LILYDALE WEST PRIMARY SCHOOL

RETIRED PRINCIPAL: WENDY BARTSCH

ASSISTANT PRINCIPAL: ANITA ELLIOTT
LEVEL 5/6 TEAM LEADER: AMANDA CAMPBELL

Developing processes to secure a

culture of high performance.

SCHOOL SNAPSHOT

Lilydale West Primary School- outer-eastern suburb and

gateway to Yarra Valley
Approximately 370 students F-6
Specialist areas: Visual and Performing Arts, Physical
Education and Indonesian Language.
Comprehensive ICT facilities.
Commitment to the development of strong Professional
Learning Teams and the building of teacher capacity within a
supportive environment.
Staffing profile changing.

After investigation and discussion of relevant data the

decision was made to implement a formal teacher
observation process in order to facilitate staff and student
growth.

OUR PROJECT

Our vertical leadership team investigated the giving and receiving of effective
feedback in professional practice through peer observation and the GROW
coaching model with a view to embedding this practice across the school.

It was underpinned by the shared belief that we, the teaching staff of LWPS,
are all highly skilled professionals who possess the capabilities to provide
professional development for each other at our own zone of proximal
development.

DATA AND IMPROVEMENT

DRIVERS

1.Naplan results have demonstrated poor growth over a number of curriculum

areas.

2. The GENOS survey indicated an area of growth for our school was in
giving and receiving effective feedback on classroom observations.

3. The Zengler/Folkman survey results indicated that, as a group of

professionals, we are comfortable in receiving but not in the giving of
constructive feedback to improve performance.

Giving constructive
feedback

Receiving constructive
feedback

0
-10 -8

-6

-4

-2

10

-10

-8

-6

-4

-2

10

THE 9 PILLARS OF GREATNESS - THE

LONDON LEADERSHIP STRATEGY.

Pillar 3.Exceptional teaching, learning, assessment

and feedback to support the highest levels of
attainment and achievement

Pillar 5. Personalised and highly effective

continuous professional development
within a learning community

THE PROCESS

Some teachers were trained in the GROW coaching model. This was
then used as a train the trainer model.

Teachers self selected triads for peer coaching

The Zenger Folkman effective feedback and VIA strengths survey were
implemented with all teachers.

Emotional Intelligence Professional Development was delivered to

teachers.

Developed a formal peer observation program around a school priorities.

Resourced an additional staff member two days per week to provide time
for all teachers to observe others at work.

Linked the peer observation requirement to the PDP cycle to provide

accountability and assist with individual goal setting.

Formalised the process by recording observations via a collectively

developed template for feedback and an online classroom visit log.

DEVELOPING A POSITIVE
CLIMATE OF PROFESSIONAL
GROWTH.

Capitalised on the positive, supportive nature of

staff.

Developed an understanding of our moral purpose students at the centre.

Facilitated professional conversations of both

challenge and support.

Collaboratively created an agreed set of language

protocols for professional conversations.

CHALLENGES

Significant change during the first half of this year with an interim Principal
and now a newly appointed Principal, and the school review process has
temporarily shifted our focus.

Some ineffective use of extra time provided to observe peers and lack of
confidence in providing feedback.

Number of newly qualified teachers require assistance in identifying their own

professional goals.

Initially, some staff unable to make the links between their practice and
improved outcomes for students.

SUCCESSES

Significant changes across several areas of practice:

Raising the level of professional language used in reflective conversation,

Embracing the role of peer observation to drive improvements in student learning.

An observable change of culture within the school.

Teacher discussions now directly related to student learning and improved practice.

Constructive feedback being accepted with less emotion leading to postive conversations
and questions being directly related to planning, implementation, assessment and
student outcomes.

Agreed vocabulary : objective and non-emotional statements.

Professional language

Reflective conversation

SUSTAINABILITY OF THE PROJECT

Peer observation program is a key component of the AIP

Established Peer Observation Team to continue the work of the 2015

Bastow team.

Continued resourcing of program through; timetables, planned

meetings, allocation of classroom observation time, accountability
through PDP.

Induction of new staff