Reflective entry #2: Discuss how aspects of law, regulations and/or policy impact on teacher inquiry
There are many aspects of law, regulations and policy that relate to teacher inquiry. In page .18 of the regulation ‘Our Code, our Standards’: It states that in these professional learning standards, teachers can "use inquiry, collaborative problem solving and professional learning to improve their professional capability to impact on the learning and the achievement of all learners".
In our school the codes and standards are embedded into the appraisal process as a teacher inquiry google slide, which we write reflective notes and add evidence beside each code of conduct. Teachers have an opportunity to create an over all encompassing inquiry. In my case, it is in coding and how it raises the standards in other areas. I also through my research, "engage in professional learning and adaptively apply this learning in practice." In coding and makey-makey, the inquiry process is reflected in my school practice, as it is tied up in my appraisal in a yearly bases. We gather feedback from senior leaders and record this evidence and then use the evidence to see if we meet this code.
On the online platforms it covers the Professional Learning of "seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning -focused collegial discussions". This research has been interpreted into the school policy and imbedded into teaching practice to improve learner outcomes.
When I inquire into and reflect on the effectiveness of practice in an ongoing way, I can identify inquiry from a range of sources;
This ERO’s report lists the characteristics that were evident in effective appraisal systems and “inquiry” is one of them. As a result, it refines and strengthens teaching as inquiry and therefore measuring this by moving from a focus on compliance to a focus on continual improvement.
Additionally, P.92-101 in the reading ‘Teaching as Inquiry: form, purpose and application in New Zealand Secondary Schools’ by Wood (2015) It suggests that leaders need to make the Teaching as inquiry process more robust, valued and an essential component of the school faculty and individual teacher self review. It can kill two birds in one stone as it can relate to Professional Development aims also.
Wood talks about the length of the teaching inquiry to be over a year is better rather than a short 6 -4 weeks. He also suggests that it is an inquiry and not to be related to assessment and data gathering on teachers. These elements are evident in my schools inquiry process.
Broadly speaking and in looking at the wider context, the Communities of Learning in Northland, affects Teacher inquiry. In the CoLs, it states the role is to be reflective competent personal and collaborative inquiry - "be wiling to learn and then unlearn and then to relearn".
Sinnema (2005) suggests that evidence about student outcomes can be a focal point
The policy of the Community of learning also affects teachers enquiry, as it has the achievement aims on well being stated. One of the purposes was to "strengthen the use of effective inquiry approaches to teaching across schools to achieve the shared learning outcomes" It says as part of the role to lead structured opportunities to assist the ongoing development of effective approaches to 'teaching as inquiry' so it does include the code of conduct aims.
I have found that the inquiry that I am undertaking in coding has raised my passion for teaching and ignited a new journey of administering practices that work well for students, as well as nourishing myself to be a life long learner myself also.
References
Education Council (2017). Our Code, Our Standards. Retrieved from 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
Wood, C.(2015).Teaching as Inquiry: form, purpose and application in New Zealand secondary schools. (Published Master's’ thesis). Unitec, Auckland, New Zealand.
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