Criteria Twelve: Use critical inquiry and problem-solving effectively in their professional practice.
Key Indicators:
- Systematically and critically engage with evidence and professional literature to reflect on and refine practice
- Respond professionally to feedback from members of their learning community
- Critically examine their own beliefs, including cultural beliefs, and how they impact on their professional
practice and the achievement of ākonga.
Questions I have asked myself:
- What impact does higher level teaching and learning have on the students I teach?
- Where can I source information on critical enquiry?
- Who uses critical inquiry currently in my learning community?
- What changes will I make with regard to the feedback?
- How do I keep this a manageable part of my development?
- What evidence do I seek that my teaching is advancing the learning of all my ākonga?
Strategies that have helped me:
- Professional reading.
- Professional development.
- Classroom observations.
- Classroom visits.
- Professional discussions.
- Include in lesson planning.
- Engages in positive dialogue regarding feedback.
Reflections:
- Am I demonstrating commitment to critical enquiry?
- What professional practice do I do well?
- Have I got it right? How will I know?
- Have I been able to establish a manageable and realistic approach to this?
- Is it impacting on my time management Is there a better way?
- Should I seek further feedback and advice?
Evidence that might support this:
- Teacher demonstrates high level approaches.
- Reflective evaluative practice occurs across all areas of practice.
- Teacher observes, listens to and learns from colleagues of his/her teaching practice.
- Positive change occurs.
- Professional relationships maintained.
- Demonstrate tolerance of varying attitudes beliefs and cultures.
- Reading log - list of professional readings.
- Feedback from observations.
- Students are exhibiting high level skills.
- Students offer a range of opinions.
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