How do you lead the growth of your teachers, to make the best school for the future?

Have you ever wondered how you can shift the teaching and learning to a whole new level? With teachers who are at the leading edge of what they do and have elevated impacts on students learning?
Have you ever wondered how to measure and gain dependable evidence into the successfulness of your teachers on students learning?
Teachers often reflect on their lessons in a way that is intrinsically driven by the ‘gut feeling” and not by defensible and dependable evidence. Teacher inquiry is perceived as an extrinsic “have to do” rather than an intrinsic “want to do”. - what is missing from the equation is an understanding - at all levels - as to the value of rigorous and relevant teacher inquiry practice.

The purpose of an inquiry into teacher practice is to develop deeply reflective teachers. Deeply reflective teachers who are actively reflecting on the learning needs of their students and exploring new ways of doing things that might have better outcomes for students. In the process, they are also making measures into the impact of these changes on students learning. In essence, they will know their impact. - Hattie (2012). It is about the exploration of the relationship between what the teacher is doing, what is happening for the students, and the evaluation of the effect of teacher actions on student learning. 
This book is designed to answer teachers and others who would like to conduct teacher inquiry in an achievable and effective way.
This book is set to help teachers to ‘gather defensible and dependable evidence from many sources’  so that they better ‘know thy impact’ and, from there, can act on it.

The professional growth that comes out of inquiry is facilitated by Action Research Learning Projects, creating conditions in which these skills and attributes can be fully expressed and developed within everyday practice. By adding Action Research Learning Projects to teachers’ toolkits, and bringing more reflections and fewer reactions into practice, the inquiring teacher incubates an inquiry culture and they find their inquiry genius.


  • Action Research Learning Projects provide an easy to follow step-by-step inquiry process in which teachers can measure the impact their teaching actions are having on student learning and hence impact on student outcomes. 
  • Action Research Learning Projects allow teachers to feel supported in using innovation and creativity in designing their inquiry. An outcome of the process will be that teachers will feel more confident to measure the impact their teaching actions are having on student learning and hence impact on student outcomes. 
  • Action Research Learning Projects develop a culture of deep reflection that leads to professional growth.

This book contextualises Action Research Projects through the evidenced impact of the implementation of SOLO Taxonomy across a large secondary school, and case studies how SOLO has been used to improve student learning and how the impact of the use of SOLO can be measured using Action Research Projects.
In the last year, I have partnered with a number of schools and we have had some exciting inquiry impacts occurring. We have begun to affect some transformational change for teachers and leaders through embedding inquiry cultures and reframing inquiry processes and practices in the form of Action Research Learning Projects to grow leading edge teachers.  The added value of embedding inquiry cultures is in shifting teachers practice from a reflective teacher who has progressive impacts on students learning to leading-edge teachers who experience elevated impacts on students learning. Together we develop teachers who have the capability to inquire deeply into the impact they are having on students learning. Teachers who are energised to drive change in their practice. Teachers who are more innovative and engaged in growing their teaching practice.

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An Action Research Project with SOLO Taxonomy Bk 2

- How to introduce and use SOLO and to tell if it is making a difference

Tabitha Leonard