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  • What do we understand by ‘teaching as inquiry’? – share ideas with partner/groupRefer page 35 on New Zealand Curriculum + Short Prof. Reading -What information do these sources offer us? Use Tripod strategy to share ind. +common ideasShare commonalities back to group.Discuss the ways we currently incorporate ‘teaching as inquiry’ into our practice.
  • Tchas Inquiry – foundation of many tch prof lng progarmme and appraisalShare research re merits of ‘teaching as inquiry’ – Why? Improving competence not proving competence*Focus on valued student outcomes*Worthwhile content – link btw values student outcomes and what we are learning in PL*Opportunity to process new learning with othersExternal expertise
  • Discuss and share examples of how ‘teaching as inquiry’ can support school wide goals and personal goals related to teaching and learning in writing and maths Share further examples of teachers’ inquiries -Rocky
  • Supporting teachers to begin thinking about framing their own inquiry
  • Show video
  • Encourage further thinking around inquiry – with questionsAdd detail…
  • *Replaces Satisfactory Teacher Dimensions*For all educators . They apply in all setting – early childhood – maori medium. *What a reg tch should know and be able to doNot a minimum requirement but more of an aspiration guide to support our development *How they differ:Bicultural nature is explicitEmphasis on critical reflectionClearer connection to practiceCut and Paste activity with fitting standards into inquiry
  • Possible Sources - Handout-Observation - formal obs, structured feedback, next steps discussed-Discussion – critical self-reflection, mentoring conversations-Documentation – journals, planning, assessment info record of pd.
  • Inquiry

Apprasial2ndmarch Apprasial2ndmarch Presentation Transcript

  • Teacher Appraisal
    A Focus on Teaching as Inquiry.
    Part 1 – 2nd March
    Aim: To develop understanding of the ‘teaching as inquiry’ framework and explore possibilities for meaningful individual inquiries.
  • What do we understand by ‘teaching as inquiry’?
  • Teacher Professional
    Learning and Development
    What the research says ?
  • Teachers’ inquiring into their
    own practice.
    exploring examples
  • It starts with reflection
    It’s about you (and no one else)
    An inquiry/Questioning
    Implementation/Testing alternatives
  • Reflection is distinct from other forms
    of thought because it involves a state
    of self-doubt, hesitation, perplexity,
    and mental difficulty. It is an act of
    hunting, inquiring... (and learning)
    John Dewey 1933
  • Appraisal should be
    about improving
    competence NOT
    proving competence.
  • The Warnings
    Not about anyone else’s actions
    Avoid the ‘blame game’
    No inquiry = No ‘reflection’
    Not reactive, but PROactive
  • Take some time to closely examine your data.
    What are your students’ learning needs?
    What are your learning needs?
    How could this information inform your inquiry?
  • Teacher Appraisal
    Teaching as Inquiry and Teacher Criteria
    Part 2 – 8th March
  • Solution seeking, exploring possibilities …
  • 3/16/2011
  • Formulating your inquiry
    What progress have you made in developing
    your inquiry?
    Share your ideas with a colleague.
    How was you inquired informed by students’
    learning needs? your own learning needs?
  • Registered Teacher Criteria
    Key changes
    For all educators
    Bicultural nature is explicit
    Emphasis on critical reflection
    Clearer connection to practice
    How might these criteria enhance our inquiries?
    Cut and Paste activity with copies of registered teacher criteria and our inquiries.
  • Evidence
    We need to show evidence of
    professional practice that meets the
    What are possible sources of evidence?
  • Capturing Your InquiryYour choice : digital or paperShare examples
  • A successful inquiry will include:
    Alignment to School goals
    Alignment to class needs
    Reference to each of the four components of teaching as inquiry process( focusing, teaching, teaching/learning, learning
    The teacher standards visibly embedded within the inquiry in a meaningful way.
    Provision for the collection of evidence ( on the standards) including self –reflection throughout all stages of the inquiry
    Regular sharing and reflection with a small group of colleagues
    It is likely that an inquiry will include:
    1-2 observations
    Cycle of refection meetings