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3c. Improvements to...USER-CENTERED: build up the use of student voice

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3c. Improvements to...USER-CENTERED: build up the use of student voice

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The template includes links to the Spirals of Inquiry guide to the six phases, where in the Scanning section teachers can find examples of suitable questions to ask learners to assist with gaining quality student voice.

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3b. Improvements to...MEASUREMENT: firmer school-wide tracking of priority learners and their interventions

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3b. Improvements to...MEASUREMENT: firmer school-wide tracking of priority learners and their interventions

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For ensuring next teacher/s have full awareness of learner issues and the interventions that have occurred (a mock example is shown here). This document is kept in our online files and can be easily updated as needed.

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1c. Current option for Inquiry Action Plan

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1c. Current option for Inquiry Action Plan

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Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).

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4. Revised Inquiry Action Plan (complete)

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4. Revised Inquiry Action Plan (complete)

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Still a work in progress - but is a base template that gives guidance to the thoughts that teachers are expected to share as they plan for, carry out and evaluate their inquiry.

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Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).

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3a. Improvements to...PLAN, DO STUDY, ACT: deeper questioning for improved planning, design, evaluation

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3a. Improvements to...PLAN, DO STUDY, ACT: deeper questioning for improved planning, design, evaluation

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Each section has sets of questions to guide teachers with the sorts of comments, information-collecting and reflections that should take place at each stage of the inquiry. Based on the NZC Teaching as Inquiry framework and the Spirals of Inquiry framework.

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2b. Key factor for a successful inquiry #2:

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2b. Key factor for a successful inquiry #2:

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the inquiry must use a disciplined approach: Plan, Do, Study, Act  Byrk/Carnegie Foundation

The steps are very clear in our process, and there is an expectation of careful planning for change (to teacher practice, knowledge, skills) in order to support the learners - lots of professional readings/website links, fortnightly discussions included in staff meetings to share our plans/actions/ideas for next steps, ongoing  reflection questions to look at what we were learning or noticing about the impact of our actions and to think about further improvements

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2a. Key factor for a successful inquiry #1:

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2a. Key factor for a successful inquiry #1:

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the inquiry must be problem-specific and learner-centred  Byrk/Carnegie Foundation

Our models have an emphasis on teachers getting to know their learners as thoroughly as possible - this is done prior to, as well as during, the inquiry through: a wide variety of assessments and (ongoing) observations, Know Your Learner sheets*, whanau conversations, student voice surveys, discussions with previous teachers and outside agencies, sharing SLOs with learners and reflecting on progress with learners, regular discussion with colleagues about learner progress and next steps to try

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2c. Key factor for a successful inquiry #3:

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2c. Key factor for a successful inquiry #3:

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measurement of key outcomes to track if change is effective  Byrk/Carnegie Foundation

Teachers monitor their learners closely, beginning with their baseline data and measuring against target learning outcomes as determined at the beginning of the inquiry (when looking at desired progress for the learners). A key part of this is to be expecting progress to occur, and to be watching closely for that* as well as to be evaluating the aspects that are encouraging or hindering this during the inquiry and making moves to further develop or address those aspects or issues.

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NE-Yr 6, rural school in Southland - six full-time teachers with five to twenty-plus years' experience each.  Over the past five years we have conducted small individual inquiries as part of our professional appraisal process. In 2016 we conducted a whole-school inquiry for or third year of involvement in the ALL programme.

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1b. Current process at our school has also been influenced in the past year by the BES model

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1b. Current process at our school has also been influenced in the past year by the BES model

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http://www.oecd.org/edu/school/48727127.pdf

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1a. Current process influenced by the NZ Curriculum teaching as inquiry model

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1a. Current process influenced by the NZ Curriculum teaching as inquiry model

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http://assessment.tki.org.nz/Assessment-in-the-classroom/Teaching-as-inquiry/Teaching-as-inquiry-practical-tools-for-teachers

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http://www.edendaleps.school.nz/