Teacher Action Inquiry

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Presentation of the development of Teacher Action Inquiry at Hikutaia School.

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Teacher Action Inquiry

  1. 1. Teacher Action Inquiry How it works at Hikutaia
  2. 2. Learning Walks Outcomes  Professional leadership development  Create change for improved teaching and learning Formal AppraisalCoaching  Develop as System and reflective Registered practitioners Teacher Criteria  Leaders as problem solvers  Responsibility for own learning  Linking of theory and practice Teacher Action Inquiry
  3. 3. Coaching Sessions and Learning Walks Coaching Sessions and Learning Walks How they they will lookat Hikutaia School How will look at Hikutaia SchoolHow will we organise the coaching and learning walks? Regularity of contact How will we organise the coaching and learning walks? Regularity of contactand organisation? and organisation?  Teachers choose partners they can work with and agree to making a Teachers choose partners they can work with and agree to making a  commitment and facilitating trust, respect and confidentiality.  Partners meet for a context trust, respect and confidentiality. commitment and facilitating and self-assessment interview.  Partners meet for a context and self-assessment interview.  Partners will meet three times a term – once to set up the initial  organisation for the termtimes a termeach person’s up the initial for a Partners will meet three then after – once to set learning walk reflective coaching interview (Grow and Smart). learning walk for a organisation for the term then after each person’s  Each teacher will complete one walk and Smart). reflective coaching interview (Grow for each term during a CRT day   The learning walk will be recorded onto the learning walk a CRT day and Each teacher will complete one walk for each term during record card  the discussion after the walk on toonto coaching reflective interview and The learning walk will be recorded the the learning walk record card the discussion after the walk on to the coaching reflective interview sheet. sheet.  All documentation will be kept in a Professional Learning or coaching All documentation will be kept in a Professional Learning or coaching  folder. folder.How will the Focus/purpose/Goal/Inquiry be determined? How will the Focus/purpose/Goal/Inquiry be determined?  This will be drawn from data/targets/teaching inquiries.   The coachingdrawn from data/targets/teaching inquiries. cycle making it This will be and learning walks will fit into the Inquiry  stronger - creating responsibility for our own learning, it will making it The coaching and learning walks will fit into the Inquiry cycle be a supported-process through our partnership, itlearning,ait will be a stronger creating responsibility for our own will be more reflective supported process through our partnership, it will be a more reflective process developing ourselves as reflective practitioners and creating process developing ourselves as reflective practitioners and creating change. change.  The learning walk will be about and connected to the teaching inquiry,  The learning walk will be about and connected to the teaching inquiry, specific to the teacher’s goal. There is a clear and agreed focus/purpose specific to the teacher’s goal. There is a clear and agreed focus/purpose beforehand. The focus is on the data not the person. There will be no beforehand. The focus is on the data not the person. There will be no distractions from the focus/purpose. distractions from the focus/purpose.  It is expected that the teacher being observed will give a true account of  It is expected that the teacher being observed will give a true account of classroom practice, regular, existing practice and related to the classroom practice, regular, existing practice and related to the focus/purpose. focus/purpose.How will feedback be given? How will feedback be given?  There will be a reflective coaching interview using the Grow and Smart  There will be a reflective coaching interview using the Grow and Smart format for structure. format for structure.  Timely – that day or soon after, at an agreed time.  Timely – that day or soon after, at an agreed time.  Make notes during/after the learning walk filling in the record card.  Make notes during/after the learning walk filling in the record card.  Using the Grow and Smart format verbally give a descriptive account  Using the Grow and Smart format verbally give a descriptive account about the data using the Learning walk record card and then follow about the data using the Learning walk record card and then follow through with the reflective interview, framed by questions. through with the reflective interview, framed by questions.
  4. 4. Learning Walk Record Reflective Interview Card Designed to:Designed to: • Guide teachers through• Help keep the focus of the reflective interview. the walk. • Give teachers a process• Give a general indication for clarifying what is of what is happening in happening and the the class related to the understandings behind it. focus. • Suggested question• A view through new eyes. starters.• Identify areas for • Time for teachers to reflective questioning. reflect.• Identify possible next • A process for teachers to steps. reflect deeply, solve problems and create
  5. 5. Action/Evidence Based Inquiry Cycle - Teacher. Teacher Class level/s Date 3. What is my inquiry 1. Identify a focus, question? problem or wondering related to improved student learning. 2. Data collection(what is happening now) and Analysis (What impact am I expecting?). 6. What difference/impact has been made, on my 4. Designing and engaging in 10. Spiral on up – where to now? practice on student learning experiences to address What aareas could enrich my learning? our inquiry question. Plan your practice and meet the learning action steps (how am I going to needs of my students find out, trial, practice, celebrate and use information to make a 9. What is the impact of my difference?) changed practice for students? 8. Evaluate, How did I do it? What 5. Collect data, read, record could I have done differently? How has my practice changed as a result 7. Use learning to make a and reflect. of my inquiry? difference, align practice with pedagogy.Reference: -Teacher Professional Learning and Development.BES Timperley, Wilson, Barrar, Fung. (2007) adapted Nov 2011 using Rotorua East Lakes Learning Community Action Inquiry
  6. 6. Action/Evidence Based Inquiry Cycle – Teacher 2012.Teacher Class level/s DateNumeracy1. Identify a focus, problem or wondering related to improved student learning.2. Data collection (what is happening now?) and Analysis (What impact am I expecting?)3. What is my inquiry question?4. Designing and engaging in learning experiences to address our inquiry question. Plan your action steps (how am I going to find out, trial, practice, celebrate and use information to make a difference?)5. Collect data, read, record and reflect.6. What difference/impact has been made, on my practice on student learning?7. Use learning to make a difference, align practice with pedagogy.8. Evaluate - How did I do it? What could I have done differently? How has my practice changed as a result of my inquiry?9. What is the impact of my changed practice for students?10. Spiral on up – where to now? What areas could enrich my practice and meet the learning needs of my students
  7. 7. Action/Evidence Based Inquiry Cycle – Teacher 2012.Teacher Tricia Cameron Class level/s 1-2 Date 2. 2.2012Literacy1. Identify a focus, problem or wondering related to improved student learning. Child 1- reading below national standard level in reading Child 2 and 3 –reading well below level needed to reach national standard at 6 yrs old2. Data collection (what is happening now?) and Analysis (What impact am I expecting?) Child 1- level 11,Child 2- level 0, Child 3- level 13. What is my inquiry question? How to move these children so they are/ will be reading at the level required for national standards4. Designing and engaging in learning experiences to address our inquiry question. Plan your action steps (how am I going to find out, trial, practice, celebrate and use information to make a difference?) 1:1 reading each day with teacher aide/teacher Child 2- working with teacher aide on speech therapy 3x a week Child 1- beginning reading recovery to assist in getting to required level Child 2 and 3 - to begin reading recovery when vacancies arise Extra books sent home Discussion with parents/caregivers at 3 way conference re: literacy goal5. Collect data, read, record and reflect. Child 1-at level 17 will be discontinued from reading recovery beginning term 2 Child 2- Will be starting reading recovery in term 2 Child 3- At level 6 will begin reading recovery beginning of term 2 Using E books –www.storybird.com in an attempt to engage reader in writing process6. What difference/impact has been made, on my practice on student learning?7. Use learning to make a difference, align practice with pedagogy.8. Evaluate - How did I do it? What could I have done differently? How has my practice changed as a result of my inquiry?9. What is the impact of my changed practice for students?10. Spiral on up – where to now? What areas could enrich my practice and meet the learning needs of my students
  8. 8. Action/Evidence Based Inquiry Cycle – Teacher.Teacher Judith Class level/s Years 3 & 4 Date 22.11.111. Identify a focus, problem or wondering related to improved student learning. Find out more of how to use the internet for student learning How to improve the use and effectiveness of the class blog and to give more/all ownership to the students To make the blog more global – how other children learn, getting information from other sources Would like to have children more involved as creators of information and creating content/views online Wanting to gain and give feedback to motivate/generate interest and development of the site/s Need for student entries on class pages of school ultranet/websiteData collection (what is happening now?) and Analysis (What impact am I expecting?) Weekly entries on the class blog focussed on teacher generated questions related to what/where/how. Students respond to the question over the week – one entry per student per week. Next step to use this knowledge to show what we have been doing with others, a wider community “Cookie” the class puppet used as an example of good and as a port of call for questions.... what do you think cookie would do if..... Cookie is a successful learner because...... Expectation to use this within the classroom to encourage self-independence, self-help. Using Kiwi Kids News – as consumers - Expectation/next step- to add to sites and leave feedback on articles we read when it arises. Online learning at present – teacher bookmarked sites – literacy task boards, numeracy (e.g. Study ladder) and concept study activities and information links - daily access for most students - Expectation/next step- children to make sites with help. Hector’s World used to develop basic class guidelines for safe internet use. Expectation/next step- for children to share their knowledge with families use safety rules at home.2. What is my inquiry question? How can I improve and extend the use of the class blog to promote and develop safe online learning?3. Designing and engaging in learning experiences to address our inquiry question. Plan your action steps (how am I going to find out, trial, practice, celebrate and use information to make a difference?)Identified need Clarified Developing the focus Time Frame What has been achieved? FocusWhat stage am I What do I want What steps do we need to When will we meet What has been achieved? What is my nextat? to focus on? develop this focus? Who again? Classroom step? Are we ready to re-plan? can help? observation?Practitioner/Expert To allow children *Research other blogs online Barbara Term 1 Teacher has explored sites. Next steps - Share to become discuss with children week 1 and week blogs with children and model how you wouldNetwork and involved as 7? leave feedback on another site.Internet use – see creators of *Core Education – teachers Core Education conference attended and notesTeacher self- information and conference – blogging Staff meeting of useful sites made. Next steps – to continueassessment rubric creating content making connections seminar, review cycle teacher development on blogging and making and views online share practise with others connections e.g TOD March 2012 through Connections have been made school with other improving our *Connect with another school Appraisals Term 1 through use of email. Next steps put these class blog to start with and liaise, send KR emails on blog, invite them to comment on feedback on work, make blog room 4 For students and connections. Blog has been added to ultranet site next steps Parents address to see if parents and children can access at issues of safe and *Use blog to add links to home and add comments to posts. ethical behaviour other sites and add to Have linked to KOS programme Term 1 Hector on line. Hikutaia Ultranet site. activities been sent home. List of computer keep your self safe rules been *Continue to address issues re-evaluated for term 1 of safe and ethical behaviour Next steps link computer safety to meeting in online and share with parents Term 2 with parents’ i.e writing and showing – Hectors world ultra net /general information about keeping children safe.
  9. 9. Its about:Teachers as leaders.Professional leadership development.Creating change for improvedteaching and learning.Developing as reflective practitionersLeaders as problem solvers.Responsibility for our own learning.Linking of theory and practice.Walking and talking the same.
  10. 10. Resources that helped to inspire and create;Coaching Leadership, Building Educational Leadership Capacity through Coaching Partnerships. Jan Robertson NZCER PRESS (2005)Talking the Walk: Walking the Talk. Cheryl Doig (2009) InterLEAD ‘4 minute walk throughts’ course (2009) Techniques for Coaching and Mentoring. David Megginson and David Clutterbuck Butterworth Heinemann (2005) Lorraine Watchorn: lewatchorn@wave.co.nz and Sue Bewley Nicky King: Rotokawa School Barbara Wenn bwenn19@gmail.com Presenters: Tricia Cameron - triciac@hikutaia.school.nz Judith Smith – judith@hikutaia.school.nz Karen Reynolds – principal@hikutaia.school.nz

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