Privatization and Disinvestment - Meaning, Objectives, Advantages and Disadva...
Teaching as Inquiry
1. The best 5 ideas on
HOW to improve your own
professional practice
as a teacher and/or as a leader
of learning within your school.
Presenter: Tanya Thompson
Acting Principal, St Andrews Middle School
3. Tip 1: Be Ready and Able
• be prepared to inquire into your own
practice
– as a teacher
– as a leader
of learning
4. Discussion Point
• What mental model is needed to inquire
into our own practice?
• How can we position ourselves to become
ready and able??
• How can we position others around us??
5. Tip 2: Know - How
When inquiring/researching into your
practice you need a systematic way so
that you can gain evidence
– to support your change in practice
OR
– affirm existing practices
6.
7. Action research is
the study of a
social situation
with a view to
improving the
quality of action
within it.
Cardno and Piggot-Irvine, 1991
11. 2. Look at what research has to say
• Professional
readings
• Collegial
discussions
• Visit other
classrooms/
schools
12. 3. Make a Plan and reflect on it
Set a simple action plan which targets your
areas of
– Concerns…
– wonderings ….
– low or poor performance….. etc
13. How do I know????
• Reflect and evaluate as you go
– Can I collect evidence of learning?
– Is it impacting on student learning?
How do I know?
– Is it impacting on my staff?
School culture? How do I know?
• Where is my evidence????
14. 4. Collect comparative data
and analyse it
- student achievement
- student learning
- student voice
- teacher practice data
- leadership practice data
Am I making a difference?
Are my new or enhanced practices
more effective?
How do I know? Where is my evidence?
15. 5. Share it and celebrate
• We are all learners and we can teach
each other so much
• Share your findings
– Other colleagues
– Students
– Parents
– The wider community
16. Teachers/Leaders
need to see the
necessity for
change for
themselves
Teachers/Leaders need to
see hard evidence
Teachers/Leaders need to
be supported when
modifying their practice.
17. No matter where you
start…
each component
spirals into the others
18. Discussion Point
• General Q and A re: process
• Examples available
Contact details:
Tanya Thompson
tanyat@sams.school.nz
20. Clear School-wide Expectations
•Trust established within the school culture
• A professional culture of learning and
teaching
•Inquiring about practice is the ‘norm’
•Data analysis
•Evidence based planning and assessment
•All learning should be transparent
21.
22. Staff Meetings
Learning vs Organisation
Staff meetings are specifically set aside
for goal setting/assessment, discussion
of professional readings and sharing
and celebration of teachers/leaders
practice.
23. In-Class, On-the-Job, Hands-on
Professional Support
•Modelling of best practice
•Release time
•Both in-house and consultant knowledge
base of best practice
•Individual/group support with practices
24. Appraisal Process
•set goals in relation to their practice in
appraisal documentation
•collect baseline/comparative data
•keep a reflective journal
•share and celebrate changes in practice
25. reflection within our practice
leads to higher confidence
and a positive culture of change
26. Discussion Point
• What structures does your place of
learning currently have which support
inquiry in our own practice??
• What structures do you need to put in
place to ensure success??
27. Tip 4: Look for Evidence
• Seek out evidence of
learning/effectiveness
of practices
• Did I achieve what I
set out to do? Do I
now have more
questions?
29. Reaction to
Student/Staff
voice
• How do you collect student/staff voice?
• What do you do with it?
• How does it impact on
your teaching and learning?
Your leading?
30. Discussion Point
• What evidence do you look for to know
you are making a difference? Raising
student achievement?
• Do you have hard evidence to support
these?? How could you from now on??
31. Tip 5: ACTION IT
• Action your new
practices
• Implement changes
• Look at measures to
sustain the change
A positive school culture that enables changes is essential. Action research was a place that we started but it doesn’t have to be this way.
Allowing teachers to inquire about their classroom practice enables them to become better practitioners. See the need for change: All teachers complete Action Research projects and feed back results during staff meetings and appraisals Hard evidence: teacher practice data, student voice, student learning/achievement data – give examples Evidence of quality teaching and learning Evidence based Assessment, Planning and Evaluation Why are we doing what we are doing? Can we justify it? Supported in Practice Less teacher frustration with in-class modelling
This is also true when trying to develop an “all-in” concept in deprivatised practice? Community of learners. It doesn’t really matter where you start
The whole philosophy of assessment must be purposeful. Target setting in teams is more meaningful there more effective
Data, Student voice, student achievement, teacher practice
At first many teachers gather data because they have to and if they don’t have to – they don’t collect it. All teachers are at a different place in the journey – its important that this is recognised and people feel ok about this. This isn't always the case though and I think its important to accept that their will be rough patches, smooth patches etc