Shadowing

1. Shadowing A professional learning strategy to support the NSW Digital Education Revolution initiative in schools 1

2. Planning for effective professional learning:implementing a shadowing strategy 2

3. Shadowing Shadowing is a powerful strategy that benefits everyone involved. It can be used by teachers and leaders for induction, development and to reflect on their work. It can be used in conjunction with other work based learning strategies such as mentoring. 3

4. And further… Shadowing can occur in your own workplace, while you are doing your normal work and in time that is currently free from timetabled lessons. 4

5. What is shadowing? • A powerful professional learning tool where one person, staying close and unobtrusive (like a shadow), observes another (a host) over a period of time. • A strategy for observing the components of another person’s job and the strategies they employ in each circumstance. • A process that results in the creating of an objective record of what is occurring. This is a non-evaluative description (behavioural account) of the observed person’s activities throughout that period of time. • An opportunity for the observer to reflect and then when appropriate to ask questions that explore what has been observed. 5

6. What does shadowing involve? • Usually a shadow will accompany an experienced host or team in their everyday work, observe them, and accustom themselves with the content of their working day, skills and methods of decision making and leadership. The experienced hosts can gain new perspectives upon their work from these experiences. • You may want to consider the option of reverse shadowing. Reverse shadowing is a transition from being an observer to putting what you see into practice. First, you watch the experienced host do it, the host watches you do it and provides an opportunity to reflect, and then the next time you do it, you are well-equipped and confident to do it on your own. 6

7. Shadowing works! We know a lot about shadowing in NSW DET from the doctoral research of Sharon Parkes, the leadership research undertaken by Professor Geoff Scott and the development and trial of leadership shadowing undertaken by the Secondary Principals Council. Shadowing was also a successful aspect of the original Targeted Principal Preparation Program. Many teachers and leaders have found shadowing to be an exceptional tool. 7

8. Why Shadowing? How often are you asked “What do you do?”How does one share the skill and knowledge that goes beyond the job title and mandated tasks? Activity • As a shadow: What could you learning from a shadowing experience? What could you contribute? • As a host: What could you contribute as a host? What could you learn? 8

9. Activity: Who could benefit from shadowing? 9

10. What does it take to implement shadowing? Organizational Culture: Valuing people, learning & change Staff: Provide time, resources, goodwill Outcomes/Results: Clear and measurable … understanding of the purpose of the shadowing 10

11. 8 Steps to implementing shadowing • Assess shadowing in relationship to the organization and/or school needs, such as implementing the NSW Digital Education Revolution initiative. • Select hosts and shadows • Create an agreement of understanding • Establish clear outcomes • Communicate plan to all affected staff and others • Initiate plan … undertake the shadowing • Evaluate outcomes • Redesign program for the next cycle 11

12. What works? There are many ways to implement shadowing. What follows is one suggestion. You might find that an alternative approach suits your context better. 12

13. Managing shadowing • It should be well structured and managed • Provide training and ongoing support • Selection should consider the readiness, experience and skills of both parties • All parties should have a clear understanding of each participant’s aims and desired outcomes; • Clear protocols exist re issues like confidentiality • It must be negotiated in order to be of benefit to both parties not a burden. 13

14. What hosts need to do: • Prepare your staff, students and all others who will be involved • Do not allow the presence of the shadow to disrupt normal routines • Keep shadowing and socialising separate • Save explanations and discussion until appropriate time(s) • Prepare for an alternate option if a confidential interview unexpectedly occurs • Process the experience together and provide advice for further learning in areas raised in the discussion 14

15. What shadows need to do: Capture the normal work routines of the person being observed in your shadowing record. You should try to: • record observable events without inferences or judgements • summarise conversations, noting key words and phrases • describe physical settings and the nonverbal features of interactions • include time notations • jot down questions you want to ask later • relate what you have seen to the relevant frameworks, such as the NSW School Leadership Capability Framework and the NSW Quality Teaching model.)  • refrain from asking questions and remain unobtrusive 15

16. Learning tips for shadows • Look for the connections in all aspects of the work. • Look at the core capabilities in action … how does this person work? • Watch process as well as noting down the task • Note the informal roles and interactions • Try to mirror the way the person is acting when appropriate. • The most valuable parts of the learning experience are ones where you are in unfamiliar territory. Look for situations that surprise you or challenge your thinking. • You will learn most by observing, listening, recording and then reflecting with your host at a later time. 16

17. Activity: things to discuss before shadowing What issues would you want to negotiate in advance? • In your group take 5 minutes to identify all the possible issues. • Share these with the whole group. • Add to your own list as your listen. 17

18. Activity: the nuts and bolts What would excellent shadowing look like? • Spend 5 minutes drawing up a list of the key components that you would include in your shadowing implementation plan. Be explicit and include things like your specific goals, the number of visits and the duration of each, time for professional conversations. • Form a small group of 3-4 people. Share your shadowing implementation plans. Take 10 minutes to develop a draft group plan. • Spend 5 minutes refining your plan in the light of the group discussion. 18

19. Activity: follow up You will want to keep learning after the shadowing experience. How might you go about this? • In your group take 5 minutes to brainstorm all the potential ways that you can follow up after a series of shadowing visits. • Take 5 minutes to make notes on your own. List the appropriate options for your situation. Circle the most appropriate option. Share your thinking with the other members of your small group. 19

20. Resources What’s in the shadowing module? • The Guide to Shadowing • The Shadowing: a strategy to support the NSW Digital Education Revolution initiative in schools presentation • The Shadowing toolbox – scaffolds and resources for teachers and leaders 20

21. Activity: making it happen • Would shadowing be an effective professional learning strategy in your school for implementing the NSW Digital Education Revolution initiative? • What would you need to do to implement shadowing? • What is your first step? • Sharing great ideas and resources… 21

22. Want more information? Contact: School Leadership & Executive Learning Unit Ph 9886 7723 Fax 9886 7797 Our website: www.det.nsw.edu.au/proflearn 22