Inquiry Update - One Term In

We are one term into this year, and it is time to assess where I am up to with my inquiry.
After our last Manaiakalani CoL meeting, this inquiry structure was presented, so I am assessing my inquiry against this structure to see where I am at.

	Inquiry Item	Explanation	Evidence
Learn Focusing Inquiry - “What is important (and therefore worth spending time on) given where my students are at?”	Gather evidence	Student achievement data eg. standardised tests, OTJs, internals and externals Anecdotal evidence eg. observations, formative assessment tasks, student voice,  parent voice, previous teachers, surveys,  learning walks and reciprocal visits	Student Input into planning Post 1   Post 2 NCEA Results Analysis for 2016 2016 inquiry focus for Year 12 students (change committee) Student voice about how they like their lesson instructions
	Scan	Wider perspective on learning not just aspects that are easily measured eg considering perspectives of our young people and their whānau. How engaged are they with learning? Can they describe what they are learning and why it is important?  (AfL) Links to Key Competencies
	Identify Trends	Looking at all the evidence, thinking hard about its “shape”. Noticing where there are cohort trends that extend out beyond the class, to the team or department, maybe even for this school across schools in the CoL Clearly identifying the common learning challenges or problems. Looking for and identifying strategies that are known to have the greatest impact on on this/these challenges	Student voice from the first Year 12 standard - how is it going Standard breakdown for the first Year 12 project Personal Goal setting sheet for 2017 2016 inquiry focus for Year 12 students (change committee)
	Hypothesise	Analysis and interpretation often take place in the mind of the teacher, who then uses the insights gained to shape their actions as they continue to work with their students. These theories for improvement should connect with the inquiries related to the Achievement Challenge of the Department/Team, the School and the CoL.	My inquiry outline
	Research	“This involves asking questions about how well current strategies are working and whether others might be more successful. Teachers search their own and their colleagues’ past practice for strategies that may be more effective, and they also look in the research literature to see what has worked in other contexts.”	Using learning from past inquiries Reading - Analysis of asynchronous online discussion using the SOLO Taxonomy
	Reflect	“Inquiry into the teaching–learning relationship goes hand in hand with formative assessment, in the cyclical evaluation process that goes on moment by moment, day by day, and over the longer term.” Assessment-in-the-classroom/Teaching-as-inquiry	Using learning from past inquiries Inquiry posts on my blog
Create Teaching Inquiry - “What strategies (evidence-based) are most likely to help my students learn?”	Make a plan	What can I already do and  what do I need help with? Who are the learners? Group/class What are the goals for my practice and student achievement? Set up processes for capturing evidence about whether the strategies are working for my students.	Personal Goal setting sheet for 2017
	Try new things	It is a constant state of action, monitoring, reflection, and adjustment - and then more action. Failure may occur. Feedback from learners - how will I engage them with new learning? Do they know we’re trying something new?	Student voice from the first Year 12 standard - how is it going Student voice about how they like their lesson instructions
	Innovate	Are we capitalising on the affordances of the technology to support the Five Affordances of Learn Create Share (Engagement, Teaching Conversations, Visibility, Cognitive Challenge, Scaffolding) identified by the WFRC	Blog posts about using SOLO Taxonomy Google Plus Communities Year 10  Level 1  Level 2  Level 3 Class OnAir Posts
	Implement	Just do it!
	Reflect	“Inquiry into the teaching–learning relationship goes hand in hand with formative assessment, in the cyclical evaluation process that goes on moment by moment, day by day, and over the longer term.” Assessment-in-the-classroom/Teaching-as-inquiry	Main Blog - links to topics across the top
Share Learning Inquiry - “What has happened as a result of the changes in teaching, and what are the implications for future teaching? ...We need people to provide us with different perspectives and to share their ideas, knowledge, and experiences.”	Publish	What happened as a result of the changes? Share evidence (artefacts of student learning, DLOs) and effective strategies.	Main Blog - links to topics across the top Google Plus Communities Year 10  Level 1  Level 2  Level 3
	Co-teach	What if my plans didn’t work? Are there different approaches?Who can help me? Peer observations, video analysis of my practice.	Class OnAir Posts
	Model / Guide	How can my findings and experiences support my peers? How is this shared?	Main Blog - links to topics across the top
	Feedback / Feedforward	What are my next steps? How will I sustain effective practice? Learner feedback? New goals?
	Reflect	“Inquiry into the teaching–learning relationship goes hand in hand with formative assessment, in the cyclical evaluation process that goes on moment by moment, day by day, and over the longer term.” Assessment-in-the-classroom/Teaching-as-inquiry	Main Blog - links to topics across the top