Using classroom observation data for deep professional learning: Perspectives from Brisbane and Beijing.

This article explores the use of classroom observation data for professional learning in Brisbane and Beijing. The authors discuss the challenges of sustaining observations in Australian schools and suggest that classroom observations can be valuable for improving teaching practices. They experimented with different data conditions, observation frameworks, and post-observation discussions using the "I noticed" and "I wondered" protocol. The authors emphasize the importance of structured observations and peer dialogue for effective professional development. They also discuss the use of multiple frameworks and dialogue prompts to generate new ideas and perspectives. The article highlights the benefits of peer observations and reflective discussions, as well as the potential for video sharing and online dialogue tools to enhance collaborative learning opportunities. [Extracted from the article]