Benefits for a beginning teacher

As a beginning teacher at Hambledon Public School in Sydney’s Quakers Hill, Adrian Kuswendi was “excited” but “nervous” about taking part in Quality Teaching Rounds professional development.

Although the Stage 1 teacher was hesitant about being observed in the classroom by more experienced teachers, he says the process made him more confident.

“Sometimes, as a beginner teacher, you don’t know if you’re doing anything properly,” Adrian said.

“Quality Teaching Rounds gives you motivation and gives you the sense that you can do it. You’re doing a good job in the field by yourself, in a room by yourself.

He said the “safe environment” of QTR, in which his lessons were observed by three others in a professional learning community, eased his nerves.

“You teach as if they are not there and because you look at the elements and you notice that a lot more, that is all you are focused with, and not that someone is observing you,” Adrian said.

Gaining confidence through lesson observations

In addition to feedback on his own teaching, he benefited greatly from observing other teachers’ practice.

“Seeing other colleagues do it… made me feel more comfortable,” Adrian said. “I felt encouraged, like, I’m actually doing the right thing, I’m actually doing OK as a teacher!”

It was reassuring to observe that “even experienced teachers struggle sometimes”, Adrian said. “You’ve got kids who have behavioural issues and won’t do a certain task … or need extra support … you see that in the classroom. You see the teacher’s frustration but also how they deal with it.”

Adrian said discussions with teachers that followed classroom observations were insightful and gave him ideas he could use in his own teaching.

“Different teachers see different things in a lesson,” Adrian said. “I would see something that another teacher didn’t see. And that makes me feel validated, like I can contribute.”

It was also rewarding to see the difference QTR had made to his students, Adrian said.

Building relationships and improving teaching practice

Adrian said the support of his neighbouring teacher Dina Vavdinos was vital to his success in QTR, and that he had developed professional relationships and friendships with other teachers throughout the process.

“I feel like I can give more support to other people, and think that my feedback is valuable,” Adrian said.

He’s more confident in programming, less concerned about moving between stages of teaching and believes QTR will benefit the whole school.

“It’s valuable, it makes sense and it’s worth taking the time to learn and to see other people because it changes your mindset. It does build your confidence,” Adrian said.

Principal Judy McEwen, who encouraged Adrian to take part in QTR, and assistant principal David Shaw agree that Adrian has grown as a teacher.

Judy said his initial concern was that “I have to teach a lesson in front of others”. But she reminded him of the benefits: “But you get to see three others.”

David said Adrian “was able to join in without feeling the barrier of inexperience”.

“It was reaffirming for him, a healthy thing for him, to boost his confidence,” David said.

“It improved his practice and his ability to communicate with his colleagues about his teaching; not him as a teacher, but his teaching.”