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“How are WE contributing to the situation?” is the inquiry question in the developing a hunch phase.
Leaders, teachers and learners engage in developing hunches to uncover and test beliefs about what is leading to the situation and to hone in on what they can do about it.
This phase of the spiral is referred to as Develop your thinking about why this is happening in the Report of the Professional Learning and Development Advisory Group (2014).
“How and where will we learn more about what to do?” is the inquiry question in the new learning phase.
There is learning in all phases of the spiral. This phase involves the careful design of the professional learning needed to take action in the next phase. It involves deciding what to learn and how to learn it.
This phase of the spiral is referred to as Learn more about what can be done in the Report of the Professional Learning and Development Advisory Group (2014).
“What can we do differently to make enough of a difference?” is the inquiry question in the taking action phase.
Taking action is a team activity: teachers working collaboratively to turn new learning into new practices. It requires dialogue, observation, reflection and opportunities to try and try again.
This phase of the spiral is referred to as Take action – try new solutions in the Report of the Professional Learning and Development Advisory Group (2014).
“Have we made enough of a difference?” is the inquiry question in the checking phase.
The sources of evidence you identified and used in the earlier phases of the spiral are the basis for checking. Have your changes in practice led to the overall improvement you were aiming for?
This phase of the spiral is referred to as Check the difference you have made in the Report of the Professional Learning and Development Advisory Group (2014).
The inquiry framework is a spiral – that means one thing leads to another and doesn’t come to a stop at checking. The idea that innovation floats on a sea of inquiry means ideas ripple out and spirals of inquiry, learning and action become a way of thinking and doing things.
“We are always keeping our eye on the horizon of transformative change for our learners.” (Timperley, Kaser & Halbert, 2014).
Wellington College
Explore good practice in appraisal to ascertain what potential approaches are most appropriate for senior managers in large secondary schools.
Download: Full report (PDF 266 kB)
Gore High School
Study three aspects of social-psychological interventions and how these might affect achievement outcomes for secondary school students.
Download: Full report (PDF 756 kB)
Reporoa College
Undertake in-depth professional reading to examine how theory and practice meet in the area of transformational school leadership.
Download: Full report (PDF 2 MB)
Marlborough Girls' College
Investigate successful transition to tertiary learning environments, and ‘next practice’ for secondary – tertiary partnerships.
Download: Full report (PDF 709 kB)
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