Professional Learning

Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.

Key Indicators:
• Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
• Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
• Engage in professional learning and adaptively apply this learning in practice.
• Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners, including learners with disabilities and learning support needs; and wider education matters.
• Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning-focused collegial discussions. 

Questions I have asked myself:

- How do I identify what professional learning opportunities would be required and what would be of value? 

- Who can best advise me on professional development opportunities?

- What are the obligations of the school to facilitate these opportunities?

- Were professional development goals achieved?

- Did the professional development meet my needs this year?

- Where to now? How do I know what to move on to?

- What further professional development do I need?

- How do I reflect in my professional work respect for the cultural heritages of both Treaty partners in Aotearoa New Zealand?

- How do I become a leader?

- What is a leadership role?

- What do I do to show leadership?

- How can my mentor support me in these areas?

- What are my areas of responsibility?

- How do leadership opportunities contribute to effective teaching and learning?

- What contributions do I make to my PLC?

- What do I have to do to show leadership in the classroom and my curriculum area?

- Do I understand effective feedback and feed forward processes?

- How do I help support my colleagues to strengthen teaching and learning in my setting?

- 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?