1. Unpacking the Inquiry Process
How Rangitoto College has helped ITM staff with the Inquiry Process

2. 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

3. 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.

4. Innovations - Things we have done to support ITM
Mentor/Mentee relationship for each ITM
Facebook page for Rangi ITM for info
system
In house PD - report writing, practise monitoring; ...
Cultivate the role of ITM within Music Department culture

5. “The BOOKLET”
Performance Appraisal and Professional development Booklet (YELLOW EXEMPLAR)
Outlines process of Appraisal
Mentoring
Inquiry Process
Self-evaluation Tools
Evaluation

6. Professional Learning Record
Inquiry Documentation for Classroom Teachers

7. Part 2:The Inquiry Process in theory
How we helped unpack this concept.

8. Effective Pedagogy

9. WHY - The Culture of Inquiry
Effective pedagogy requires that teachers inquire into the impact of their teaching on their students.

10. 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.

11. 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)

12. 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.

13. Specific What do you want to achieve?
What will you be doing when you have
achieved the goal?

14. 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?

15. 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?

16. Realistic What data will use to measure success?
What will your class look/ like feel like?

17. Time When will you achieve the goal?
What will be your first step? When?
When can we meet to review progress?

18. Creating helpful solutions for ITM
Creating some exemplars of 3 areas
Repertoire
Practise Routine
Teacher Modelling

19. 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?

20. 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

21. 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).

22. Part 3: Inquiry in Action
Feedback from some Rangitoto College Itinerant Music Teachers

23. 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?

24. Pedagogical goal/topic
Refining your own teacher Model by Observing other practitioners.
Develop suitable and motivating pracise routine.
Develop suitable and motivating pracise routine for beginner students.
How to help students improve tone and intonation through correct embouchure.

25. Why did they chose that?
Straight Forward topic; attending instrument conference that allowed contact with practitioners
Discussion with Mentor, 3 new students, student/parental accountability
Inconsistency with practise routines amongst students, wanting more parental involvement
Number of Junior students from various schools with similar issue, lack of awareness of students that embouchure is.

26. What have they got out of the Inquiry Process?
Formalisation Tool, More Scaffolding/ unpacking of particular concepts
Reflection of teaching, Specific, effective trial, More colleague discussion
Formalisation of evidence process, Reflection of teaching, Student focus stronger, more collegial interaction & part of RC Music staff
Natural process but Formalisation, Deliberate and focussed, Created Resources

27. Challenges/Difficulties
Finding good Practitioners. Good performers not always good teachers.
Time Management, logging reflection -How to do it
Keeping Consistency with Term 3, Writing out/logging process
Getting together with other practitioners to discuss ideas, research - reading articles, watching clips, watching other teachers

28. 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

29. Future Inquiry Topics
Repertoire or how to teach specific technique (pedagogy)
Repertoire for NCEA (specific level A,M,E)
Repertoire - role of tutor book for specific student e.g. beginner
Repertoire - Tutor books for specific skills

30. Part 4:The Inquiry Process
Reflection: How do we make this even more straight forward

31. Inquiry Paperwork Provide baseline data
- student evaluation sheet (similar to classroom teacher)
- Informal Testing of student (especially if returning in 2016) ?

32. Student Evaluation Exemplar
Please circle the most appropriate number in response to each statement
Absolutely Agree 5
Strongly Agree 4
Agree 3
Disagree 2
Strongly Disagree 1
My music tutor is able to communicate ideas and information to me simply and clearly.
My music tutor seems organised and well prepared.
I find the lessons varied and interesting.
My music tutor makes me feel enthusiastic about the subject.
My music tutor is always able to answer my questions about the subject.

33. 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

34. Professional development
Goal setting workshop
more mentor meetings for some ITM
Hosting Specific Instrumental workshops
Financial Assistance

35. 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?