Staff reflective practice

Reflective practice groups

There is mounting evidence that regular reflective practice for staff in educational settings leads to a more proactive way of working and reduced stress. This in turn leads to a better outcomes for the children and young people they work with as well as lower rates of sickness and staff turnover. Read more to find out how this might work for you.

Video Enhanced Reflective Practice (VERP)

VERP has its roots in Video Interaction Guidance and so you might want to read about VIG which explains about the principles and core values of using video in this way. You can also find out more at www.videointeractionguidance.net

VERP uses a group setting to look at short clips of video of a professional's practice (e.g. a teacher working with a student/ group of pupils) to enhance their reflection on their practice. The aim would be to improve effective communication and interactions within the professional situation based on the style of that professional, supported by colleagues. There is evidence that learning best takes place within an attuned relationship, and VERP aims to help professionals develop their attuned relationships with their pupils as a foundation for learning to take place. VERP is led very much by the members of staff themselves, rather than being 'told' or 'prescribed' by another. The other key is that it is a very positive and empowering process, building on existing strengths and identifying areas for development. Staff members develop many transferrable skills in terms of their communication and interactions.

“It’s just the tiny little movements, ….. we’ve seen how those tiny little changes change the way the students respond to us and I think a lot of us are seeing a difference in …we’ve seen a noticeable change in our students”

“(VERP) is something that you can’t read from a book…you have to do it in practice….this form of observation is about the most supportive form of observation I have ever had in my career including when I did my PGCE……I realised it was possible to be warmer and more open without losing any of my teacherly being in charge-ness and that was very helpful….I’ve got on a lot better with a lot of them this year even the ones who were much more difficult and challenging. …the young man, this time last year would have been off my course…he’s still on it and that feels good….he’s actually engaged…he’s doing ok”