ENGAGING STUDENTS - EMPOWERING TEACHERS - TRANSFORMING SCHOOLS
BASIC ELEMENTS OF A LAUSANNE LEARNING CONSULTANT VISIT
A Teacher Consultant visit can take many forms. This process shows the basic elements that should be present laid out over a general timeline.
- Examine key documents (as requested by the Teacher Consultant)
- Look at the school’s website
- Speak with the Headmaster
- Speak with at least two faculty leaders
Comment: preparation means understanding the school’s mission, the charge the Headmaster is giving, and getting an introduction to the school itself.
- Travel in the morning and arrive at the school
- Spend the afternoon visiting classrooms, talking to students, and observing teachers
Comment: The Teacher Consultant must understand the actual lived culture of the school, get to meet the faculty and students, write some reflections in the evening, and complete preparations for the following day.
- Run two or more fishbowls with reflection time in the morning
- Begin design time with faculty, faculty teams for next steps in the afternoon
Comment: a fishbowl is an observed class taught by the Teacher Consultant. The engagement of students is key as well as the opportunity for the school’s teachers to observe and reflect. There are no guarantees when working with children and so there is always deep insight in the areas of success and, potentially, of failure. Faculty are inspired to engage deeply themselves in their own design process as they plan for what they are going to do in their own classrooms. It is optimal if the students are not there for the afternoon.
- Continue design time with faculty, faculty teams
Comment: This design time can also include observation and feedback from the Teacher Consultant, continuing to work in teams, and a final reflection at lunchtime. It is optimal if the day is redesigned to allow those teams to meet with the Teacher Consultant for an hour at a time or more.
- Travel out in the afternoon
Comment: There will be two follow-up phone/Skype calls to reflect on progress, report on the direction taken, and gain advice and counsel on next steps.
THE ROAD TO BECOMING A LAUSANNE LEARNING TEACHER CONSULTANT
Typically, the road to becoming a Lausanne Learning Teacher Consultant takes the following path:
- You apply to be a Lausanne Learning Teacher Consultant here.
- You are recognized and recommended by your own school. No-one knows you as well as your own school. We send between three and six online recommendation forms to be filled in. They go to:
- If you teach 7th – 12th grade, at least three students
- Two of your teaching peers
- Either your academic administrator whom you report to or your Head of School
- You present at an Lausanne Learning Conference. Your presentation will demonstrate your commitment and skill in active learning.
- You carry out two hours of Lausanne Learning Teacher Consultant training: this is carried out as an online conference and includes some of the habits and practices of professional consultants.
- Being engaged by a school (probationary visit) accompanied by an Lausanne Learning consultant
- Final approval by Lausanne Learning and a positive Feedback Report from the school
- All Lausanne Learning Teacher Consultants are required to demonstrate the five Lausanne Learning Consulting Characteristics and abide by the Lausanne Learning Consultant Principles.
The forms and principles are available to view below so that you may begin your journey today!
JOIN THE LAUSANNE LEARNING COMMUNITY