Linking PRT Evidence to Teaching as Inquiry World Teachers Day 30 October 2010

1. Need to be pragmatic - how many uses can these be put to - registration and renewal of practising certificates; appraisal Need to be pragmatic - how many uses can these be put to - registration and renewal of practising certificates; appraisal

2. We will talk about� The Registered Teacher Criteria Evidence Teaching as Inquiry Introduction to the Registered Teacher Criteria Re-visit �Teaching as Inquiry� This is NOT �Inquiry Learning� Registered Teacher Criteria supports Teaching as Inquiry - a demonstration Identifying the criteria within your Inquiries Planning for development using the Registered Teacher CriteriaIntroduction to the Registered Teacher Criteria Re-visit �Teaching as Inquiry� This is NOT �Inquiry Learning� Registered Teacher Criteria supports Teaching as Inquiry - a demonstration Identifying the criteria within your Inquiries Planning for development using the Registered Teacher Criteria

3. What PRTs need to do The form that gets filled out .. Show the TR2 and the boxes for ticksGet out the handbooks - refresh memories Stress the Professional Dimensions PRTs will meet all the Criteria - Holistic nature How to use the indicators. - suggestion �turn them into questions�- use them to �unpack� the criterion, Use them to identify �gaps� in practice And so to EVIDENCE� Key words in the abstract - useful, meaningful, contributesWhat PRTs need to do The form that gets filled out .. Show the TR2 and the boxes for ticksGet out the handbooks - refresh memories Stress the Professional Dimensions PRTs will meet all the Criteria - Holistic nature How to use the indicators. - suggestion �turn them into questions�- use them to �unpack� the criterion, Use them to identify �gaps� in practice And so to EVIDENCE� Key words in the abstract - useful, meaningful, contributes

4. The RED and possibly more can be met with the Teaching as Inquiry modelThe RED and possibly more can be met with the Teaching as Inquiry model

5. Get out the handbooks - refresh memories Stress the Professional Dimensions - discuss the differences - What do you want your PRTs to understand from these? PRTs will meet all the Criteria - Holistic nature How to use the indicators. - suggestion �turn them into questions�- use them to �unpack� the criterion, Use them to identify �gaps� in practice And so to EVIDENCE�Get out the handbooks - refresh memories Stress the Professional Dimensions - discuss the differences - What do you want your PRTs to understand from these? PRTs will meet all the Criteria - Holistic nature How to use the indicators. - suggestion �turn them into questions�- use them to �unpack� the criterion, Use them to identify �gaps� in practice And so to EVIDENCE�

6. Bullet 4: In Overarching Statements (therefore provide a thread through all the criteria) and specifically Criteria 3 and 10. Bullet 3: in the NZC - Effective pedagogy page - diagram bottom right hand corner �Teaching as Inquiry�; specifically Criterion 12 BUT many of these cannot be demonstrated without critical reflection also. Bullet 2: From the pilot: described as �straight forward�, easy to follow - know what you should be doing�, Easy connection to �business as usual� BUT �quality business� Bullet 1. Reflects what current research has been telling us, but what we also know in our hearts, Relationships come first before learning can occur - ALSO collegial relationships - sharing practice, collaboration, valuing, respect of/for colleagues. ALSO family/whanau etc. The Matrices - shows the �mapping� -Bullet 4: In Overarching Statements (therefore provide a thread through all the criteria) and specifically Criteria 3 and 10. Bullet 3: in the NZC - Effective pedagogy page - diagram bottom right hand corner �Teaching as Inquiry�; specifically Criterion 12 BUT many of these cannot be demonstrated without critical reflection also. Bullet 2: From the pilot: described as �straight forward�, easy to follow - know what you should be doing�, Easy connection to �business as usual� BUT �quality business� Bullet 1. Reflects what current research has been telling us, but what we also know in our hearts, Relationships come first before learning can occur - ALSO collegial relationships - sharing practice, collaboration, valuing, respect of/for colleagues. ALSO family/whanau etc. The Matrices - shows the �mapping� -

9. Each of these provides evidence that demonstrates a PRT is meeting the Registered Teacher CriteriaEach of these provides evidence that demonstrates a PRT is meeting the Registered Teacher Criteria

10. One example of evidence A �smart� way of gathering quality evidence that comes from a PRT�s practice Teaching as Inquiry (p.35 NZC) An alternative Teaching as Inquiry framework is in the curriculum guidelines for Teaching and Learning Te Reo Maori in English-medium schools:: Year 1-13. P. 20 WARNING:Teaching as Inquiry is open to �minimalism� and �compliance� like any other framework- �do a couple and that�s that� - The difference between Inquiry as project AND Inquiry as Stance - the latter indicates a culture of on-going inquiry. Helpful paper: �Teacher Talk to improve teaching practices by Annan, lai and Robinson (Set 1. 2003) From All Talk (non-school talk) to School talk (non teaching practices talk) to Teaching practices talk (non learning talk) to Learning talk (analytical, critical and challenging talk)An alternative Teaching as Inquiry framework is in the curriculum guidelines for Teaching and Learning Te Reo Maori in English-medium schools:: Year 1-13. P. 20 WARNING:Teaching as Inquiry is open to �minimalism� and �compliance� like any other framework- �do a couple and that�s that� - The difference between Inquiry as project AND Inquiry as Stance - the latter indicates a culture of on-going inquiry. Helpful paper: �Teacher Talk to improve teaching practices by Annan, lai and Robinson (Set 1. 2003) From All Talk (non-school talk) to School talk (non teaching practices talk) to Teaching practices talk (non learning talk) to Learning talk (analytical, critical and challenging talk)

11. Look at NZC hand book Effective pedagogy. What is Teaching as Inquiry? Topics of each paragraph. Look at the EXEMPLAR - A teacher from a school which was on the on Assess to Learn contract - Look at NZC hand book Effective pedagogy. What is Teaching as Inquiry? Topics of each paragraph. Look at the EXEMPLAR - A teacher from a school which was on the on Assess to Learn contract -

12. This is Example One - it is incomplete - Look at the handout in front of you for the full version - A teacher from a school which was on the on Assess to Learn contract - Give �back story�This is Example One - it is incomplete - Look at the handout in front of you for the full version - A teacher from a school which was on the on Assess to Learn contract - Give �back story�

13. Identifuing the RTcIdentifuing the RTc

14. An example (Example 1) Get out your handbooks Hand out A3 copies to share. Look at the EXEMPLAR - A teacher from a school which was on the on Assess to Learn contract - Dimension 1: RTC 1 - Teacher group work and collaboration (Schoolwide focus on dev. Independent learners); RTC 2 (Comment made in planning that accompanied this diagram); RTC 4 (professional learning Assess To learn AToL RTC 5 Participation in show and tell of strategies and results. Discuss - Implications of �Missing� CriteriaAn example (Example 1) Get out your handbooks Hand out A3 copies to share. Look at the EXEMPLAR - A teacher from a school which was on the on Assess to Learn contract - Dimension 1: RTC 1 - Teacher group work and collaboration (Schoolwide focus on dev. Independent learners); RTC 2 (Comment made in planning that accompanied this diagram); RTC 4 (professional learning Assess To learn AToL RTC 5 Participation in show and tell of strategies and results. Discuss - Implications of �Missing� Criteria

15. This is Example Two - using post-its provided, on your A4 copies, identify the RTC present and missing in this example - Move to next slide� Look at the EXEMPLAR - A teacher from a school which was on the on Assess to Learn contract - This is Example Two - using post-its provided, on your A4 copies, identify the RTC present and missing in this example - Move to next slide� Look at the EXEMPLAR - A teacher from a school which was on the on Assess to Learn contract -

16. This is Example Two - A4 copies to work from - using post-its provided identify the RTC present and missing in this example. NB What is �missing� should be seen as an opportunity to develop a richer inquiry, address a �gap� in practice, an �oversight� - It is about teacher practice development and encouragement to try something NOT punitive Start with the Criteria and then can go to the indicators With reference to the missing criteria, discuss: Could these criteria enrich this inquiry? In what ways? This is Example Two - A4 copies to work from - using post-its provided identify the RTC present and missing in this example. NB What is �missing� should be seen as an opportunity to develop a richer inquiry, address a �gap� in practice, an �oversight� - It is about teacher practice development and encouragement to try something NOT punitive Start with the Criteria and then can go to the indicators With reference to the missing criteria, discuss: Could these criteria enrich this inquiry? In what ways?

17. Discuss - Linking PRT evidence to Teaching as Inquiry

19. Last Questions?