Apprasial2ndmarch

Teacher AppraisalA 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.

What do we understand by ‘teaching as inquiry’?

Teacher ProfessionalLearning and DevelopmentWhat the research says ?

Teachers’ inquiring into their own practice.exploring examples

It starts with reflection

It’s about you (and no one else)

•An inquiry/Questioning

•Seeking

•Evaluating

•Discussion/Dialogue

•Implementation/Testing alternatives

Reflection is distinct from other formsof thought because it involves a stateof self-doubt, hesitation, perplexity,and mental difficulty. It is an act of hunting, inquiring... (and learning)

John Dewey 1933

Appraisal should beabout improving competence NOTproving competence.

The WarningsNot about anyone else’s actionsAvoid the ‘blame game’No inquiry = No ‘reflection’Not reactive, but PROactive

NOT Technical Questions NOT Blamer/Judger Questions Learner Questions

Expertise required - A solution is known or can be found.

Finger pointing. Looking for fault/blame. Why has this failed? What’s wrong?

Solution seeking, Explores possibilities, Open, Proactive, Acceptance, Discover, Inquiring, Intentional change, Win/win?

e.g. Where can I find the booking sheet? e.g. Who is responsible? Why did this happen? What went wrong?

e.g. How/What can I learn about this? How can I stay on track? What are my motives? What is right for me/them/the organisation? What are my responsibilities/choices? How

does my attitude affect this? What is possible? What should I change in my

approach? Am I being realistic? What do I really not want to know? What evidence

supports this need? What more do I need to know

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?

Teacher AppraisalTeaching as Inquiry and Teacher Criteria

Part 2 – 8th March

Solution seeking, exploring possibilities …

Formulating your inquiryWhat 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?

Registered Teacher CriteriaKey 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.

EvidenceWe need to show evidence of professional practice that meets thecriteria.

What are possible sources of evidence?

Capturing Your InquiryYour choice : digital or paper

Share examples

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 observationsCycle of refection meetings