What might it look like when ISTEs draw on resources to enact the principles?

Principles

Effective ISTE learning and practice lead to improvements in teacher practice and student outcomes.

Effective ISTE learning and practice are underpinned by inquiry and research evidence.

Effective ISTE learning and practice are developed through collaborative relationships.

Effective ISTE learning and practice are influenced by and responsive to context and culture.

Effective ISTE learning and practice provide and build leadership in a range of contexts.

Examples of enactment

ISTEs’ decisions about their learning and practice are informed by teachers’ and students’ learning needs.

ISTEs have high expectations for improvements in teacher practice and student outcomes.

ISTEs take a broad view of student outcomes, considering social, emotional, physical, and cognitive outcomes.

ISTEs build connections between big ideas about school improvement and actual practice at all levels.

ISTEs’ professional learning is centred on questions and dilemmas within their practice.

ISTEs draw on multiple sources of evidence for decision-making.

ISTEs examine the values, beliefs, and theories that underpin their everyday practice.

ISTEs recognise that ambiguity is inherent in complex practice.

ISTEs’ professional learning is challenged and informed by explicit theories of learning and practice.

ISTEs participate in and foster the development of professional learning communities.

ISTEs build collaborative relationships using explicit professional norms.

ISTEs draw on diversity within a group to optimise learning.

ISTEs are involved in a range of learning relationships (e.g., coach, critical friend) and activities (e.g., peer observation, group discussions).

ISTEs share responsibility for making sense of dilemmas and questions arising from practice.

ISTEs bring and recognise multiple perspectives within diverse contexts.

ISTEs work in different ways and at multiple levels (classroom, school, institutional, regional, national).

ISTEs develop and use tools appropriate to particular contexts and cultures.

ISTEs tailor their support to schools’ changing needs as schools progress through improvement cycles.

ISTEs apply a range of lenses to the ongoing evaluation of their own practice.

ISTEs support school leaders to establish and maintain cultures of inquiry based on the use of evidence.

ISTEs enable others to make sense of their practice.

ISTEs enable others (e.g., in-school leaders) to lead professional learning.

ISTEs foster joint inquiry between different communities of practice.

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