Professional Learning Teams Inquiry Cycle

Professional Learning Teams Inquiry Cycle

The following is taken directly from a website (as named above), which clarifies the Inquiry Process beautifully.

The resource is based on the Helen Timperley framework – Teacher Inquiry and Knowledge-Building Cycle to promote valued student outcomes.
The resource has been designed to support professional learning about the PLT inquiry cycle. It will assist teachers and school leaders to identify the professional learning required to achieve valued student outcomes.

The Inquiry Cycle

Understanding How It Works

1. An inquiry cycle may operate on a whole school (macro), team or individual teacher (micro) level over either the short term or the long term.
2. Professional learning takes place in each dimension (not just dimension 3).
3. The effectiveness of the cycle depends on leaders adopting an inquiry approach (educational, cultural and symbolic leadership) and supporting teachers in the conduct of their inquiries (technical and human leadership) – see DOE (2007)The Developmental Learning Framework for School Leaders.
4. Learning takes time; allow for developing understanding, risk-taking, trial and error and refinement.
5. The dimensions are inextricably linked:
• student learning needs are the focus and reference point throughout an inquiry
• each dimension leads to the next; while there may be some overlap or shift in focus back to previous dimensions, what is important is that the full cycle is completed
• specifically observe the difference an inquiry has made by making links between student learning needs (D1) and the impact on student learning of changed actions (D5) and between teacher learning needs (D2) and changed or changing classroom practice (D4).

Leadership Dimension

Leading the Teacher Inquiry and Knowledge-Building Process

Leaders have the greatest influence on outcomes for students when they participate in and promote the professional learning of their teachers.

PLT leadership includes:

• Formal leadership by Principal Class Teachers
• School leaders, Team leaders, Curriculum Teaching and Learning leaders
• All teachers who lead by their actions and influence on others

Key Questions

• As learning leaders, what do we need to learn to support our teachers to be most effective?
• What can we do that will be most effective in promoting teacher learning linked to valued student outcomes?
• What can we do to engage the wider school leadership in the pursuit of effective learning?
• How can formal leadership support and resource the evidence-informed inquiry process?

Sources of Evidence

• Self evaluation of leadership
• iLead 360 Feedback
• Leadership Framework - Developmental Framework for School Leaders
• Teacher and other (student/parent/community) feedback on leadership
• Research evidence on instructional leadership evaluating leadership against the identified criteria for success
• Research evidence on effective professional learning (the Teacher Inquiry and Knowledge-Building Cycle is research evidence on professional learning)
• Staff Opinion Surveys

Principles / Guidelines for Using this Evidence

PLTs use processes to ensure:

• Leaders are involved in identifying what evidence to collect and why
• The evidence is fit-for-purpose
• Leaders are involved in interpreting the evidence
• Evidence about leadership is connected to teacher data and student profiles of learning and engagement
• Leaders develop possible explanations about what might be causing what
• Things will change (and have to change) for something to happen for students
• Checking promotion of student learning using Time1 -> Time 2 data after engagement of students in powerful learning experiences
• Teacher learning must be facilitated and resourced appropriately to achieve improvement.