Teachers at a staff meeting used laptops together to support each other's learning of ICT skills. The ICT lead teacher worked with another teacher on using an interactive whiteboard for math. The lead teacher also worked with a teacher to support using learning programs on student laptops. The lead teacher provided support for implementing iPads in a new entrant class. Teachers were able to select colleagues to support their professional learning in various areas like math, literacy, behavior management and ICT, leading to significant shifts in teaching and learning.

1. Staff ICT PD at staff meeting, all staff using
laptops together to support each others
learning.
ICT lead teacher working with another teacher to support use of in-
teractive whiteboard within math program.
Lead teacher working with another teacher in her room to support the
use of specific learning programmes for literacy using the student lap tops
in the year 1 and 2 classroom.
Lead teacher support with
implementation of IPads in
New Entrant class.
As a result of trialling Teacher Action Inquiry this year, teachers have been able to elect another staff member to come
and support their professional learning in a variety of contexts. Different teachers have different strengths, teachers
have made use of this system for mathematics, literacy, behaviour management and ICT. This year significant shifts in
teaching and learning have been made due in part to ensuring that appropriate support for teacher learning and chang-
es to practice are available. The teacher appraisal system has been more focussed this year with regular reflections on
personal goals, and also team goals linked to annual targets. Times are set for ‘buddy support’ when reviewing apprais-
al goals, Teacher Action Inquiry goals, and/or annual targets to ensure intensions are acted on and indicators are evi-
dent in classroom practice.
Teachers have found regular sharing during staff meetings, the availability of professional support and release when
needed, has supported their learning and enabled them to make changes in teaching practice to increase student learn-
ing and achievement. This is a model we will continue to use moving into the future, as change in practice and benefits
for students have been very positive.