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 such, it most strongly aligns with APST Standard 6: Engagement in professional learning and reflection and APST Standard 4: Create and maintain supportive and safe learning environments.
The process of Classroom Profiling has at its foundation the Essential Skills for Classroom Management and strongly aligns with Positive Behaviour for Learning and all other instruction frameworks.
All trained Classroom Profilers must adhere to the Classroom Profiling Code of Conduct and as such, Classroom Profiling remains a voluntary, non-judgemental and confidential process for teachers. Classroom Profiling is not a performance evaluation tool. Classroom Profiling can inform your professional development program.
A Classroom Profile involves 2 sessions:
1) a 30-40 minute peer observation by a trained profiler who observes classifies and enters teacher-student interactions and behaviours – according to clear definitions – onto a recording sheet, and,
2) a facilitated guided reflection by the same profiler with the observed teacher. The data collected during the observation:
- assists the classroom teacher to reflect on their actions in the learning space;
- informs the collaborative discussion between the profilee and the profiler; and
- can identify the direction of further development and maintenance of productive and inclusive learning environments and exploring new approaches to engaging and supporting all students.
The trained Classroom Profiler is trained in facilitating this guided reflection and must adhere to particular protocols.
At the whole school level, schools can engage in a Classroom Profiling sweep.
Confidentiality of all teachers is maintained as data from numerous Classroom Profiles is collated through the Classroom Profiling database, which generates five specific reports. These reports can be analysed to inform current whole school practice, school priorities and staff development needs assisting in creating a culture that promotes learning.