing

3
Applying

4
Innovating

Links between AITSL standards and

ASOT
ASOT
The Art and Science of
Teaching
Design Question 1: What will I do to
establish and communicate learning
goals, track student progress, and
celebrate success?
1. Providing clear learning goals and
scales to measure those goals
2. Tracking student progress
3. Celebrating student success

AITSL
Australian Institute for
Teaching and School
Leadership
Standard 2.3 Curriculum, assessment
and reporting
Standard 3.1 Establish challenging
learning goals
Standard 5.1 Assess student learning
Standard 5.2 Provide feedback to
students on their learning
Standard 5.4 Interpret student data
Standard 5.5 Report on student
achievement

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Lesson Segments Involving Routine Events

Lesson Segments Addressing Content

Design Question 6: What will I do to

establish and maintain classroom rules
and procedures?
4. Establishing classroom routines
5. Organising physical layout of the
classroom for learning

Standard 4.2 Manage classroom

activities

Design Question 2: What will I do to help

students effectively interact with the
new knowledge?
6. Identifying critical information
7. Organising students to interact
with new knowledge
8. Previewing new content
9. Chunking content into Digestible
Bites
10. Processing of new information
11. Elaborating on new information
12. Recording and representing
knowledge
13.
Reflecting on learning
Design Question 3: What will I do to help
students practice and deepen their
understanding of new knowledge?
14. Reviewing content
15. Organising students to practice
and deepen knowledge
16. Using homework
17. Examining similarities and
differences
18. Examining errors in reasoning
19. Practicing skills, strategies, and
procedures
20. Revising knowledge
Design Question 4: What will I do to help
students generate and test hypotheses
about new knowledge?
21. Organising students for
cognitively complex tasks
22. Engaging students in cognitively
complex tasks involving
hypothesis generating and testing
23. Providing resources and guidance

Standard 1.1 Physical, social and

intellectual development and
characteristics of students
Standard 1.2 Understand how students
learn
Standard 3.2 Plan, structure and
sequence learning programs

Standard 1.1 Physical, social and

intellectual development and
characteristics of students
Standard 1.2 Understand how students
learn
Standard 3.3 Use teaching strategies
Standard 3.4 Select and use resources

Standard 3.4 Select and use resources

20

Lesson Segments Enacted on the Spot

Design Question 5: What will I do to

engage students?
24. Noticing and reacting when
students are not engaged
25. Using academic games
26. Managing response rates
27. Using physical movement
28. Maintaining a lively pace
29. Demonstrating intensity and
enthusiasm
30. Using friendly controversy
31. Providing opportunities for
students to talk about themselves
32. Presenting unusual or intriguing
information
Design Question 7: What will I do to
recognise and acknowledge adherence
and lack of adherence to classroom rules
and procedures?
33. Demonstrating Withitness
34. Applying consequences
35. Acknowledging adherence to rules
and procedures
Design Question 8: What will I do to
establish and maintain effective
relationships with students?
36. Understanding students interests
and backgrounds
37. Using behaviours that indicate
affection for students
38. Displaying objectivity and control

Standard 1.5 Differentiate teaching to

meet the specific learning needs of
students across the full range of
abilities
Standard 1.6 Strategies to support full
participation of students with disability

Design Question 9: What will I do to

communicate high expectations for all
students?
39. Demonstrating value and respect
for low expectancy students
40. Asking question of low
expectancy students
41. Proving incorrect answers with
low expectancy students

Standard 1.5 Differentiate teaching to

meet the specific learning needs of
students across the full range of
abilities
Standard 4.1 Support student
participation

Standard 4.3 Manage challenging

behaviour
Standard 4.4 Maintain student safety
Standard 4.5 Use ICT safely, responsibly
and ethically

Standard 1.3 Students with diverse

linguistic, cultural, religious and
socioeconomic backgrounds
Standard 1.5 Differentiate teaching to
meet the specific learning needs of
students across the full range of
abilities
Standard 2.4 Understand and respect
Aboriginal and Torres Strait Islander
people to promote reconciliation
between Indigenous and nonIndigenous Australians
Standard 3.5 Use effective classroom
communication

21

ASOT Missing Standards from

Standard 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Standard 2.5 Literacy and numeracy strategies
Standard 2.6 Information and communication technology (ICT)
Standard 3.6 Evaluate and improve teaching programs
Standard 3.7 Engage parents/carers in the educative process
Standard 7.1 Meet professional ethics and responsibilities
Standard 7.2 Comply with legislative, administrative and organisational
requirements
Standard 7.3 Engage with parents/carers
Standard 7.4 Engage with professional teaching networks and broader communities

22