NWBL – questions for Carolyn and Wendie

 How do you think observations support teachers development?

 What made the college change the observation system?
 What do you think makes an expert teacher?
 What do you think makes an innovative teacher?
 What is the difference between innovative teaching and expert teaching?
 Do you think using the ratings helps teachers with their development?
 Do you think all teachers should reach expert level or is innovative ok for the
teaching and learning of students?
 Is it possible that many teachers have plateaued at innovative?
 If so why do you think this is?
 What training is offered to teachers who are innovative to help them reach expert?
 Is this enough training? Or are there gaps?
 Many colleges are moving away from using observations as a tool to measure a
lecturers overall professional practice, how do you feel about this?
 Many lecturers feel that observations are ‘done to’ them and not ‘done for’ them –
how can the college move forwards to use observations as a developmental tool and
not a focus on capability?
 Much research suggests that observations are more successful when lecturers play
an active part and key role in deciding the focus of their observation – how do you
think the college could allow the teachers to be more involved in their observation
to support them to become expert teachers?
 What training aid do you think the college could provide innovative teachers to
become expert teachers?