Deepen Teacher Inquiry - Part 17

Shake the inquiry tree, and out will fall your teacher registration evidence
— Me

Over the last few months, we have been exploring the process of teacher inquiry and unpacking ways in which the process can be deepened. For those of you who have been following the story as it unravels - you will have picked up on my passion and firm belief that inquiry - when done well - is the vehicle in which teachers can experience true professional growth. And leaders can drive school-wide change initiatives in a supportive and safe environment. However, this is only the case IF Inquiry is supported, deep and relevant.

The purpose of 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.
Well-structured inquiry models allow you to know your impact - from which you grow as a professional. Professional Growth results when teachers inquire into the impact of their teaching on students.  
Deep Teacher Inquiry - by nature - results in the following:

  • Teachers are reflecting more deeply about the impact they are having on student learning.
  • A fundamental shift in teacher values and beliefs which result in professional growth.
  • A way in which teachers can curate evidence against the professional teaching standards.

Well-structured support and leadership facilitate the professional growth that comes out of inquiry. What is even more empowering for teachers, is the way well structured and implemented teacher inquiry makes links to the Professional Teaching Standards. Creating conditions in which these skills and attributes can be fully expressed and developed within everyday practice.

There will be no need to search out evidence for particular standards. Teachers will find that just by actively inquiring about their students learning; they are meeting most - if not all - of the Professional Teaching Standards. The beauty of this model is that concern for student learning becomes the driver for intentioned teaching actions and evidence is curated out of this mindset. In comparison to the curation of evidence driving the teaching actions to curate evidence for teacher certification.


As always - thanks for reading. I hope you have a great last week of Term


What I would love - is to hear from leaders and teachers who would be keen to be part of these exciting new ways to lens up teachers learning.
What it enables is a clarity for future steps. It enables leaders to take action in a way that is relevant, well thought out and impactful.

Let's build the future of education together. 
Further to the strategic day - we can offer ongoing support to schools as they move to action the work they start.

Tabitha Leonard