Teaching as inquiry PLD
Build your professional curiosity so that you improve ākonga outcomes.
Educators need to be professionally curious. They should be asking questions about what they are doing and the impact it has on learners. They need to work out what is working and therefore stays and what “needs to change, and how it needs to change”. Timperley and Parr (2014).
Teaching as inquiry is integral to the principles of the New Zealand Curriculum. It makes a positive difference to ākonga learning. Teaching as inquiry is fundamental to an educator’s professional growth cycle.
A whole kura/school can stop, catch its breath and with experienced facilitators evaluate its teaching as inquiry framework.
No matter what your area of focus for PLD is, you will benefit from using a teaching as inquiry framework. We weave teaching as inquiry into professional learning focus on assessment for learning, literacy, local curriculum design or STEM.
Groups of teachers – such as beginning teachers and teachers new to the school or country – have the opportunity to understand the principles of teaching as inquiry.
- Build internal capacity to lead teacher professional growth.
- Design PLD for your context.
- Draw on a range of inquiry models.
- Focus on a range of leaders and teachers such as senior leadership teams, departments or syndicates, beginning teachers, or as an individual within a classroom.
- Develop the skills needed for collaborative inquiries.
- Deliver PLD in ways that works for you – long term PLD projects, teacher only day, workshops, virtually delivered sessions, or coaching.
