Clip 1: Background for Delwynne

Delwynne:

When I started in my facilitating role, we just evolved into the role. And the only model I ever had was of the advisers advising, with teachers sitting back on the receiving end of lectures. And pretty much with that model to go with, that’s what I started with, and it didn’t work. It didn’t work for me as a teacher, and it's not working for me now as a facilitator in a new role.

And for two years we’ve had workshops, and pretty much I was using that model of facilitating that I just referred to – that I stand at the front and we deliver a package, and they pick it up and take it back to their schools. And I was looking for signs of change in the classrooms, because as the professional development progressed I was going in doing classroom observations. But basically the teaching practice – the teaching behaviours in the classroom – did not change. Teachers tweaked – for example, teachers added on learning intentions and success criteria – but without a purpose for the application and implementation of those tools, we weren’t getting change.

The teachers were doing all the talking, the kids were sitting back, the kids were passive, the kids were ‘done to’ as opposed to ‘working with’. And that was pretty much what was happening in this school at the beginning of this year.