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In order to help people understand the process and timelines behind this model, we have created three pathways: Induction, Partnership and Intervention.
INDUCTION PATHWAY
Teachers in their first two years at ISB are part of the Induction Pathway, designed to offer a higher level on individualized support and feedback as teachers adapt to the new school environment and ways of working.
PARTNERSHIP PATHWAY
The process of reflecting on the continuum, planning an inquiry, collecting evidence and reflecting with colleagues and administrators. It could take anywhere up to 2 years, but could also be as short as a couple of months, depending on the inquiry and area of work.
INTERVENTION PATHWAY
Designed to support teachers who are experiencing difficulties, it is a similar structure to what we have been using and involves an administrator assisting a teacher to develop a more detailed action plan to support areas that need to be developed.
A typical Partnership Pathway timeline
A typical Partnership Pathway timeline
Step 1: Identify
Teachers identify themselves on the continuum and work with colleagues as learning partners to talk it through with them. Teachers include a copy of this in their professional growth record.
Step 2: Develop Questions
Teachers develop a personal inquiry based on an area that they have identified as wanting to inquire into, and grow within the continuum. With a relevant administrator (member of the Learning Leadership Team) the teacher confirms this inquiry and records it in their professional growth record.
Step 3: Investigate and Experiment
Teachers connect with learning partners (these are completely open to teacher choice and can include colleagues, Team Leaders / Dept. Heads or coaches) to define their inquiry. An administrator conducts regular observations of teaching, planning and collaborating. Teachers collect a wide range of evidence and data throughout the year based on their inquiry. This includes observational feedback, reflections on learning data and student feedback. This is recorded in their professional growth record.
Step 4: Reflect
Teachers complete a reflection element to their professional growth record and share/celebrate with a learning team. An administrator provides commentary, validating teacher growth and raising questions that will help the teacher plan next steps and revisit their continuum.
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