Enhancing Professional Development Through the Inquiry Process at Rangitoto College
Explore how Rangitoto College has supported its ITM staff through innovative practices, mentorship programs, and a culture of inquiry. From unpacking the inquiry process to effective pedagogy, discover the collaborative efforts that promote continuous professional growth and development.
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Unpacking the Inquiry Process How Rangitoto College has helped ITM staff with the Inquiry Process
The Team HOD 4 classroom music teachers 21 Itinerants (plus classroom teachers) 4 Dance/Drama teachers 1 music administrator (full time) 1 music administrator (part time) 1 performing arts/community education 1 music technician
Roles Andrea Smith-TIC of ITM Professional Learning, Mentoring, Curriculum Liason Sarah McConnell- General ITM admin and day to day stuff. For the purpose of this presentation, ITMs and IVT s will be considered as the same.
Innovations - Things we have done to support ITM -Mentor/Mentee relationship for each ITM -Facebook page for Rangi ITM for info -Email system -In house PD - report writing, practise monitoring; ... -Cultivate the role of ITM within Music Department culture
The BOOKLET Performance Appraisal and Professional development Booklet (YELLOW EXEMPLAR) -Outlines process of Appraisal -Mentoring -Inquiry Process -Self-evaluation Tools -Evaluation
Professional Learning Record -Inquiry Documentation for Classroom Teachers
Part 2:The Inquiry Process in theory How we helped unpack this concept.
WHY - The Culture of Inquiry Effective pedagogy requires that teachers inquire into the impact of their teaching on their students.
What is Inquiry? a process of systematic, rigorous and critical reflection about professional practice it can be undertaken individually it is most powerful when it is collaborative. it involves educators pursuing their wonderings (Hubbard & Power, 1993), seeking answers to questions or puzzles that come from real-world observations and dilemmas from A culture of inquiry by Professor Alan Reid.
Inquiry Documentation The Professional Learning Booklet Outlines the Teaching as Inquiry Cycle Focussing Inquiry (about students) Teaching Inquiry (what I need) Teaching and Learning (implementation) Learning Inquiry (the impact)
Inquiry starters - The Goal -Pedagogical (teaching-related) Goal - Linked each PD goal to Practising Teacher Criteria - SMART Goal System: S = Specific; M= Measurable, A= Achievable/Actions, R= Realistic, T=Time based.
Specific What do you want to achieve? What will you be doing when you have achieved the goal?
Measurable How will you measure the achievement of the goal? What will you feel/look like when the goal is reached? How will you know you have achieved your goal?
Achievable/Actions What might hinder you as you progress towards the goal? What resources can you call upon? What has worked in similar situations before?
Realistic What data will use to measure success? What will your class look/ like feel like?
Time When will you achieve the goal? What will be your first step? When? When can we meet to review progress?
Creating helpful solutions for ITM Creating some exemplars of 3 areas Repertoire Practise Routine Teacher Modelling
ITM EXEMPLARS Develop suitable and motivating repertoire for L1-3 (A-E) in your instrument. (PCT 1, 2, 3, 4, 5, 6, 8, 9, 10, 11, 12) S: Which piece suits which level / grade? M: Does piece relate to all Achievement Criteria? A: How to access sheet music? How is it accompanied (e.g. backing track?) R: Grade (realistic?) (check with classroom teachers/other itinerants in your instrument) T: Achievable in 4-6 weeks? formative checkpoints? to access recording? How to access?
ITM EXEMPLARS Develop suitable and motivating practice routine for every student (PCT 1, 2, 3, 4, 5, 6, 7, 8, 9, 11, 12) S: what is the process of practicing? How do I encourage reflective practising? How do I foster motivation through practice? M: Has practice increased? (student log), does students enjoy practising? A: does student use P routine? How is practice monitored and evaluated? R: Students practise more, get better quickly (higher efficiency) T: short, mid and long-term monitoring of practice routine & evaluation
ITM EXEMPLARS Refining your own teaching model by observing other practitioners (colleagues) (PCT 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12) S: choose colleagues in your instrument and observe lessons with the intention to improve own Teaching Practice M: what changes are you making based on observations? Colleague to evaluate changes? A: what do you want to concentrate on during observations? Observe; Reflect; Discuss with mentor implement into your teaching; student feedback R: changed practices, improved teaching (student & teacher perception) and student outcomes T: make goals, observe, evaluate (term 1), discuss, make changes, start implement (term 2 & 3). Evaluate implementation and success (colleague observation) (term 3 & 4).
Part 3: Inquiry in Action Feedback from some Rangitoto College Itinerant Music Teachers
The Feedback Four Itinerant Music Teachers 1. Briefly outline of your chosen pedagogical topic/goal 2. Why you chose it? 3. What have you got out of the process? 4. What has been difficult/Challenging about the process? 5. What could Rangitoto College do/done to make it easier? 6. New pedagogical goal/topic for the future?
Pedagogical goal/topic A. Refining your own teacher Model by Observing other practitioners. B. Develop suitable and motivating pracise routine. C. Develop suitable and motivating pracise routine for beginner students. D. How to help students improve tone and intonation through correct embouchure.
Why did they chose that? A. Straight Forward topic; attending instrument conference that allowed contact with practitioners B. Discussion with Mentor, 3 new students, student/parental accountability C. Inconsistency with practise routines amongst students, wanting more parental involvement D. Number of Junior students from various schools with similar issue, lack of awareness of students that embouchure is.
What have they got out of the Inquiry Process? A. Formalisation Tool, More Scaffolding/ unpacking of particular concepts B. Reflection of teaching, Specific, effective trial, More colleague discussion C. Formalisation of evidence process, Reflection of teaching, Student focus stronger, more collegial interaction & part of RC Music staff D. Natural process but Formalisation, Deliberate and focussed, Created Resources
Challenges/Difficulties A. Finding good Practitioners. Good performers not always good teachers. B. Time Management, logging reflection -How to do it C. Keeping Consistency with Term 3, Writing out/logging process D. Getting together with other practitioners to discuss ideas, research - reading articles, watching clips, watching other teachers
RC- what more can we do/have done A. Flexibility of time for overseas PD, more funding available? B. More discussion with mentor/similar teacher of instruments (networking) C. Providing PD access to widen skills, funding but must be pertinent to RC D.Funding; instrumental orientated PD
Future Inquiry Topics A.Repertoire or how to teach specific technique (pedagogy) B.Repertoire for NCEA (specific level A,M,E) C.Repertoire - role of tutor book for specific student e.g. beginner D.Repertoire - Tutor books for specific skills
Part 4:The Inquiry Process Reflection: How do we make this even more straight forward
Inquiry Paperwork Provide baseline data - student evaluation sheet (similar to classroom teacher) - Informal Testing of student (especially if returning in 2016) ?
Student Evaluation Exemplar Absolutely Agree 5 Strongly Agree 4 Agree Disagree Strongly Disagree 1 Please circle the most appropriate number in response to each statement 3 2 1. My music tutor is able to communicate ideas and information to me simply and clearly. 5 4 3 2 1 2. My music tutor seems organised and well prepared. 5 4 3 2 1 3. I find the lessons varied and interesting. 5 4 3 2 1 4. My music tutor makes me feel enthusiastic about the subject. 5 4 3 2 1 5. My music tutor is always able to answer my questions about the subject. 5 4 3 2 1
Inquiry Paperwork Develop evidence gathering/sharing Tool between schools (ITM teacher communication vs base school model?) Revise the Professional Learning Record -better reflective questions to ask -refined cycle documentation
Professional development Goal setting workshop -more mentor meetings for some ITM Hosting Specific Instrumental workshops Financial Assistance
Questions to ponder. How does mentoring/TAI link to the different appraisal systems as well as teacher registration requirements? How is the funding allocated for the PD of ITM s/IVT s which work across different schools? How can we support one person music departments undertake this process? How does the extra time involved is recognised in the TIC timetable?
