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Teachers around New Zealand are finding the Teaching as inquiry model a useful way to systematically investigate the effectiveness of teaching and learning in their classrooms. Link to some stories below.
This story provides an overview of how Albany Senior High School's teaching as inquiry model supports teachers to reflect on the quality of their teaching in the context of problem solving. The model of distributed leadership encourages leaders and teachers to work together to examine their practice of and beliefs about teaching and learning, and to take responsibility for the learning of each student.
The case study provides an example of how professional learning groups can be used as a means for introducing the Teaching as inquiry model in a school, including the integral role of leaders in ensuring the process is focused and manageable, and ensuring that teachers are engaged. Schools could use the case study as a starting point to plan the introduction of the Teaching as inquiry model, or to review current processes.
In this story, Ben Keyte, sole-charge physical education teacher at Excellere College, was supported by the leadership and assessment facilitator to inquire into his own teaching capabilities in order to improve the learning in his classroom.
When leaders and teachers undertake evidence-informed inquiry, and use it to work collaboratively towards change and improvement for learners, it establishes professional agency and makes inquiry the everyday work of schools and kura. This creates a culture of sustained improvement. This page on Educational Leaders gives some examples of successful collaborative inquiry.
Teachers' inquiries are collaborative which allows them to draw on the expertise of others in their team and across the school. New learning strategies are co-constructed and teachers develop a shared understanding about the required interventions, level of urgency and timelines to make the difference for learners. Read more about this on Educational Leaders.
Enid Watson, principal of Forrest Hill School, explores ways to link charter goals, performance management, teaching as inquiry and professional portfolios in this sabbatical report.
These stories from the enabling e-Learning TKI website illustrate some different ways teachers have used technology and the spiral of inquiry to assist them in their drive to improve student learning.
In this case study, Claire Amos, former director of e-learning at Epsom Girls' Grammar and now Deputy Principal at Hobsonville Point Secondary School, discusses the application of the Teaching as inquiry model to professional learning at Epsom Girls' Grammar, in this context an ICTPD contract. She highlights the importance of starting not with ICT goals, but with the students’ learning needs, and discusses how her department uses teaching as inquiry to investigate "problems of practice".
This page provides two simple case studies showing how using the process of the Teaching as inquiry model in a senior secondary school context made a significant impact on students’ learning and achievement.
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