This document outlines a teacher action inquiry process called coaching and learning walks at Hikutaia School. It involves teachers choosing partners to meet regularly for coaching sessions and to observe each other's classrooms through learning walks. The goals are to develop leadership skills and become more reflective practitioners in order to improve teaching and learning. Teachers work through an inquiry cycle where they identify areas for development, collect data, set goals and evaluate impact. Feedback is provided using a Grow and Smart coaching model. The process aims to link theory and practice and make teachers responsible for their own professional growth and development.

1. Teacher Action Inquiry
How it works at
Hikutaia

2. Learning
Walks
Outcomes
 Professional
leadership
development
 Create change for
improved teaching
and learning Formal Appraisal
Coaching  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. Coaching Sessions and Learning Walks
Coaching Sessions and Learning Walks
How they they will lookat Hikutaia School
How will look at Hikutaia School
How will we organise the coaching and learning walks? Regularity of contact
How will we organise the coaching and learning walks? Regularity of contact
and 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. 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. 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. Action/Evidence Based Inquiry Cycle – Teacher 2012.
Teacher Class level/s Date
Numeracy
1. 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

8. Action/Evidence Based Inquiry Cycle – Teacher 2012.
Teacher Tricia Cameron Class level/s 1-2 Date 2. 2.2012
Literacy
1. 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 old
2. Data collection (what is happening now?) and Analysis (What impact am I expecting?)
Child 1- level 11,Child 2- level 0, Child 3- level 1
3. What is my inquiry question?
How to move these children so they are/ will be reading at the level required for national standards
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?)
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 goal
5. 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 process
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

9. Action/Evidence Based Inquiry Cycle – Teacher.
Teacher Judith Class level/s Years 3 & 4 Date 22.11.11
1. 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/website
Data 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?
Focus
What stage am I What do I want What steps do we need to When will we meet What has been achieved? What is my next
at? 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 would
Network and involved as 7? leave feedback on another site.
Internet use – see creators of *Core Education – teachers Core Education conference attended and notes
Teacher self- information and conference – blogging Staff meeting of useful sites made. Next steps – to continue
assessment 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.

10. Its about:
Teachers as leaders.
Professional leadership development.
Creating change for improved
teaching and learning.
Developing as reflective practitioners
Leaders as problem solvers.
Responsibility for our own learning.
Linking of theory and practice.
Walking and talking the same.

11. 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