The Education Act of 1989 and 1964 underpin our current Code of Professional Responsibility and the Standards for the Teaching Profession. Furthermore, the Education Review Office, “has mandated responsibility for external reviews while National Administration Guideline 2 explicitly requires every school to develop a strategic plan and maintain an ongoing self review” MOE (2015, p.6). At the heart of these regulations and policies is the learner. Other Policies relating to my practice include The Privacy act of 1993, the Oranga Tamariki act of 1989, and school policies related to the above mentioned documents.
Teaching Standard 2, Commitment to Learners directly links to teaching as inquiry. It states as educators that we should: ”Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.” Education Council, (2017, p.11). In the Education Councils document, Appraisal as a Catalyst for improved Learner Outcomes it states that a characteristic of an effective school appraisal system includes an appraisal that is aligned with other processes such as teaching as inquiry, strategic planning, target students and relevant PLD Education Council, (n.d). In our school, strategic goal two, “underpinning effective teaching and learning through a culturally responsive and inquiry based approach that promotes student voice and agency ” links with our school’s major learning focus which is targeted at raising student achievement in a specific learning area. This focus creates our appraisal goal, appraisal observations and teaching as inquiry, which we work on collaboratively in teams.We use Timperley’s Spiral of inquiry model to guide to help improve our targeted, priority learners and is linked to our end of term evaluations. Teacher inquiry is important in my practice, as it is collegial, ethical and a positive and powerful process that helps me to think of the ‘cup half full’ rather than ‘half empty’. This teacher agency is important in creating equity and inclusive practice for all students and helps to fulfil the aspirations of the New Zealand Curriculum of being “ connected, collaborative, lifelong learners” MOE (2007).
Last year the Education Review Office reviewed our school. This review and its recommendations have had an impact on my role this year and the focus for my teaching as inquiry. Recommendations stated that a greater focus was needed on teaching science. This has also been reflected nationally, as in ERO’s Teaching of Science in New Zealand Schools, they found that knowledge based programmes were evident instead of interactive thinking, talking and experimenting applications ERO, ( 2012). In response to our school’s recommendations, I was appointed to lead science in the senior school through classroom teacher release and also set up a school makerspace to promote STEM. This year My teaching as inquiry relates to my new role and supports the theme of my research for my Practice 2 inquiry. The findings and results from this research will be included in a board report and will help develop our school makerspace and science learning. Overall, this experience has made me reflect about the impact that governing bodies have on schools, as when both parties work together, it can create a positive change.
Our Code of professional Standards, “sets out the high standards for ethical behaviour that are expected of every teacher” Education Council, (2017). Code 2 -Commitment to Learners links with teacher inquiry as it involves, “promoting the well being of learners and protecting them from harm” Education Council, ( n.d), as well as engaging ethically with learners, respecting diversity and culture of students which include affirming Maori learners as tangata whenua. As a teacher, conducting research, I need to act in an ethical manner so that students and their learning is not harmed. Ethical considerations are ongoing and are being addressed in my action plan. Babione, (2015) states that “Policies and procedures provide teachers with interpretations of how the school addresses research principles regarding respect for persons, doing no harm, and justice for groups being studied” (p.113). My school procedures require all teachers to check that parental permission for any media and photos has been given. I will need to consider this when students share their work onto a digital sharing platform, e.g. blogs. This school policy has links to Oranga Tamariki Act 1989 and the Privacy Act 1993. In relation to teaching as Inquiry, I think our schools systems are well integrated, with each aspect flowing and linking with the other. Our continued use of the The Spiral of Inquiry helps us to be consistent in our approach.
References
Babione, C. A. (2015). Practitioner teacher inquiry and research. Retrieved from https://ebookcentral.proquest.com
Education Council -Matatu Aotearoa. (2017). Our Code, Our Standards Code of Professional Responsibility and Standards for the Teaching Profession. Retrieved from https://teachingcouncil.nz/sites/default/files/Our%20Code%20Our%20Standards%20web%20booklet%20FINAL.pdf
Education Council (n.d.). Appraisal as a catalyst for improved learner outcomes. Retrieved from https://teachingcouncil.nz/sites/default/files/ERO_Appraisal.pdf
Education Review Office. (2012). Science in the New Zealand Curriculum: Years 5 to 8. Wellington, New Zealand. Retrieved from https://www.ero.govt.nz/publications/science-in-the-new-zealand-curriculum-years-5-to-8/
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