Weaving evidence, inquiry and standards chapter 2

Presents a model that integrates inquiry and knowledge building cycle with three important capabilities (fig 2.1, p.26)

Instructional- What do teachers, leaders, whanau need in pedagogical knowledge  that will most effectively accelerate the progress of the current context of students, on which their inquiry is focussed (p.29)

Organisational-School systems, such as assessment that support and promote teacher learning in their inquiry cycles- building a school structure that supports the building of adaptive expertise

Evaluative- “requires the use of evidence to answer questions-’ where am i going?’, ‘how am i doing?’ and ‘where to next?” (p.31) This capability involves deep pedagogical understanding on the part of teachers and leaders around what progress they should b looking for and then link these into the curriculum

The strands of this model are woven together through relationships that focus on- managed interdependence, trust and challenge

How This Chapter Could/Should Influence Our Practice ?

When using the model in fig 2.1, the starting point is always on student achievement- importantly the aims for achievement need to be focused on those outcomes valued by the school community- How does this look for our community? What are the contextual differences between our community and others?

How do we foster and support adaptive expertise and ensure our organisational capability creates a culture that promotes, not hinders this?

Evaluative capability involves the building of a shared understanding about what we require to build adaptive expertise...what are the conditions that at present are limiting this in our school?

How can we build the relationship aspects that will support change-

Managed interdependence? How do we know when is the time to access external rather than internal experts?

Trust and Challenge?

Where are we on fig 2.2, as a leadership team? as a team?