Teaching as Inquiry


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Teaching as Inquiry. Why become a reflective practitioner and how???

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  • A positive school culture that enables changes is essential. Action research was a place that we started but it doesn’t have to be this way.
  • Allowing teachers to inquire about their classroom practice enables them to become better practitioners. See the need for change: All teachers complete Action Research projects and feed back results during staff meetings and appraisals Hard evidence: teacher practice data, student voice, student learning/achievement data – give examples Evidence of quality teaching and learning Evidence based Assessment, Planning and Evaluation Why are we doing what we are doing? Can we justify it? Supported in Practice Less teacher frustration with in-class modelling
  • This is also true when trying to develop an “all-in” concept in deprivatised practice? Community of learners. It doesn’t really matter where you start
  • The whole philosophy of assessment must be purposeful. Target setting in teams is more meaningful there more effective
  • Data, Student voice, student achievement, teacher practice
  • At first many teachers gather data because they have to and if they don’t have to – they don’t collect it. All teachers are at a different place in the journey – its important that this is recognised and people feel ok about this. This isn't always the case though and I think its important to accept that their will be rough patches, smooth patches etc
  • Teaching as Inquiry

    1. 1. The best 5 ideas on HOW to improve your own professional practiceas a teacher and/or as a leader of learning within your school. Presenter: Tanya Thompson Acting Principal, St Andrews Middle School
    2. 2. We are all learners:changing a school culture
    3. 3. Tip 1: Be Ready and Able• be prepared to inquire into your own practice – as a teacher – as a leader of learning
    4. 4. Discussion Point• What mental model is needed to inquire into our own practice?• How can we position ourselves to become ready and able??• How can we position others around us??
    5. 5. Tip 2: Know - HowWhen inquiring/researching into yourpractice you need a systematic way sothat you can gain evidence– to support your change in practice OR– affirm existing practices
    6. 6. Action research is the study of a social situation with a view to improving the quality of action within it. Cardno and Piggot-Irvine, 1991
    7. 7. Action Research Process
    8. 8. 1. Collect data and analyse it- student achievement- student learning- student voice- teacher practice data- leadership practice data
    9. 9. Be selective with data collection – stay focussed
    10. 10. 2. Look at what research has to say • Professional readings • Collegial discussions • Visit other classrooms/ schools
    11. 11. 3. Make a Plan and reflect on itSet a simple action plan which targets your areas of – Concerns… – wonderings …. – low or poor performance….. etc
    12. 12. How do I know????• Reflect and evaluate as you go – Can I collect evidence of learning? – Is it impacting on student learning? How do I know? – Is it impacting on my staff? School culture? How do I know?• Where is my evidence????
    13. 13. 4. Collect comparative data and analyse it- student achievement- student learning- student voice- teacher practice data- leadership practice data Am I making a difference? Are my new or enhanced practices more effective?How do I know? Where is my evidence?
    14. 14. 5. Share it and celebrate• We are all learners and we can teach each other so much• Share your findings – Other colleagues – Students – Parents – The wider community
    15. 15. Teachers/Leaders need to see the necessity for change for themselvesTeachers/Leaders need tosee hard evidenceTeachers/Leaders need tobe supported whenmodifying their practice.
    16. 16. No matter where you start… each componentspirals into the others
    17. 17. Discussion Point• General Q and A re: process• Examples available Contact details: Tanya Thompson tanyat@sams.school.nz
    18. 18. Tip 3: Structures which support teacher/leader inquiry
    19. 19. Clear School-wide Expectations•Trust established within the school culture• A professional culture of learning andteaching•Inquiring about practice is the ‘norm’•Data analysis•Evidence based planning and assessment•All learning should be transparent
    20. 20. Staff MeetingsLearning vs OrganisationStaff meetings are specifically set asidefor goal setting/assessment, discussion of professional readings and sharing and celebration of teachers/leaders practice.
    21. 21. In-Class, On-the-Job, Hands-on Professional Support•Modelling of best practice•Release time•Both in-house and consultant knowledgebase of best practice•Individual/group support with practices
    22. 22. Appraisal Process•set goals in relation to their practice inappraisal documentation•collect baseline/comparative data•keep a reflective journal•share and celebrate changes in practice
    23. 23. reflection within our practice leads to higher confidenceand a positive culture of change
    24. 24. Discussion Point• What structures does your place of learning currently have which support inquiry in our own practice??• What structures do you need to put in place to ensure success??
    25. 25. Tip 4: Look for Evidence• Seek out evidence of learning/effectiveness of practices• Did I achieve what I set out to do? Do I now have more questions?
    26. 26. Did I raise student achievement?
    27. 27. Reaction toStudent/Staffvoice• How do you collect student/staff voice?• What do you do with it?• How does it impact onyour teaching and learning?Your leading?
    28. 28. Discussion Point• What evidence do you look for to know you are making a difference? Raising student achievement?• Do you have hard evidence to support these?? How could you from now on??
    29. 29. Tip 5: ACTION IT• Action your new practices• Implement changes• Look at measures to sustain the change
    30. 30. Be the change factor– make the difference