Learning and impact
What has Delwynne learned and how is it impacting on her practice?
Delwynne feels that as a result of her inquiry, she is learning to work with teachers and colleagues in ways that will ensure changes are deep and sustained. When she describes her practice as it is now, she says:
"I've stopped:
telling teachers what to do;
using questions to lead them to the "right" answer;
thinking while they’re talking;
I've started
using evidence to prompt teacher actions;
asking questions that I don't know the answers to;
listening to what is being said."
One form of evidence that Delwynne has come to see as especially powerful is student voice.
What’s the evidence that Delwynne’s changed ways of working are more effective? At Waiharara School, the teachers certainly now have a different view of professional development and of how students should have ownership of their learning.
Delwynne’s inquiry has reinforced for her the importance of communities of practice and influenced the ways in which she collaborates with her colleagues in her everyday work.
For Delwynne, one of the most satisfying outcomes of her work at Waiharara is that all those involved are coming to see themselves as learners.
Perpectives
What have you learned and how will it impact on your practice?
How do the comments of the case participants and the thinking of Helen Timperley, John Loughran, and others reinforce or challenge your current understanding and practice?
In particular, how do Delwynne’s comments on stopping modelling and telling resonate with your beliefs about effective practice? You may wish to compare Delwynne’s thoughts on modelling with Trevor McDonald’s in Case 2 (see video Clip 3) and with Helen Timperley’s in her commentary (see Perspectives on this page).
What challenges or questions can you identify in your current practice in relation to teachers’ self-efficacy? How do they link with identified learning needs of teachers and students? What evidence do you have?
Which of these challenges or questions would make the most useful focus for your inquiry?
Within your inquiry, how might you:
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work within a community of practice to inquire into your practice?
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establish situations where dissonance can safely be surfaced and explored?
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capture your practice (e.g., using video, audio, and/or transcripts) for use as evidence within your inquiry?
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gather and use student voice effectively as you work with teachers?
See Conducting Inquiry (pages 43–75) for guidance on inquiring into your practice.
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