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Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
Use inquiry, collaborative problem solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.
Elaboration of the Standard
Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
Engage in professional learning and adaptively apply this learning in practice.
Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning focused collegial discussions.
Questions I might ask myself?
Questions I might ask myself?
Strategies I might use
Strategies I might use
Does my critical inquiry begin with an assessment of the needs of my ākonga and an evaluation of my capabilities to meet their needs?
What impact does my own and my colleagues’ inquiries have on my teaching and outcomes for my ākonga?
Where can I source information to more fully understand effective processes of critical inquiry?
Who uses critical inquiry effectively in my PLC?
What changes will I make to my planning, teaching and assessing from what I learn from my inquiry, from feedback in appraisal conversations and observations of my practice?
How do I ensure my appraisal, inquiry and reflections are a valuable and manageable part of my professional development?
What evidence do I seek that my teaching and professional relationships (see Criterion One) are advancing the achievement, learning and well-being of all my ākonga?
How does PLD address my goals, the development of my practice, and the learning of my ākonga?
How do my practice and ākonga learning benefit from my PLD?
How do I identify what professional learning is required and what would be of value?
Who can best advise me on professional learning and development (PLD) opportunities?
What are my own and my school’s responsibilities to facilitate these opportunities?
Were my PLD goals achieved?
Did my PLD meet my priorities and those of my ākonga?
What are my next steps?
What are the characteristics of an effective leader?
What is a leadership role?
What do I do to show leadership?
How can I be mentored to build my leadership capability?
Am I clear about my areas of responsibility and am I addressing these effectively?
How do leadership opportunities contribute to effective teaching and learning?
What contributions do I make to my professional learning community (PLC)?
What do I need to do to show leadership in the classroom and my curriculum area?
How do I engage with ākonga, whānau, hapū, iwi and Māori communities in open dialogue about teaching and learning?
How do I acknowledge and access the expertise that Māori parents, whānau, hapū and iwi offer?
Do I understand and engage with effective feedback and feedforward processes?
How do I help support my colleagues to strengthen teaching and learning in our school?
Understanding an inquiry (evidence-based) approach to practice and PLD.
Using assessment information and feedback from ākonga, whānau and colleagues to identify problems and areas for inquiry.
Following an inquiry model appropriate to my setting, and using goals and/or inquiry questions that are linked to identified priorities for my ākonga and school.
Undertaking PLD and further professional reading.
Engaging with school-wide inquiry approaches as expected.
Establishing a manageable and realistic approach to inquiry as a model for growth development, problem solving and improvement in practice that are linked to valued outcomes for ākonga.
Engagement with school management systems and appraisal documentation/practices that lead to regular goal setting and review.
Professional learning and development that aligns with the goals or next steps identified in the appraisal process and renewal of my practising certificate.
Professional leader and colleague appraisal conversations that inform decisions around PLD needs.
Ongoing active involvement in a school/community of schools or other professional learning communities (PLC).
Reflection on how aspects of PLD have been enacted and the impact on ākonga learning.
Requesting classroom observations of my teaching.
Making time to have professional discussions with colleagues.
Attending and contributing to PLD opportunities within and beyond my school.
Being an active member of professional learning communities.
Developing skills in educative mentoring and coaching to lead and support other teachers.
Sharing PLD knowledge, relevant readings and research with colleagues.
Observing and learning from experienced teachers.
Constructive engagement with professional leaders and colleagues on feedback and feedforward process.
Demonstration of leadership that contributes to effective teaching and learning beyond my normal sphere of influence.
Co-construction of goals and seeking out appropriate PLD for further professional growth and development.
Promotion and use of appropriate protocols for effective communication with whānau, hapū, iwi and members of the wider Māori community.
Effective communication with ākonga and whānau about ākonga achievement, learning and well-being.
My Evidence and Links;
My Reflections;
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