Plan for teacher inquiry

1. CNS ICT PD Cluster
Taking the time to reflect critically on the things we
are doing in our classrooms is perhaps the most
effective thing we can do to ensure that what we
are doing is having the desired outcomes, and is
changing our practice in the ways we want it to.quot;
(Wenmoth, 2007)
Classroom Action Research 2007

2. No two reports will look the same and will reflect the individual teacher their context and
question. This is your story and the way it is presented and organised is up to you. You will
have the opportunity to share findings with colleagues and schools through cluster shares
and our Intranet. It is also hope that some teachers will be prepared to share at a cluster and
ICT PD Network level through conferences and online forums.
Action Plan - Your action plan will for part of your reporting your as it not only clarifies the
process for you but also contextualises your inquiry, findings and reflections.
Reflection - Allocate regular time to reflect as you work through the process in your journal
or blog etc.
Where it is at all possible please have your feedback in an electronic format eg: photos,
documents, online, video and audio recordings
Set up a folder on your computer to save your information including examples of student
work, photos, resources as you go.

3. Rationale
So we can start where we are at in terms of our own confidence and with what interests us
as teachers.
To enable teachers to engage as a learner and recognise that our professional learning
often needs a formal structure in order to develop.
To be challenged in our development as teachers.
To have time to talk with colleagues about teaching and connect teachers in different roles
across the school, cluster and ICT PD network.
To construct new knowledge and opportunities for teacher professional learning.

4. The Process
1.Developing a Question
Something you are interested in and is important to you and that could benefit you, your students or colleagues.
2.Action Plan
This may include a new strategy to address your question or a focus on an existing practice. Identify which it will be and an appropriate
timeline and what support you will need.
3.Data Collection
Identify what data you should try and collect to answer your question and how you will collect this.
What information and resources are available to you that might support your question and interpret your data from multiple perspectives?
4.Data Analysis
What can you learn from the data?
What patterns, insights, and new understandings can you find?
What meaning do these patterns, insights, and new understandings have for your practice and for your students?
5.Future Action
What changes might you make as a result of your research?
What recommendations would you make for others?

5. Developing a Question
Choose a question you don’t have the answer to. What do you want to learn more about?
Rather than a yes/no question develop questions that focus on finding explanations, reasons for, why
and how something occurs e.g. quot;How does...?quot;, quot;What happens when...?quot;
Use everyday language and keep your question concise. It doesn't have to include everything you're
thinking.
Keep it manageable within the context of your work and close to your own practice
What is your passion? Something you are really interested in, curious about, want to change or try in
your classroom.
Your question should be meaningful and challenge you. Does it provide you with a deeper
understanding of the topic?
Does your question lead to other questions?

6. Examples
How can pod casting enhance literacy learning for reluctant readers in my classroom?
What are effective strategies for integrating learning objects into my numeracy
programme?
How can the data projector best be used to enrich learning experiences in my classroom?
How could students use wikis to support collaborative inquiry?
How would students respond to recording examples of their learning in an ePortfolio.
Would developing an online learning centre for my class make a difference to students
accessing resource to support their learning
I want to learn more about how [xxxx] can support student learning in [xxxx]

7. Reporting Back
No two reports will look the same and will reflect the
individual teacher, their context and question. This is the
teacher’s story and the way it is presented and organised is up
to them. Teachers will have the opportunity to share their
findings with colleagues and schools. It is also hoped that
some teachers will be prepared to share at a cluster and ICT
PD Network level through conferences and online forums.

8. Ideas to include
Name and background information, school, level
Your question and why you selected it. You might include a statement about why this is important to you and your
educational philosophy if relative.
How you collected and organised data and the results. Dates, themes etc
List of references if you used any.
Feedback on challenges at any stage of the process
Changes you've gone through during the process including insights.
Conclusions – what have you found out and your interpretations
Reflections on assumptions that you might have made prior to or during the study
Feelings, intuitions not encountered in the study
Future directions:
What recommendations would you make to colleagues?
Have you formulated new questions?
Do you have any ideas for implementing change in your practice?
Reflection on the action research process that is separate from the topic

9. Collecting Data
This data could be quantitative (e.g. test and survey results) or
qualitative (e.g. observations or class discussions).
Start with data that you already have, such as student work, test
results, teacher evaluations and observations
If more information is needed, chose data that is fairly easy to
collect and analyse.

10. Ideas for collecting data
Interviews - parents, students, teachers
Student work - portfolios, presentations, discussions, journals
Teacher reflections - evaluations, professional discussions, journals
Student and teacher discussions, recorded comments and responses
Questionnaires of attitudes, opinions, preferences and information
Recordings, readings, lectures and other professional learning experiences
Video and audio recordings
Still photography
Observations over a set time - day, week, term

11. Coaching Partnerships
Teachers are encouraged to work with a partner to
provide support throughout the process
Teams may decide to work on the same question e.g.
What is an effective format for developing ePortfolios as
evidence of student learning
Coaching skills will be used to support coaches as critical
friends to help keep partners focused and moving towards
achieving their goals (Robertson, 2005)

12. Facilitator
Initial session:
This will be a 1/2 day session with the partners
Question and Action Plan will be developed along with
identified support from the facilitator and any other sources.
Opportunities for classroom observation and visits.
Facilitator can attend team meetings where required to support
the process.

13. Administration of facilitator sessions.
There will be two 1/2 day sessions each day:
Session 1: 9:00 am - 11:55 am
Session 2: 12:05 pm - 3:00 pm
Relievers for the day will be expected to have met with
both teachers before 8:45am re organisation for the day
as there will be no time for this during the change over.
If the classroom teacher is on duty the reliever will take
over that duty.

14. Other support
Lead Teacher Days
Staff/Team Meetings
Holiday Workshops