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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

    1. 1. Teacher Appraisal<br />A Focus on Teaching as Inquiry.<br />Part 1 – 2nd March<br />Aim: To develop understanding of the ‘teaching as inquiry’ framework and explore possibilities for meaningful individual inquiries.<br />
    2. 2. What do we understand by ‘teaching as inquiry’? <br />
    3. 3. Teacher Professional<br />Learning and Development<br />What the research says ?<br />
    4. 4. Teachers’ inquiring into their <br />own practice.<br />exploring examples<br />
    5. 5. It starts with reflection<br />It’s about you (and no one else)<br />An inquiry/Questioning<br />Seeking<br />Evaluating<br />Discussion/Dialogue<br />Implementation/Testing alternatives<br />
    6. 6. Reflection is distinct from other forms<br />of thought because it involves a state<br />of self-doubt, hesitation, perplexity,<br />and mental difficulty. It is an act of <br />hunting, inquiring... (and learning) <br />John Dewey 1933<br />
    7. 7. Appraisal should be<br />about improving <br />competence NOT<br />proving competence.<br />
    8. 8. The Warnings<br />Not about anyone else’s actions<br />Avoid the ‘blame game’<br />No inquiry = No ‘reflection’<br />Not reactive, but PROactive<br />
    9. 9.
    10. 10. Take some time to closely examine your data.<br />What are your students’ learning needs?<br />What are your learning needs?<br />How could this information inform your inquiry? <br />
    11. 11. Teacher Appraisal<br />Teaching as Inquiry and Teacher Criteria<br />Part 2 – 8th March<br />
    12. 12. Solution seeking, exploring possibilities …<br />
    13. 13. 3/16/2011<br />
    14. 14. Formulating your inquiry<br />What progress have you made in developing<br /> your inquiry? <br />Share your ideas with a colleague.<br />How was you inquired informed by students’<br />learning needs? your own learning needs?<br />
    15. 15. Registered Teacher Criteria<br />Key changes<br />For all educators<br />Bicultural nature is explicit<br />Emphasis on critical reflection<br />Clearer connection to practice<br />How might these criteria enhance our inquiries?<br />Cut and Paste activity with copies of registered teacher criteria and our inquiries.<br />
    16. 16. Evidence<br />We need to show evidence of <br />professional practice that meets the<br />criteria.<br />What are possible sources of evidence?<br />
    17. 17. Capturing Your InquiryYour choice : digital or paperShare examples<br />
    18. 18. A successful inquiry will include:<br />Alignment to School goals<br />Alignment to class needs <br />Reference to each of the four components of teaching as inquiry process( focusing, teaching, teaching/learning, learning<br />The teacher standards visibly embedded within the inquiry in a meaningful way.<br />Provision for the collection of evidence ( on the standards) including self –reflection throughout all stages of the inquiry<br />Regular sharing and reflection with a small group of colleagues<br />It is likely that an inquiry will include: <br />1-2 observations<br />Cycle of refection meetings<br />