Site Map

• Coaching
• Forewords
  • Minister of Education
  • Timperley, Loughran and Earl
  • Sector representatives
• About these materials
  • Why focus on ISTEs?
  • How were they generated?
  • How might you use them?
  • What do they consist of?
  • References
  • Who are they for?
• A proposed theory of improvement for ISTEs
  • Enacting the principles
  • References
  • Resources ISTEs draw on
  • Principles of learning and practice
  • How the principles and resources interact
• Learning cases
  • Structure of the cases
  • Overview of the cases
    • Case 1 overview
    • Case 2 overview
    • Case 3 overview
    • Case 4 overview
    • Tauira 5 overview
    • Case 5 overview
    • Case 6 overview
  • References
  • Case 1
    • Inquiry question
    • Beliefs
    • Learning experiences
    • Learning and impact
  • Case 2
    • Learning and impact
    • Inquiry question
    • Beliefs
    • Learning experiences
  • Case 3
    • Beliefs
    • Learning and impact
    • Learning experiences
    • Inquiry question
  • Case 4
    • Learning and impact
    • Inquiry question
    • Beliefs
      • Theory of Practice Analysis
    • Learning experiences
  • Tauira 5 (Māori)
    • Te pātai rangahau
    • Ngā whakapono
    • Te āta aro atu ki te pātai rangahau
    • Ngā mea kua ākona me ngā hua ka puta
  • Case 5 (English)
    • Inquiry question
    • Beliefs
    • Addressing the inquiry question
    • Learning and impact
  • Case 6
    • Inquiry question
    • Beliefs
    • Learning experiences
    • Learning and impact
• Conducting inquiry
  • Inquiry cycle for ISTE learning
    • Students’ learning needs
    • Teachers' learning needs
    • Learning experiences
    • Our learning needs
    • Changes in our practice
    • Impact on teachers
    • Impact on students
    • Continuing the inquiry cycle
  • Meeting diverse needs
  • Using inquiry approaches
    • Gathering appropriate data
      • Observations and recordings
      • Research and literature
      • Data on student outcomes
      • Student voice
      • Written reflections
    • Critically analysing data
      • Practice analysis frameworks
      • Model I – Model II framework
    • Collaborating with others
      • Aligning beliefs & practice
      • Learning from modelling
      • Participating in role play
      • Using a coach or mentor
      • Using a critical friend
  • References
• Inquiry and evidence-based practice
  • Inquiry-based practice
    • What forms does inquiry take?
    • Inquiry vs research
    • Why should we inquire?
      • Learning from dissonance
  • Evidence-based practice
    • How to gather evidence?
  • An “inquiry habit of mind”
    • Inviting others’ perspectives
  • Establishing a culture of inquiry
    • Building a culture of inquiry
  • Implications for ISTE practice
    • Improving ISTE practice
    • Supporting use of inquiry/evidence
    • Suggested activity
  • References
• Knowledge and theory
  • What is knowledge?
  • Three conceptions of knowledge
  • How is knowledge constructed?
    • The importance of communities
      • Shared understanding
    • Whose knowledge counts?
  • What are theories?
  • What forms do theories take?
    • Established theories
    • Theories of practice
    • Espoused and in-use
      • Surfacing values and beliefs
  • Implications for ISTE practice
    • Theories underpinning practice
    • Suggested activity
  • References
• Communication and relationships
  • Professional learning
    • Building trust online
  • Interactive professionalism
  • Underpinnings
    • Inclusiveness
    • Creating a shared vision
    • Seeking new ideas
  • Leadership
    • Leaders in a culture of change
    • Roles a leader plays
      • Critical friend
        • Being a critical friend
      • Coach
      • External partner
    • Emotional intelligence
    • Responsiveness
      • Changing responses over time
  • Models and theories
    • Model I and Model II
      • More haste, less speed
    • Problem-based methodology
    • Narrative inquiry
      • Collaborative storying
  • Implications for ISTE practice
    • The ladder of inference
    • Suggested activity
  • References
• Change for improvement
  • Why change?
  • Sustainable change
    • Four views of change
      • At the instructional core
      • Adaptive versus technical
      • First-order vs second-order
      • Three levels of change
    • Focusing on outcomes
    • Creating the right conditions
    • It takes time
  • The drivers of change
    • Moral purpose
    • Incentives
    • Dissonance
      • Testing assumptions
  • A common theory of improvement
    • Learning in communities
    • Leadership
      • Principals as leaders
    • Connecting ideas and practice
    • Connecting PD and accountability
    • A developmental process
      • Teacher agency
    • Joint inquiry in the third space
  • Implications for ISTE practice
    • Challenges
      • Using data in PD
    • Making time
    • Suggested activity
  • References
• Recommended reading
• Appendix I: Learning theories
  • Behaviourism
    • Social learning theory
  • Constructivism
    • Key initial theorists
    • Building on earlier ideas
  • Conclusion
  • References
• Appendix II: Professional learning communities
  • What is a PLC?
    • Commitment to learning for all
    • Collaborative relationships
    • Shared values and vision
    • Reflective and iterative inquiry
    • Networks and partnerships
    • Sustainability and capacity
  • References
• Acknowledgments

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