Criteria: Use critical inquiry and problem-solving effectively in their professional practice
Reflective question: How do I advance the learning of my ākonga through critical inquiry within my professional learning?
Key Indicators:
- Systematically and critically engage with evidence and professional literature to reflect on and refine practice
- Respond professionally to feedback from members of their learning community
- Critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga.
Link to the New Zealand Curriculum:
- Teachers must inquire into the impact of their teaching on students, using the Teaching as Enquiry Model (p.35)
RTC 12 & e-learning – guiding question:
How do I use e-learning to advance the learning of my akonga/learners through critical inquiry with my professional learning?
Questions I have asked myself:
- What impact does higher-level teaching and learning have on the students I teach?
- Where can I source information on critical enquiry?
- Who uses critical inquiry currently in my learning community?
- What changes will I make with regard to the feedback?
- How do I keep this a manageable part of my development?
- What evidence do I seek that my teaching is advancing the learning of all my ākonga?
Strategies that have helped me:
- Professional reading
- Professional development
- Classroom observations
- Classroom visits
- Professional discussions
- Include in lesson planning
- Engages in positive dialogue regarding feedback
Reflections:
- Am I demonstrating commitment to critical enquiry?
- What professional practice do I do well?
- Have I got it right? How will I know?
- Have I been able to establish a manageable and realistic approach to this?
- Is it affecting my time management is there a better way?
- Should I seek further feedback and advice?
Evidence that might support this:
- Teacher demonstrates high level approaches
- Reflective evaluative practice occurs across all areas of practice
- Teacher observes, listens to and learns from colleagues of his/her teaching practice
- Positive change occurs
- Professional relationships maintained
- Demonstrate tolerance of varying attitudes beliefs and cultures
- Reading log – list of professional readings
- Feedback from observations
- Students are exhibiting high-level skills
- Students offer a range of opinions
