This blog entry will reflect on how regulations and policies have impacted on my teacher inquiry
throughout my current teaching inquiry through Mindlab and wider teacher inquiry across New Zealand.
throughout my current teaching inquiry through Mindlab and wider teacher inquiry across New Zealand.
The New Zealand teaching standards, published by the Education Council (2017) identify professional
learning as one teaching standard. The Education Council (2017) have included a number of
elaborations on this standard, which have or should impact my ongoing teaching inquiry. The
elaboration of “Inquire into and reflect on the effectiveness of practice in an ongoing way, using
evidence from a range of sources” (Education Council, 2017, p.18) describes how I need to continually
reflect on the effectiveness of the changes I make in my teaching practice as I go through the inquiry
process, and also to evaluate the effectiveness of my project based on the data.
learning as one teaching standard. The Education Council (2017) have included a number of
elaborations on this standard, which have or should impact my ongoing teaching inquiry. The
elaboration of “Inquire into and reflect on the effectiveness of practice in an ongoing way, using
evidence from a range of sources” (Education Council, 2017, p.18) describes how I need to continually
reflect on the effectiveness of the changes I make in my teaching practice as I go through the inquiry
process, and also to evaluate the effectiveness of my project based on the data.
Another way in which these standards are impacting my teacher inquiry is described in this elaboration:
“Critically examine my own beliefs and assumptions, including cultural beliefs, impact on practice and
the achievement of learners with different abilities and needs, backgrounds, genders, identities,
languages and cultures” (Education Council, 2017, p.18). This has probably been the most significant
change I’ve had in my thinking throughout this Mindlab course as a result of the readings and
discussions I’ve been exposed to. The reading of Mac Farlane et al. (2008) has had a huge impact on
how I think about the cultural assumptions and worldview I bring to my teaching as a Pākeha, and then
had impacted how I design subsequent teaching inquiries.
“Critically examine my own beliefs and assumptions, including cultural beliefs, impact on practice and
the achievement of learners with different abilities and needs, backgrounds, genders, identities,
languages and cultures” (Education Council, 2017, p.18). This has probably been the most significant
change I’ve had in my thinking throughout this Mindlab course as a result of the readings and
discussions I’ve been exposed to. The reading of Mac Farlane et al. (2008) has had a huge impact on
how I think about the cultural assumptions and worldview I bring to my teaching as a Pākeha, and then
had impacted how I design subsequent teaching inquiries.
In my school, this year a significant part of our appraisal is based on our teaching inquiry. Teachers
developed an inquiry question based around a school-wide focus on visible learning. We meet regularly
with our “critical friend”, another teacher with whom we discuss our teacher inquiry, problem solve any
road-blocks and generally get another perspective from. We have a peer observation by this teacher
looking for evidence in the classroom of our teacher inquiry. This inquiry forms a significant part of the
discussion we have with our appraiser, whom we meet with twice yearly. In our school policy document
on teacher appraisal, this emphasis on teacher inquiry is not explicitly stated, as teacher inquiry is
identified as one of a number of possible basis for measure of teacher performance (Pauatahanui
School, 2017). However, the other measures such as self appraisal, observations, informal and formal
assessment data could also feed into a teacher inquiry. A clearer emphasis on the link between teacher
inquiry and teacher appraisal would align our school policy with what is happening in practice at our
school.
developed an inquiry question based around a school-wide focus on visible learning. We meet regularly
with our “critical friend”, another teacher with whom we discuss our teacher inquiry, problem solve any
road-blocks and generally get another perspective from. We have a peer observation by this teacher
looking for evidence in the classroom of our teacher inquiry. This inquiry forms a significant part of the
discussion we have with our appraiser, whom we meet with twice yearly. In our school policy document
on teacher appraisal, this emphasis on teacher inquiry is not explicitly stated, as teacher inquiry is
identified as one of a number of possible basis for measure of teacher performance (Pauatahanui
School, 2017). However, the other measures such as self appraisal, observations, informal and formal
assessment data could also feed into a teacher inquiry. A clearer emphasis on the link between teacher
inquiry and teacher appraisal would align our school policy with what is happening in practice at our
school.
The way our school is approaching teaching-as-inquiry and teacher appraisals appears to be in line with
the wider New Zealand context. Wood (2015) found that the two schools he studied used the teacher
inquiry process as part of the appraisal process by allowing teachers to use evidence from the inquiry as
evidence of meeting appraisal goals. The Educational Review Office audited 10% of schools across New
Zealand to ensure that appraisal processes were consistent and fair (Education Council, n.d.). One of the
measures of a consistent and fair appraisal system was that appraisal was aligned with teaching as
inquiry, and in 2016 and 2017 72% of the appraisals audited by the Educational Review Office met these
standards (Education Council, n.d.). Therefore, it could be suggested that more schools in New
Zealand are linking teaching-as-inquiry and the appraisal process.
the wider New Zealand context. Wood (2015) found that the two schools he studied used the teacher
inquiry process as part of the appraisal process by allowing teachers to use evidence from the inquiry as
evidence of meeting appraisal goals. The Educational Review Office audited 10% of schools across New
Zealand to ensure that appraisal processes were consistent and fair (Education Council, n.d.). One of the
measures of a consistent and fair appraisal system was that appraisal was aligned with teaching as
inquiry, and in 2016 and 2017 72% of the appraisals audited by the Educational Review Office met these
standards (Education Council, n.d.). Therefore, it could be suggested that more schools in New
Zealand are linking teaching-as-inquiry and the appraisal process.
How is your school approaching the appraisal process- is it in line with my school and what appears to
be the trend in New Zealand? It would be great to hear your thoughts.
be the trend in New Zealand? It would be great to hear your thoughts.
References:
Education Council (2017). Our Code, Our Standards. Retrieved from
https://teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
https://teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Education Council (n.d.). Appraisal as a catalyst for improved learner outcomes. Retrieved from
https://teachingcouncil.nz/sites/default/files/ERO_Appraisal.pdf
https://teachingcouncil.nz/sites/default/files/ERO_Appraisal.pdf
MacFarlane, H., Glynn, T., Grace, W., Penetito, W. & Bateman, S. (2008). Indigenous epistemology in
a national curriculum framework? Ethnicities, 8, 102.
a national curriculum framework? Ethnicities, 8, 102.
Pauatahanui School (2017). Appraisal of Teaching Staff. Retrieved from
https://pauatahanui.schooldocs.co.nz
https://pauatahanui.schooldocs.co.nz
Wood, C.(2015).Teaching as Inquiry: form, purpose and application in New Zealand secondary
schools. (Published Master's’ thesis). Unitec, Auckland, New Zealand.
schools. (Published Master's’ thesis). Unitec, Auckland, New Zealand.
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