As an experienced teacher, my obligation to the profession of teaching and the students I teach is to be a life long learner that continuously changes and improves my pedagogy. My position is one of which I need to continue to learn new innovations, engage and understand my students so that they can reach their full potential both socially and academically.
As teachers, we are governed by the Education Council and have to adhere to the codes and standards documented in the Our Codes, Our Standards (Educational Council, 2017).
Teacher inquiry is embedded into our schools professional culture. All teachers at our school have to carry out a teacher inquiry that shows that we can improve the learning outcomes for our 'target' and Maori students. Teachers generate an inquiry question, gather evidence to support and affirm their hunches and the actions they develop. With our inquiry question, we also have to keep in mind on how we are meeting the Practicing Teacher Criteria (PTCs).
Page 18 of the standards from the regulation 'Our Code, Our Standards' has an important influence on the appraisal process and the inquiry question which we develop throughout the year.
The Education Council states that the appraisal process has been developed to "affirm and develop a high standard of teaching in New Zealand". Using the standards "help teachers learn, grow and achieve the best outcomes for learners" (pg.8).
Kerikeri Primary School uses the Arinui Clarity through Focus online tool. Arinui is more than just a portfolio of evidence, rather it is a tool focusing teachers on improving rather than proving. There is a big focus on student learning, teaching and leading and active reflection.
This process is closely aligned to Timperley's cycle of inquiry (2014). Teachers are prompted through a series of questions and reflective sections where they are asked to upload any evidence that supports their inquiry. Towards the end of the process, teachers than select the appropriate PTCs that have been identified through out the inquiry process. This in turn may lead to further inquiries that focus the teacher on PTCs that weren't evidenced through their first inquiry.
Teachers have been using this platform for two years now. Using this tool for appraisal is still a little contentious. Some teachers feel that it is a 'top down' directive that has to be filled in correctly and comprehensively. With the current work load issues, teachers are feeling that appraisal is just another 'tick box' form that they need to complete. I would argue that we don't need a prescriptive online platform to complete a successful inquiry rather we should be focusing on teacher individuality and the desire for teachers to pursue a meaningful inquiry that they can present in a variety of ways.
Wider Context:
Professional learning is well supported by our senior management team. However, much of this professional development has been decided without consultation with the staff, therefore some inquiries have been completed without a meaningful purpose that relates to individual teacher needs and interests. Wood, (2015) argues this point by saying that inquiries are not teacher led but are driven by the appraisal systems and are therefore not teacher owned.
I feel that enrolling in the MindLab course is a true inquiry process whereby I have been excited to learn new pedagogies and be a more critical with my teaching practice. I have been motivated and engaged because it was something that I was interested in and excited about. I question whether whole school professional development meets everyone's needs or personal interests that make them a better teacher.
When thinking of appraisals and the inquiries that happen within various schools, I wonder what expectations are given to each teacher and whether these expectations hinder a meaningful inquiry that a teacher wants to pursue. Wood, (2015) argues that there are pitfalls and obstacles that need to be considered. School management need to think carefully of their systems and approaches to appraisal, such as the time frames they set, and the mandated inquiry topics that teachers may inquire on are a risk of restricting personal professional development and inquiry (Wood, 2015).
An important factor that needs to be considered is whether an inquiry should be aligned to the appraisal systems and the 'Our Code, Our Standards'. I believe there is great value in teacher-led inquires in schools'. Wood, (2015) argues that there needs to be a collective responsibility between management and teachers. More needs to be done to encourage teacher inquiry in collaborative groups, and as individuals to encourage teacher ownership. Inquiries are usually completed individually and never shared with colleagues. Placing an importance on appraisals would benefit teachers. Prioritising teacher inquiries within staff meetings and team meetings would truely benefit. Ensuring teachers get explicit guidance and coaching through out the year with the Arinui platform and having weekly discussions about our inquiry questions would also be an effective way to improve our pedagogy with building relationships, critical friends and also having a positive result on our akonga.
References:
Arinui, (2019) Retrieved from:
https://www.arinui.com/benefits
Education Council (2017). Our Code, Our Standards. Retrieved from https://teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Retrieved from:
Wood, C.(2015).Teaching as Inquiry: form, purpose and application in New Zealand
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