What is the connection between
2
Professional autonomy
is the concept
“The significance of active teacher autonomy
in p
professional development
p
cannot be
overstated... experiences that provide teachers
with autonomy, choice, and active participation
were critical to effective professional
development.”
Randi, J., & Zeichner, K. (2004). New visions of teacher professional development. In M.A. Smylie, % D. Miretzky (Eds.),
Developing the teacher workforce: 103rd yearbook of the National Society for the Study of Education , Part 1.
3
Self-directed
Self
directed PD
is the action
“Activist professionals take responsibility for
their own professional learning.... This
requires teachers to conceive of themselves
as ‘agents of change’ rather than victims of
change.”
Sachs J. (2003) Teacher professional standards: controlling or developing teaching? Teachers and Teaching: Theory and Practice, 9 (2), 175-186
4
Teacher inquiry
is a specific type of self-directed PD
“Learning more can come from peers,
research or knowledge that is generated
together, but the starting point is one’s own
practice ”
practice.
Lieberman, A. (2007) Professional Learning Communities: A reflection. In still, L. Louis, K.L., Eds.
Professional Learning communities: Divergence, Depth and Dilemmas
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The BCTF teacher inquiry program
iis a process that
th t involves
i
l
a group of teachers
coming together to pose
questions about their
practice and then
proceeding to find out the
answers to their
questions often through
questions,
the vehicle of action
research.
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Why engage in inquiry?
• T
Teaching
hi and
d llearning
i are complex
l
processes that address complex issues.
• It is
i a useful
f l tool
t l that
th t opens up the
th
processes and issues to questions,
reflection and action
reflection,
action.
• Collaborating with colleagues helps with
analysis and understanding our work
work.
• Change can be scary. Supported change
is exciting.
exciting
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Teacher inquiry includes the
f ll i principles:
following
i i l
• It taps into teachers’ lived experience.
• It includes open questions (i.e., whatever
questions participants bring).
• It involves an inquiring group of colleagues.
• It invites and encourages reciprocal learning.
• It is run by teachers for teachers
teachers.
8
What p
processes can be used?
• Action research: Teachers investigate and evaluate their work
work.
• Professional conversations: A group of peers engages in a sustained and
focused conversation on practice.
• Book Study groups: A group of teachers focus on one book or report,
discussing its contents and relating the author’s views to their areas of
practice.
• Subject (e.g., English/Language Arts) or theme-based (e.g., inclusion, gender)
inquiry groups.
• Appreciative inquiry: Teachers focus on one area of practice which is working
well as a starting point for reflection on practice.
• Professional learning communities: Membership is voluntary, and the focus of
the inquiry is chosen by participants.
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What does the process look like?
10
From beginning to end
I wonder
d about...
b t
Is this really what I want to know…
Let me investigate by looking at…
What does my investigation tell me…
How does this change my practice…
Let’s celebrate our inquiry by
sharing
s
a g what
at we
e found
ou d out
out!
11
Inquiries can take place in
• Schools
• Locals
• PSAs
12
Inquiry questions cover
a range of topics
Some sample questions are:
• How does the teacher’s health and wellbeing affect the students’ learning?
• What combination of mentorship and other
supports will best support TTOCs?
• How can we differentiate our instruction?
• How can teachers continue to improve
school/community relationships?
13
Do inquiries change over the year?
Very often, the initial
question that is posed
changes, becoming more
refined or sometimes even
set aside for new, deeper
or emerging questions that
arise during the course off
the investigation into the
original
i i l question.
i
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Why inquiries change over the year
The initial
Th
i iti l question
ti often
ft
changes because:
• teachers are free to
follow their inquiry,
wherever it leads.
• teacher inquiry is
completely self-directed.
• the discussions lead to
deeper understandings
and new questions
emerge.
15
Can others participate?
Many inquiries
M
i
i i are partnerships
t
hi b
between
t
the BCTF, the local and the district.
Districts contribute to the funding
funding.
If others want to join the inquiry they are
welcome to participate on the same basis
as teachers.
They develop their questions and pursue
them with the help of the BCTF-trained
inquiry facilitator.
facilitator
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Who are the inquiry facilitators?
Th are:
They
• teachers from around the province who
apply
l tto be
b ffacilitators.
ilit t
• supported and trained by the BCTF.
• steeped in the knowledge and skills
needed to encourage deep thinking and
conversation.
ti
• available to work with inquiry groups to
h l th
help
them th
through
h th
the iinquiry
i process.
17
Do facilitators direct my inquiry?
Teacher inquiries are
self-directed.
Facilitators guide you through
your inquiry, using their skills
to help
p yyou delve deeply
p y into
• the questions, clarifications
and initial discussions.
• data collection and analysis.
• the reflections and changes
in your practice.
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How do I get going?
Startt with
St
ith something
thi you wonder
d
about that will frame your inquiry.
• Contact
Contact your local PD chair.
your local PD chair
• Set up an inquiry group in your school, across the local or within your PSA.
• Apply for the BCTF inquiry grant, if eligible. http://bctf.ca/uploadedFiles/Public/ProD/PQT‐GrantsLocal.pdf
• Find a place to meet.
• Invite an inquiry facilitator to come and help you start your first inquiry meeting.
• Contact [email protected] or [email protected]
C t t jt
@b tf
l @b tf
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Who should engage in inquiry?
Anyone who
A
h
• wonders about their work.
• wants
t to
t pursue questions
ti
fully.
• wants to bring about
change for improvement.
• learns by working
collectively and collegially.
• is tired of being told
what they need to do.
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