Mahi Tahi: Placing trust at the centre of lesson observation and post lesson observation conversation

Aitken, G. (2009). Learning and teaching principles: Implications for school leadership. Paper presented at First-Time Principals Programme, Auckland, 1 October. https://www.educationalleaders.govt.nz/content/download/5835/47152/file/Graeme%20Aitken%20-%20Learning%20and%20Teaching%20Principles.pdfSearch in Google Scholar

Allen, T. D., Day, R., & Lentz, E. (2005). The role of interpersonal comfort in mentoring relationships. Journal of Career Development, 31(3), 155–169. https://doi.org/10.1007/s10871-004-2224-3Search in Google Scholar

Bishop, R. (2019). Teaching to the North-East: Relationship-based learning in practice. NZCER Press.Search in Google Scholar

Bishop, R. (2023). Leading to the North-East: Ensuring the fidelity of relationship-based learning. NZCER Press.Search in Google Scholar

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189X033008003Search in Google Scholar

Bryk, A. S., Gomez, L. M., Grunow, A., & LeMahieu, P. G. (2010). Learning to improve: How America’s schools can get better at getting better . Harvard Education Press.Search in Google Scholar

City, E. A., Elmore, R. F., Fiarman, S. E., & Teitel, L. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Harvard Education Press.Search in Google Scholar

Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? How teachers learn, 66(5), 46–53.Search in Google Scholar

Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.Search in Google Scholar

Harvey, J., Johnson, K. J., Roloff, K. S., & Edmondson, A. C. (2019). From orientation to behavior: The interplay between learning orientation, open-mindedness, and psychological safety in team learning. Human Relations, 72(11), 1726–1751. https://doi.org/10.1177/0018726718817812Search in Google Scholar

Heneghan, J., & Wing, L. (2024, March 1). Tino Akoranga. Long Bay College. https://www.longbaycollege.com/tino-akorangaSearch in Google Scholar

Jacobs, J., Boardman, A., Potvin, A., & Wang, C. (2017). Understanding teacher resistance to instructional coaching. Professional Development in Education, 44, 1–14. https://doi.org/10.1080/19415257.2017.1388270.Search in Google Scholar

Kachur, D. S., Stout, J. A., & Edwards, C. L. (2013). Classroom walkthroughs to improve teaching and learning. Routledge. https://doi.org/10.4324/9781315855417.Search in Google Scholar

Kelchtermans, G. (2009). Who I am in how I teach is the message: Self-understanding, vulnerability, and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257–272. https://doi.org/10.1080/13540600902875332Search in Google Scholar

Le Fevre, D. (2014). Barriers to implementing pedagogical change: The role of teacher perceptions of risk. Teaching and Teacher Education, 38, 56–64.Search in Google Scholar

Leck, J., & Orser, B. (2013). Fostering trust in mentoring relationships: An exploratory study. Equality, Diversity and Inclusion: An International Journal, 32(4), 410–425. https://doi.org/10.1108/EDI-01-2010-0007Search in Google Scholar

Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Association for Supervision and Curriculum Development (ASCD).Search in Google Scholar

Ministry of Education (2019). Tomorrow’s Schools review: Background paper. https://conversation-live-storagesta-assetstorages3bucket-jsvm6zoesodc.s3.ap-southeast-2.amazonaws.com/public/Uploads/Tomorrows-Schools-Review-background-paper.pdfSearch in Google Scholar

Myung, J., & Martinez, K. (2013). Strategies for enhancing the impact of post observation feedback for teachers. Carnegie Foundation for the Advancement of Teaching.Search in Google Scholar

Ponticell, J. (2003). Enhancers and inhibitors of teacher risk taking: A case study. Peabody Journal of Education, 78(3), 5–24.Search in Google Scholar

Randall, C. (2020). Trust based observations. Rowman & Littlefield.Search in Google Scholar

Riessman, C. K. (2008). Narrative methods for the human sciences. Sage Publications.Search in Google Scholar

Robinson, V. M. J., & Le Fevre, D. (2011). Principals’ capability in challenging conversations: The case of parental complaints. Journal of Educational Administration, 49(3), 227–255. https://doi.org/10.1108/09578231111129046Search in Google Scholar

Sullivan, P.B., Buckle, A., Nicky, G., & Atkinson, S. H. (2012). Peer observation of teaching as a faculty development tool. BMC Med Educ, 12 (26, 2012), 1–6. https://doi.org/10.1186/1472-6920-12-26Search in Google Scholar

Timperley, H., Kaser, L., & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Seminar Series Paper No. 234. Centre for Strategic Education.Search in Google Scholar

Wang, W., & Day, C. (2002). Issues and concerns about classroom observation: Teachers’ perspectives. https://eric.ed.gov/?id=ED467734.Search in Google Scholar

Wiliam, D., & Leahy, S. (2015). Sustaining formative assessment with teacher learning communities. Learning Sciences – Dylan Wiliam Centre.Search in Google Scholar