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Indicator 2.4 - Professional Inquiry
Job-embedded and inquiry-based professional learning builds capacity, informs instructional practice and contributes to a culture of learning.

At the school:
  • Professional learning is inquiry-based and responsive to student assessment data.
  • School leaders are engaged in professional learning with staff.
  • Conditions (e.g. time to meet and talk, common planning time) that promote collaborative learning cultures are established.
  • School leaders regularly visit all classrooms to engage in ongoing inquiry regarding effective instructional practices and how to increase their impact on student learning.
  • School leaders seek out relevant professional learning and resources (e.g., curriculum and resource documents, webcasts, monographs, podcasts, ministry websites, institutes, conferences, etc.) to support educators.
  • Evidence of student learning (e.g., writing samples, mathematical representations of thinking, running records, class profiles) is shared as a catalyst for professional dialogue.
  • Professional dialogue, based on research literature and learning in the field, supports the use of consistent language and practices.
In the classroom:
  • Knowledge and effective evidence-based instructional practices are shared (e.g., through co-planning, co-teaching, mentoring, inquiry and coaching).
  • Risk-taking is demonstrated by trying new instructional practices and strategies.
  • Consistent language and practices (e.g., use of graphic organizers, Bansho) are modelled across classrooms.
Students:
  • Articulate how instructional practices support their learning (e.g. how technology helps them extend their ideas and challenges their thinking).
  • Use common processes and terminology in and across classrooms, as modelled by educators.

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