Teaching as Inquiry at OPS focuses on teachers reflecting on their own practices and students' needs to improve outcomes for Maori and Pasifika students. The inquiry process involves teachers analyzing class data, investigating factors influencing student learning, designing evidence-based strategies tailored to their students, and evaluating the effectiveness of their teaching. Teachers then use what they've learned to adapt their practices and determine the implications for future teaching through ongoing reflection and collaboration with colleagues.

1. T.A.I. Teaching as Inquiry at OPS.

2. Teachers as Learners - Improving Outcomes for Maori and Pasifika Students through Inquiry

3. Inquiry: It starts with reflection (It’s about you and your students): 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

5. Inquiry: It’s not about anyone else’s actions (avoid the blame game)

7. What are your student’s learning needs?

8. What are your learning needs?

9. How could this information inform your inquiry?

10. Investigate all factors that could influence this

13. Evaluate the effectiveness of your literacy teaching

16. Adapt your literacy teaching to improve learning

19. Alignment to class needs

20. Reference to each of the four components of teaching as inquiry process (focusing, teaching, teaching/learning, learning)

21. Provision for the collection of evidence, including self-reflection throughout all stages of the inquiry