Welcome to the Classroom Profiling Association's webpage
Classroom Profiling observation and feedback practices allow schools and educators to determine the effectiveness and consistency of the implementation of the school's pedagogical practice. Whether PBL, ASoT, Fleming, Archer or a bespoke paradigm, Classroom Profiling allows for non-judgmental observation and feedback using agreed definitions and practices developed by many educators - over many years and many education sites - who are motivated to ensure meaningful engagement and successful learning experiences for all students.
Classroom Profiling is a supportive, reflective professional practice relevant to all educators regardless of their years of experience or educational setting. Classroom profiling allows teachers to reflect on the effectiveness of their pedagogical practices they currently use in their classroom.
As the Covid-19 (Novel Corona Virus) lockdown and social/physical distancing laws are being eased and groups may soon be able to gather inside without a 4m2 per person space requirement, now is the time to plan for training and refresher
Classroom Management refers to teacher practice as well as student behaviour. Positive classroom climate, positive interpersonal relationships, clarity and consistency of expectations and consequences (both positive and negative) all work together to create an efficient learning environment. Establishing expectations –
General inquiries regarding The Classroom Profiling Association (CPA) Inc. and its activities can be directed to: firstname.lastname@example.org This email account is monitored during Queensland State School academic terms. Please allow 24 – 48 hours for a response to your
Lighthouse schools: Community Members (administrators, teachers, students and parents) understand the purpose of Classroom Profiling and are able to explain the benefits of Classroom Profiling to various audiences Teachers and Administrators are able to demonstrate the links between Classroom Profiling