# data[].attributes.body
A strategic and coherent
approach to human resource
management builds
professional capability and
collective capacity.

Systematic, collaborative
inquiry processes and
challenging professional
learning opportunities align
with the school vision, values,
goals and targets

Organisational structures,
processes and practices enable
and sustain collaborative
learning and decision making

Access to relevant expertise
builds capability for ongoing
improvement and innovation

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Students are the focus of all effective professional learning.

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Effective leaders continue to provide and resource focused opportunities
for collaborative inquiry and application of new learning until the necessary improvement in student outcomes has been achieved.

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Powerful professional learning draws on the best available research about ‘what makes a bigger difference’.

It integrates development of teacher content knowledge with understanding of how students learn the content and how it can be communicated in meaningful ways.

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WHAT IS IT?
1. Teachers need to be continuously developing their skills/knowledge through professional learning.
2. Student needs are the main focus for PL.
3. Effectiveness of the PL should be evident in improved student learning and outcomes.

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The evidence-informed inquiry process supports development and evaluation of innovative practice and promotes collaboration across the
professional and student learning communities.

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When discrepancies emerge between what is wanted and what is happening, these will provide a catalyst for challenging low expectations and deficit theories.

Leaders and teachers then identify focus areas for professional learning.

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What it looks like?
Effective leaders and teachers are recruited, selected and retained.

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Effective professional learning involves ongoing cycles of evidence-informed inquiry.

The perspectives of students, parents and whänau will be included in this evidence along with that of professionals.

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Building professional capability and collective capacity is a core function of leadership.

Leaders need to ensure that teachers are continuously engaged in professional learning that increases their knowledge and skills and develops their adaptive expertise.

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Teachers who work in supportive professional environments that encourage deep learning make greater gains in effectiveness over time than those who find themselves in environments that are less conducive to learning.

# data[].attributes.body
ongoing cycles of evidence informed inquiry
evaluate effectiveness of changes
draw upon research
collaborative inquiry
professional conversations
challenge thinking and practices
supportive professional environments