The first step!
I took some time last night to think about what it was that I would like to inquire into, something that I would like to delve deeper into, learn more about and possibly challenge myself to do things a little bit differently.
In my role as Area Leader a big part has been building relationships with the teams, especially as this is one of the first times that they have been together as a cluster and many of them have not worked together before.
Having spent a term getting to know the teams I would like to continue to build the relationships and strengthen the cluster so that the teams see each other as support and resource. It would be great to see teams supporting each other for internal evaluations, planning, learning environment inspiration, teaching inquiries and team dynamics. This is going to form the basis for one of my appraisal goals: By the end of 2020 I will have deepened and strengthen the relationships between and across kindergartens in the North West Cluster, so that they are able to ask for help and support each other to achieve the bets outcomes for all tamariki.
Further to this goal I am going to follow a line of inquiry into inquiry! As a teacher I value curiosity for tamariki and I feel that as a teachers we can continue to ignite this curiosity if we too are curious for ourselves. Inquiry has become a big aspect of appraisal and internal evaluation documentation over the past few years so I would like to research into the concept of inquiry, what it is and in what forms can it be used, how can I be an inquiring leader and how might this help or hinder the teams that I work with to champion inquiry too. My inquiry question will be: What does being an inquiring leader look like and how can I support my Head Teachers to grow inquiry in their place?
I will dedicate a page to each question/goal and track my journey through them, over the next year.
In my role as Area Leader a big part has been building relationships with the teams, especially as this is one of the first times that they have been together as a cluster and many of them have not worked together before.
Having spent a term getting to know the teams I would like to continue to build the relationships and strengthen the cluster so that the teams see each other as support and resource. It would be great to see teams supporting each other for internal evaluations, planning, learning environment inspiration, teaching inquiries and team dynamics. This is going to form the basis for one of my appraisal goals: By the end of 2020 I will have deepened and strengthen the relationships between and across kindergartens in the North West Cluster, so that they are able to ask for help and support each other to achieve the bets outcomes for all tamariki.
Further to this goal I am going to follow a line of inquiry into inquiry! As a teacher I value curiosity for tamariki and I feel that as a teachers we can continue to ignite this curiosity if we too are curious for ourselves. Inquiry has become a big aspect of appraisal and internal evaluation documentation over the past few years so I would like to research into the concept of inquiry, what it is and in what forms can it be used, how can I be an inquiring leader and how might this help or hinder the teams that I work with to champion inquiry too. My inquiry question will be: What does being an inquiring leader look like and how can I support my Head Teachers to grow inquiry in their place?
I will dedicate a page to each question/goal and track my journey through them, over the next year.
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