Identifying a for Inquiry Initial planning questions Have goals for children’s learning from the previous year's strategic and annual plans been achieved? Were there any standards from the previous appraisal period that needed more attention? Has the children’s learning indicated any professional development for you or the team in the last year? Are there any new external elements that must be addressed (requirements of standards, new legislation, new initiatives)? Has there been an ERO Accountability Review that makes recommendations for improvements? Have staff or community members raised any concerns about the progress or well-being of any children? Are there pedagogical issues that you are struggling with that you believe could improve outcomes for the children? These questions may provide possibilities for areas in which to situate a leadership inquiry. NB: The key thing to remember when deciding on an inquiry is to consider what is it that needs to happen to provide better outcomes for the children. As a professional leader, this will mean working with and through teachers to affect the desired outcomes. In addition to the Notice, Recognise, Respond, Revisit model on the next page, other versions of the inquiry cycle can be found here: Ruia: http://appraisal.ruia.educationalleaders.govt.nz/Inquiry-cycle Timperley, H., Kaser, L. & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Victoria, Australia: Centre for Strategic Education.
Identifying a for Inquiry Initial planning questions Have goals for children’s learning from the previous year's strategic and annual plans been achieved? Were there any standards from the previous appraisal period that needed more attention? Has the children’s learning indicated any professional development for you or the team in the last year? Are there any new external elements that must be addressed (requirements of standards, new legislation, new initiatives)? Has there been an ERO Accountability Review that makes recommendations for improvements? Have staff or community members raised any concerns about the progress or well-being of any children? Are there pedagogical issues that you are struggling with that you believe could improve outcomes for the children? These questions may provide possibilities for areas in which to situate a leadership inquiry. NB: The key thing to remember when deciding on an inquiry is to consider what is it that needs to happen to provide better outcomes for the children. As a professional leader, this will mean working with and through teachers to affect the desired outcomes. In addition to the Notice, Recognise, Respond, Revisit model on the next page, other versions of the inquiry cycle can be found here: Ruia: http://appraisal.ruia.educationalleaders.govt.nz/Inquiry-cycle Timperley, H., Kaser, L. & Halbert, J. (2014). A framework for transforming learning in schools: Innovation and the spiral of inquiry. Victoria, Australia: Centre for Strategic Education.
Resource%20Booklet%20Final%20%285%29.docx