Deepen Teacher Inquiry Series - Part 8
Deepen Teacher Inquiry Part 7
So last week we got to evidence - what is evidence and how can it be used to identify what is going on.
In summary, we identified the following:
In the case of teacher inquiry, it is evidence of a hypothesis. In the design of teachers’ inquiries teachers identify an action that they believe will have elevated impacts on student learning. That's right, remember the whole purpose of teacher inquiry centred around elevating student learning.
Now the challenge lies in what evidence will be collected to gain visibility of the impact.
Deepen Teacher Inquiry Series - Part 6
Over the next two weeks, we take a look at HOW. We will begin to explore the kinds of evidence teachers can collect to illustrate the impacts of the inquiry teaching actions on students learning outcomes.
Before we delve into the world of types of evidence - I think it is important at this stage to have a look at the difference between data and evidence.
So let's have a look - to coin the phrase - evidence-based practice, and to take it into the education realm - reflective evidence-based practice - i.e. inquiry.
Deepen Teacher Inquiry Series - Part 5
“Not everything that counts can be counted and not everything that is counted truly counts”
I love this particular quote because it resonates with me about the drive for data that we - as teachers - seem to find themselves in. It encourages us to stop and think about what really counts.
I find this quote completely relevant to this week's focus point for our deepen teacher inquiry series.
Last week we discussed the idea of the WHAT -That's right - the what, finding WHAT Teaching actions to change to increase student outcomes are what inquiries are about. Another important aspect of designing a deep inquiry - that comes out of the wondering process is identifying WHO you are running your inquiry about - WHO is your sample?
Deepen Teacher Inquiry - Part 4
Over the last few weeks, I have explored and unpacked the wondering - focusing - scanning - aspects of a teacher inquiry. Often teachers will go through this aspect of their inquiry design - and then the process kind of grinds to a halt. How do you know what to do? - Where too from here? - WHAT should you change that may lead to elevated learning impacts for your students?
WHAT change are you going to make?
Deepen Teacher Inquiry Series - Part 3
As educators, we are all aware of the importance and value of reflection. We are encouraged as professionals to reflect, but I would argue that for various reasons reflection is not always done as well as it could be when it comes to the design of teacher inquiry.
DEEPEN TEACHER INQUIRY SERIES - PART TWO
“To get a different result, you have to do something different”
- Albert Einstein
This quote really resonated with me this week. When I speak to leaders, I hear them say that their staff are not connecting with what they are trying to achieve - simply because they are on autopilot - and leaders are frustrated by the lack of desire or ownership of their staff for elevating what is working or tweaking what is not - to increase impacts.
Deepen Teacher Inquiry - Two Day Series - Professional Development
Last week I floated the idea of using a design thinking lens to unpack the underlying thoughts for teachers when they are reflecting on their students and completing their focusing inquiry - let's take a look at what a design thinking lens is exactly and how it can deepen inquiry.
The design thinking framework is basically made up of 4 parts - empathise, ideate, prototype, test. The empathy mapping process is designed to connect with the identified issue at a deeper level. In the case of teacher inquiry - the issue is what is happening for students and their learning.
Deepen Teacher Inquiry Series - Part One
Are your teachers' expert classroom practitioners, yet struggle to find time to unpack their teaching impacts?
Do you struggle to get traction in shifting teacher practice?
Is your student achievement data showing the growth you hoped it would?
Do you have Teachers in your school who are new to teaching and are in a state of overwhelm? Or Teachers who are in a space of worry about their teacher certification?
Teachers, who feel they are in a rut and don’t know how to get out of it? or Teachers who need the challenge to take their practice to the next level. This Professional Development is the support they need.
Empower reflective conversations - Connect | Learn | Grow :- to create an evidence enabled school
Over the next few weeks, I will be exploring ways leaders can deepen evaluative inquiry and teachers can deepen teacher inquiry and what would be the outcomes if they could.
This week we will take a look at the focusing inquiry part of the inquiry journey.
Where are you and the teachers in your school in relation to the collection of impact evidence and its interpretation? As a leader - do you feel enabled to support your teachers to collect rigorous and relevant evidence to inform future strategic directions for your school?
The Power of Teacher Inquiry
National priorities - rightfully or wrongfully - inform your school's PLD focus. When teacher inquiry is well structured and supported the evidence it generates empowers school leaders to set highly relevant strategic goals and grow evidence that shows how well students are tracking towards achieving them.