staff mtg

1. Teacher Appraisal A Focus on Teaching as Inquiry. Part 1 – 2nd March Aim: To develop understanding of the ‘teaching as inquiry’ framework and explore possibilities for meaningful individual inquiries.

2. What do we understand by ‘teaching as inquiry’?

3. Teacher Professional Learning and Development What the research says ?

4. Teachers’ inquiring into their own practice. exploring examples

5. It starts with reflection It’s about you (and no one else) An inquiry/Questioning Seeking Evaluating Discussion/Dialogue Implementation/Testing alternatives

6. 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

7. Appraisal should be about improving competence NOT proving competence.

8. The Warnings Not about anyone else’s actions Avoid the ‘blame game’ No inquiry = No ‘reflection’ Not reactive, but PROactive

10. Take some time to closely examine your data. What are your students’ learning needs? What are your learning needs? How could this information inform your inquiry?

11. Teacher Appraisal Teaching as Inquiry and Teacher Criteria Part 2 – 8th March

12. Solution seeking, exploring possibilities …

13. 3/16/2011

14. Formulating your inquiry What progress have you made in developing your inquiry? Share your ideas with a colleague. How was you inquired informed by students’ learning needs? your own learning needs?

15. Registered Teacher Criteria Key changes For all educators Bicultural nature is explicit Emphasis on critical reflection Clearer connection to practice How might these criteria enhance our inquiries? Cut and Paste activity with copies of registered teacher criteria and our inquiries.

16. Evidence We need to show evidence of professional practice that meets the criteria. What are possible sources of evidence?

17. Capturing Your InquiryYour choice : digital or paperShare examples

18. A successful inquiry will include: Alignment to School goals Alignment to class needs Reference to each of the four components of teaching as inquiry process( focusing, teaching, teaching/learning, learning The teacher standards visibly embedded within the inquiry in a meaningful way. Provision for the collection of evidence ( on the standards) including self –reflection throughout all stages of the inquiry Regular sharing and reflection with a small group of colleagues It is likely that an inquiry will include: 1-2 observations Cycle of refection meetings