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Enhancing learning walks: leveraging focused observation and purposeful feedback
Sajjad, Ghazala
Sajjad, Ghazala
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Date
2024
Educational Level
ISCED Level 2 Lower secondary education
ISCED Level 3 Upper secondary education
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Pakistan
Abstract
Context: The study was conducted in Generation's School, a large private institution in Karachi, Pakistan, serving over 3,500 students and employing 600 faculty members. The school emphasizes a holistic learning environment aimed at fostering academic, social, and emotional growth among students. The research addressed the need for effective professional development aligned with observable teaching practices, particularly due to the rapid expansion of the school and the influx of new teachers.
Aims: The primary objective was to assess the impact of structured learning walks (observational practices where teachers observe their peers) to enhance collaborative learning and feedback among staff. Specifically, the study focused on the capacity development of middle leaders and teachers' intrinsic motivation for engaging in reciprocal observations.
Methods: Employing a multi-method approach, data were collected through focus groups, reflective writing prompts, and online questionnaires completed by various stakeholders, including middle leaders and teachers. The data gathering ensured diverse perspectives on the benefits and challenges surrounding learning walks. Participant consent was obtained, and confidentiality was maintained throughout the research process.
Findings: The research identified a general awareness of the benefits of learning walks among teachers and leaders, coupled with challenges such as practicality, workload, and scheduling issues. Responses indicated that a significant percentage of teachers viewed opportunities for peer observation as beneficial for improving their practice. The role of middle leaders as facilitators of trust and communication was highlighted as essential for fostering a supportive environment. Despite some positive sentiments, concerns remained regarding engagement and the perception of observation as judgmental.
Implications: The study underscores the potential for structured learning walks to cultivate a culture of mutual learning and enhance teaching practices. Training for middle leaders in areas such as targeted feedback and non-judgmental communication is critical. Additionally, addressing logistical challenges and ensuring the integration of these practices into the professional development framework is vital for sustainability. Other educators may find ways to implement similar collaborative observation initiatives, thereby enhancing teacher development and improving student outcomes.
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Keywords (free text)
learning walks, professional development, middle leaders, collaborative learning, feedback