Showing posts from September, 2013

Teaching as Inquiry: A mechanism for leading meaningful and manageable pedagogical change

NB. This was first written as a position paper for Waikato University, hence the 'novel-esque' lengths.  Issue An important leadership issue that exists at a micro (school) and macro (systemic/national) level is that school-based, episodic and initiative-focused professional development does not support meaningful and manageable pedagogical change to occur.

This is particularly important as many New Zealand schools have been expected to design and implement a school curriculum based on the New Zealand Curriculum from 2010 and Te Mauratanga from 2011, whilst also introducing National standards from 2010 and the newly aligned NCEA standards from 2011. At the same time a number of schools have also been working on implementing e-learning across the curriculum.

My position is that pedagogical change can and must occur. With the ‘right tools’ school-based professional development can result meaningful and manageable pedagogical change. I believe one of the most effe…