RTC 12

Criterion 12: Teacher Inquiry Cultural competencies: Ako-demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture. Wānanga-participates with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.
Key Indicators	Reflective Questions			Possible Evidence at Pukete
systematically and critically engage with evidence and professional literature to reflect on and refine practice respond professionally to feedback from members of the learning community critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga Pukete School Key Indicators Engages fully in the Teacher Inquiry process.	Does my critical inquiry begin with an assessment of the needs of my ākonga and an evaluation of my capabilities to meet their needs?   What impact does my own and my colleagues’ inquiries have on my teaching and outcomes for my ākonga?   Where can I source information to more fully understand effective processes of critical inquiry?   Who uses critical inquiry effectively in my PLC?   What changes will I make to my planning, teaching and assessing from what I learn from my inquiry, from feedback in appraisal conversations and observations of my practice?   How do I ensure my appraisal, inquiry and reflections are a valuable and manageable part of my professional development?   What evidence do I seek that my teaching and professional relationships (see Criterion One) are advancing the achievement, learning and well-being of all my ākonga?			Teacher inquiry documentation shows the use of student achievement information is used to determine the impact of changes to made to teaching practice. Teacher Inquiry is documented.

My Evidence	Reflection/Notes	Appriaser Feedback/Feedforward
My Teacher Inquiry 2017 Maths Acceleration Talk Moves used every day for building number sense:	Does my critical inquiry begin with an assessment of the needs of my ākonga and an evaluation of my capabilities to meet their needs? My target students have been assessed with formal (JAM) and informal (Observations) assessment. I have identified their needs and will use my Lotus questions to improve their (and my classroom's) maths this year. What impact does my own and my colleagues’ inquiries have on my teaching and outcomes for my ākonga?   The collaboration with our MIST teacher and the sharing of resources have supported my inquiry into Number Talks specifically. I am looking forward to observing a lesson being taught by our MIST teacher in the junior school. Where can I source information to more fully understand effective processes of critical inquiry? Readings, online videos, observations and teaching time. What changes will I make to my planning, teaching and assessing from what I learn from my inquiry, from feedback in appraisal conversations and observations of my practice?   After some valuable feedback from my appraiser, Natalie, I will begin to also note down behaviours of my students while solving and engaging in maths problems. This will help get a full picture of what language my students are using and development. I have also made a shift in my planning and teaching to use a number problem when I and working with my groups during rotation. This change came due to advice from our MIST teacher. I am really enjoying this change and the students are enjoying it also (rather than having a specific problem-solving day'. How do I ensure my appraisal, inquiry and reflections are a valuable and manageable part of my professional development?   Take time every few weeks to review, reflect What evidence do I seek that my teaching and professional relationships (see Criterion One) are advancing the achievement, learning and well-being of all my ākonga? Collaboration with more experienced teachers, MIST and readings. Observations of others and of me Upskilling and growing resources online.	Your teaching inquiry is underway and your planning demonstrates areas of development and exploration. As mentioned above: Your maths Teaching Inquiry is underway and you have introduced number talks with the children as well as a contextual problem solving approach. You may want to add in the focus learning needs alongside the data based on your initial class observations. I would encourage you to be noting behaviours as well as knowledge notes during maths tasks.