Robyn's+Inquiry

AGQTP LEADING PROFESSIONAL LEARNING 2007**
 * Robyn's Inquiry
 * ACTION RESEARCH PROJECT**


 * FOCUS QUESTION****:** How can I help develop a reflective culture within a school?

Taking Stock 1. The schools within my cluster were already participating in a project focussed on the inquiry question ‘How can I use formative assessment in every lesson to generate personal learning?’ This has been investigated through the development of rubrics using student input through an 'inquiry approach'. The rubrics was used as a tool for student self assessment, peer assessment, teacher student negotiated assessment/curriculum and Goal setting. This project has been very successful (see attached sheet with teacher and student comments) and has started teachers on the journey of becoming more reflective on their teaching practices and making decisions about ‘what is really important for students to learn.’ 2. Through meetings with the acting Principal at one school it was established that I could support the leadership team to develop a reflective culture in the school (Strategic Plan). It had also been written into staff reviews that they use Peer Observation, student surveys, and other data sources to reflect on their teaching practices.
 * Background Information**


 * What do I want to achieve?**
 * Improve teacher knowledge of formative assessment.
 * Increase use of assessment FOR learning strategies to reflect and inform teaching and assessment ‘AS’ learning strategies to develop students’ ability to reflect on their own learning and assist in setting realistic goals.
 * Teachers to use Peer Observation as an effective tool to receive constructive feedback and improve learning and teaching.
 * Personally I would hope to become more reflective in my practises. Deepen my understanding of the Action Learning process.


 * Indicators of success**
 * Teachers and students use multiple forms of feedback continually to reflect on learning.
 * Teachers use Peer Observation as a effective tool to receive and give feedback to improve teaching and learning.
 * Teachers to show a shift in their component mapping data.
 * Students use assessment ‘AS’ learning strategies to reflect on their learning and thinking and to set realistic goals.(Samples of self assessments and learning goals)
 * Positive student and teacher comments after using rubrics for self assessment, peer assessment and goal setting.
 * Teachers have an improved knowledge of Formative Assessment and Personal Learning Domain.
 * Teachers planning formative assessment strategies when developing lessons and units of work.

- discuss data - to identify area of focus and develop their own inquiry question.- to identify needs. What knowledge, skills and understandings do these teachers need to acquire? - to decide on strategies they will trial in their classroom
 * Actions Taken**
 * Regular meetings with AP
 * Presentations at staff meetings exploring beliefs and understanding s about peer observations and using and receiving feedback. I used some of the materials/activities from the AGQTP Leading Professional Learning project.
 * Professional learning activities to build knowledge and skills of formative assessment and giving and receiving feedback.
 * Asked for volunteers to work as a focus group- 2 volunteers to date
 * Personal Learning through Formative assessment teachers have completed baseline data, attended Professional Learning around developing rubrics through an inquiry approach and trialled developing and using rubrics in the classroom and participated in across cluster PLT meetings.
 * Wikispace was set up for our evidence group. Posted a discussion and responded to other members.
 * Evidence Group meeting 24th August 2007. Through the sharing of our Action Learning projects I was able to refine my own inquiry.
 * Met with volunteer teachers to collect base line data. PoLT component mapping and student perceptions and learning student surveys were used to identify areas of focus.
 * Further Actions**
 * Teachers to present at staff meeting. PLT meetings. SWSW (Strengths, Weaknesses and So What-Solutions) to reflect on trials of using rubrics as an assessment tool.
 * Meet with volunteer teachers
 * Further meetings with acting Principal.


 * Evidence**
 * Agenda/Minutes from meetings.
 * Base line data
 * Photos of teachers in workshops, PLT meetings and working with students.
 * Comments from students and teachers.
 * Samples of assessment strategies used and students’ examples.