Learning Forward
Equity and excellence in teaching and learning.
In demonstration classrooms, it's show-and-tell everyday
By Learning Forward
October 2011
Vol. 32 No. 5
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“So much professional development is all theory, but demonstration classrooms allow us to see the theory in practice, which is critical. As teachers, we rarely get to see other teachers at work. We may talk about teaching, but there’s a real value in seeing it. And the demo classroom is authentic and allows us to witness things that work and things that may not. The chance to have constructive collaboration and debriefing is so valuable.”
— Toronto teacher
“Direct observation of the professional practices of teachers by teachers must become the new foundation of professional development.”
— Reeves, 2008
Toronto District School Board
Toronto, Ontario, Canada
Number of schools: 558
Enrollment: 250,000
Staff: 33,000
Racial/ethnic mix:
White: 31%
South Asian: 23%
East Asian: 17%
Black: 12%
Mixed: 7%
Middle Eastern: 5%
Southeast Asian: 4%
Latin American: 2%
Aboriginal: 0.2%
Main language other than English spoken in the home: 47%
Students born outside of Canada: 26%
Languages spoken: 80
Special education: 17%
Contact: Karen Grose, coordinating superintendent of program planning
Email: karen.grose@tdsb.on.ca
| Impact on teaching practice | ||||||
| Not meaningful | Somewhat meaningful | Meaningful | Very meaningful | Response average | % Meaningful + Very | |
| Classroom observation | 1% | 5% | 32% | 62% | 3.55 | 94% |
| Debriefing / Action planning | 1% | 2% | 31% | 66% | 3.62 | 97% |
| Impact on student learning | ||||||
| Not meaningful | Somewhat meaningful | Meaningful | Very meaningful | Response average | % Meaningful + Very | |
| Classroom observation | 2% | 10% | 38% | 50% | 3.36 | 88% |
| Debriefing / Action planning | 2% | 9% | 37% | 52% | 3.39 | 89% |
Effective teaching
The following chart reflects the collated ideas of central staff and demonstration teachers and highlights some of the key elements observable in Toronto District School Board demonstration classrooms.
| Effective teaching is inclusive, instructionally precise, attributes-based, and learning-focused. | ||
| Big idea | What the teacher does | What it looks like |
| Inclusive | Fosters authentic connections with all students. | Welcoming, safe, and caring environment where students feel free to take risks.A sense of joy in the classroom.
Students feel cared for and valued. Strong relationships are evident among teachers, students, community, colleagues, parents, and caregivers. Mutual respect is a defining characteristic of the teacher-student relationship and student-student relationships. |
| Instructionally precise | Differentiates instructional practices. | Relentless, intentional, high-yield strategies are used to reach all students.Effective assessment practices for learning (ongoing teacher reflection, frequent monitoring of student progress, adjusting teaching and learning structures and content based on student input and data).
Open-ended learning tasks that require critical thinking are evident. Flexibility of instructional strategies and structures based on student needs. Students reflect about their abilities and learning and set goals for improvement. Teachers collaborate and engage in ongoing, job-embedded professional learning to refine instructional practice. |
| Attributes-based | Purposefully seeks out ofthe strengths and attributes of all students. | Culturally relevant and responsive pedagogy using practices that reflect the social realities of students.Focus is on the learner and understanding the learning strengths and needs of each student.
High expectations for all students. Purposeful student collaboration. Students make choices about their learning. Learning is meaningful — connected to the students’ real world. |
| Learning-focused environment | Uses classroomenvironment as a “second teacher.” | Anchor charts, student work samples, and other cuing and reinforcing strategies to scaffold and support student learning.Responsibility for classroom environment and learning is shared between the teacher and students.
Students actively engaged in constructing knowledge and learning from and with each other in addition to the teacher. Students use each other as resources to support their learning. Information communications technologies are used as a learning tool to engage, support, extend and deepen learning. |
Evolution and scope of demonstration classrooms in Toronto District School Board
| 2008-09 | 2009-10 | 2010-11 | |
| Demonstration classroom teachers | 2 (pilot year) |
288 | 384 |
| Classroom visits | 12 | 558 | 762 |
| Visiting teachers | 70 | 1,956 | 2,915 |
References
Easton, L.B. (2005, Spring). Power plays: Proven methods of professional learning pack a force. JSD, 26(2), 54-57.
Marzano, R. (2009, October). Using rounds to enhance teacher interaction and self-reflection: The Marzano observational protocol. Englewood, CO: The Marzano Research Laboratory.
Reeves, D.B. (2008). Reframing teacher leadership to improve your school. Alexandria, VA: ASCD.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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