Professional Development

Maureen McGarvey and
Tatiana Polovinkina

Having devoted two years
to learning how to teach lexically,
Year 3 participants will now practice observing other teachers' lessons and giving productive feedback.

About the course

This course works towards analysing and applying good practices of observation, self-reflection, and giving/ receiving feedback as professional development tools.

It is, to some extent, a way of standardisation of observation processes for the TTT participants, which will also hopefully serve as a possible model of organising a system of peer support and professional growth within any other educational project/ organisation.

Since the TTT is first of all a community of practice, the course follows a practical hands-on approach: you will be learning by doing things, though there will be a few reading tasks focusing on the theory behind your practices.

The key idea the course promotes is shifting the focus of observation and reflection from teachers to learners, which should help make the experience more productive and less stressful for everyone involved.

Course outcomes

By the end of the course the participants will:
● have learned the difference between different roles of the observer and different functions of observation;
● have worked out a set of own principles of being observed and observing others;
● have practiced peer-observation in collaboration with year 1 and year 3 participants;
● have learned about and practiced a number of feedback techniques, both oral and written;
● have learned about self-reflection tools and practiced evaluating own teaching;
●have set themselves short-term and long-term PD goals;
● have become more aware of options for building a system of observation (short- and long-term) to contribute to CPD and teachers’ well-being

Meet our speakers

Maureen McGarvey

Maureen has been involved in ELT since 1974.
She has been a teacher, teacher trainer, and Programme Manager for a range of eLearning programmes, primarily focussing on teacher development, trainer development and academic manager development.

Maureen wrote the Management in ELT module for the MSc TESOL offered by Aston University and has also tutored the management module for the MA TESOL offered by Westminster University.

Maureen has been Director of Teacher Training in large language teaching organisations in Spain and Hungary, as well as working in the private language teaching sector in the UK.

Her main areas of interest are academic manager development, CPD for teachers and integrating online and blended learning programmes with whole-school development.

Maureen is Chair of the IATEFL Scholarship Committee and a former Committee member of the IATEFL Leadership and Management Special Interest Group.

Tatiana Polovinkina

Tatiana is a teacher trainer with BKC IH Moscow. Before moving to this positions, she worked there as an ADoS for international exams for seven years, and overall she's been teaching for more than 20 years now, in various contexts, from primary to higher education, in public and private sectors, in Russia and UK.

Tatiana finds it fascinating to see how education is changing over the years, with our perception of what good schooling is constantly evolving. Which makes life-long professional development a must.

Tatiana's current interests include assessment and feedback, academic writing, and teacher training; and she has started looking into technology and online learning.

Her permanent belief is that any kind of learning should be a positive, fun experience.
In the video, Maureen McGarvey is considering power relationships in observation feedback and how they can help or hinder the observation dialogue.

Tania Polovinkina is exploring what we learn from peer-observation and gives tips on how to make the experience stress-free and mutually beneficial.

Professional development schedule

Session 1

- to introduce the roles of the observer;
- to reflect on own experiences beliefs;
- to outline an individual plan for the course

Developmental observer and feedback/ Moving from observations to supporting consistent development
Input+workshop: July 12, 1:30 p.m. (GMT+3) (with Tatiana Polovinkina)

Reflection Task 1: Before the next session watch the video of a lesson and answer the questions.

Session 2

- to plan short-term to long-term;
- to move from assessment to professional development;
- to consider prioritising
Moving from observations to supporting consistent development
Input+workshop: July 26, 1:30 p.m.(GMT+3)

Practice Task 1: Record yourself giving feedback to a TTT Year 1

Session 3

- to consider what makes constructive feedback;
- to consider strategies and techniques for delivering feedback;
- to learn to word what you say for the observant to benefit from
Giving constructive feedback and GROW model
Input+workshop: October 11, 1:30 p.m. (GMT+3)

Reflection Task 2: Read about writing powerful observation questions

Session 4

-to turn observations into an action plan
Student problems and teacher

Workshop: October 25, 1:30 p.m. (GMT+3)

Practice Task 2: Listen to the recording of yourself giving feedback to a TTT Year 1 teacher and consider adjustments you might like to make.

Session 5

-to learn about and try out a number of self-reflection tools;
-to use self-reflection techniques to respond to feedback
Self-evaluation – becoming a
reflective practitioner
Input: January 17, 1:30 p.m. (GMT+3)

Reflection Task 3: Read the suggested sources and try to select one or two ideas to put into practice. Start experimenting

Session 6

-to learn about and practice techniques for active listening;
-to practice giving constructive feedback;
-to practice conflict resolution
Human factor
Dealing with emotions and feedback
Workshop: February 14, 1:30 p.m. (GMT+3)

Practice Task 3: Teach your material to real students, record yourself and
write a self-reflection

Session 7

-to reflect on own teaching constructively;
-to learn the difference between immediate and delayed self-evaluation;
-to learn to turn self-evaluations into an action plan for yourself
Reflecting on TP
Input+workshop: March 14, 1:30 p.m. (GMT+3)

Reflection Task 4: Write a self-reflection on a lesson of your choice.

Session 8

-to understand the difference between oral and written feedback;
-to consider effective/ ineffective written feedback documents
For the Future: written
observation report
Workshop: April 11, 1:30 (GMT+3)

Practice Task 4: Write a feedback report of a lesson you’ve observed.