Crofton House School
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DEDICATING TIME TO THRIVE
Professional development at Crofton House School
Crofton House teachers are dedicated been essential. “The goal is being able and then channel those peer insights
professionals committed to making to open up about how you’re doing in into a second process of reflection.
a positive impact in each girl’s life. order to identify areas that should be This practice will extend to learners
To support continuous learning and a focus going forward.”
next year, with teachers reflecting on
feedback from students.
growth, the new Crofton House
Teacher Professional Growth Plan The TPGP also includes becoming
(TPGP) empowers teachers through an inquiry practitioner on behalf of In addition to supporting our teachers’
an annual process of self, peer and students. Using an evidence-based growth across a variety of stages in
learner evaluation. The 2017-2018 approach to learning and teaching their careers, the TPGP is a way to
school year marked the first or “draft” called the Spiral of Inquiry, each carve out time for sitting down and
educator is prompted to ask what is having structured conversations to
year of the program.
going on for learners, how to know guide growth and development for
Self-assessment begins at the start of that to be true, what can be done the benefit of the teacher, student and
the year, when teachers reflect on a series to improve learning, what impact entire learning community.
of statements under three facets of the that could have, how it could be
Crofton House professional practice: implemented, and how to measure
teacher as educator, teacher as learner the difference it is making.
and teacher as community member.
Teachers organize their reflection in a “If students are going to thrive as
document that answers three questions: learners, teachers need to embrace
What’s going well for you? What area(s) that learning focus as well. When
are you finding to be tricky? What would teachers are engaged in this type
of learning and growth it will have
you like to do differently?
positive outcomes for our students”
This document is shared with his/her says Susan Hutchison, Director of
instructional leader who contributes the Junior School.
to the assessment. A conversation
then follows to create next steps to The TPGP program also places
support and inspire growth. Lois an emphasis on receiving and
Rowe, Deputy Head and Director of assimilating feedback. Teachers are
the Senior School, says that creating a required to observe and be observed
safe space for these conversations has by a colleague at least once a year,
What’s going
well for you?
What areas are
you finding to
be tricky?
What would
you like to do
differently?