Regardless of a school’s philosophy and pedagogical framework, Classroom Profiling provides a confidential, non-judgemental and voluntary avenue to enhance individual teacher’s capability and furthermore improve student outcomes.

• Confidential. Trained Profilers must keep the data collected from Observation Sessions private and may only discuss it with the observed teacher. The observed teacher is free to share their data with others as they choose.
• Non-judgemental. Only trained Profilers can complete a Classroom Profile, adhering to strict protocols, definitions, and procedures to ensure process integrity. Profilers are skilled in observing, classifying, and recording teacher and student behaviour to generate a data profile of a lesson. This specialised skill requires rigorous training and practice. Profilers are also equipped to facilitate reflective, data-driven conversations using specific protocols and resources, with the goal of helping teachers identify opportunities for professional growth to enhance their students’ learning experiences.

Collaborative collegial engagement in the form of observation and coaching is a high-yield strategy to improve teaching and learning.  (Marzano, 2012)

Classroom Observations and coaching is a way to achieve critical examination, allowing teachers to become aware of their pedagogical approach where improvements can be realised.  (Guss et al., 2013 ; Khachatryan, 2015: Lowder et al.,2017)

• Voluntary. Participation in Classroom Profiling is voluntary. Many schools integrate profiling into their culture to support teachers’ well-being and foster collegial engagement. Although teachers might initially be hesitant, 89% of those profiled rate the experience as good to excellent.

Classroom Profiling – A Two-Step Process

Step 1: Observation Session
A 30–40 minute peer observation conducted by a trained Classroom Profiler who observes, classifies, and records teacher–student interactions and behaviours according to clear definitions on a CP Observation Sheet.

Step 2: Guided Reflection Session
A 20–30 minute follow-up conversation (usually within 48 hours of the observation). The data collected during the observation:

• Helps the teacher reflect on their practice in the learning environment

• Informs the collaborative discussion between the teacher and the profiler

• Identifies areas for further development, supporting productive, inclusive classrooms and new approaches to engaging and supporting all students

At the core of Classroom Profiling is the enhancement of pedagogical practice through our structured observation and reflective coaching model. This process emphasises creating positive learning environments and consistently applying proactive, research-based strategies, ultimately leading to improved student learning outcomes.

Our values: respect, confidentiality, collegiality, and capability, are integral to the Classroom Profiling process as we develop confident and skilled educators using a shared language initially based on the Essential Skills for Classroom Management. Contemporary research informs our collegial observation tool, ensuring its continued relevance.

Classroom Profiling is designed to support teachers and school leaders in:

• Establishing a common language throughout the school regarding student engagement.
• Maintaining a positive, safe, inclusive, and productive learning environment with strong positive teacher student relationships where everyone can thrive.
• Proactively establishing and teaching behavioural expectations, maximising instructional time, and minimising undesirable behaviour.
• Actively supervising students.
• Positively reinforcing expected behaviours frequently.
• Consistently applying planned and respectful responses to inappropriate behaviours where student have opportunities to learn.

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A trained profiler collects data during an observation, using specific definitions and codes on the Classroom Profiling observation sheet.

Data collected on the FLOW side of the sheet (LHS) includes:

• student entry & exit routines
• the What, Why and How of curriculum and behaviour
• strategies used for transition
• activity summations
• establishment of expectations and resultant consequences
• teacher movement to students
• Other relevant information e.g. other adult assisting in room, use of voice, teacher with-it-ness, secondary behaviour

Data collected on the FREQUENCY side of the sheet (RHS) includes:

• Teacher behaviours used to manage behaviour including the ESCM’s
  • positive feedback
  • giving instructions
  • positive supportive strategies
  • redirections
  • enforcing expectations
  • emotive behaviours
• Student behaviours demonstrated in class
  • inappropriate
  • disruptive
  • positive

A Classroom Profiling Sweep is a whole-school initiative where as many teachers as possible complete a Classroom Profile conducted by a Level 2 Classroom Profiler, Instructor, or Accredited Facilitator.

This process ensures the accuracy and integrity of the data collected on the CP Summary of Collated Data. Each teacher’s profile data is de-identified and entered into a secure Observation Database, which is overseen and managed by Classroom Profiling.

Reports Generated

The Observation Database produces six comprehensive, school-wide reports for analysis:

1. Collation of Classroom Profiling Statistics

2. Frequency of Teacher Behaviours

3. Summary of Teacher Behaviours

4. Frequency of Student Behaviours

5. Summary of Student Behaviours

6. School-Specific Summary of Collated Data

Additionally, the database generates the CP Summary of Collated Data report, which allows schools to compare their results with “like” schools based on their ICSEA.

How Schools Use Sweep Data

Discussion and analysis of CP reports support schools to:

• Foster a positive culture of collegial support and reflective engagement

• Build a common language for consistent practice

• Strengthen team cohesion and collective efficacy

• Demonstrate enactment of the Student Code of Conduct

• Connect directly to the Whole-School Improvement Agenda and the school’s pedagogical or instructional framework

• Guide strategic planning for professional development and targeted student support