Figure 2
Figure 2: A proposed theory of improvement for ISTEs
Principles
· Effective ISTE learning and practice lead to improvements in teacher practice and student outcomes.
· Effective ISTE learning and practice are underpinned by inquiry and research evidence.
· Effective ISTE learning and practice are developed through collaborative relationships.
· Effective ISTE learning and practice are influenced by and responsive to context and culture.
· Effective ISTE learning and practice provide and build leadership in a range of contexts.
Resources
Self
· assumptions, values, and beliefs
· existing relationships
· personal theories of practice
· etc
Others
· established theories
· current government policies, priorities, and strategies
· current educational thinking and understanding
· etc
Artefacts
· this resource, Ki te Aotūroa
· frameworks (e.g., for analysis)
· tools (e.g., for assessment)
· evidence from practice (e.g., transcripts, student data)
· etc.
Interactions occur between the above principles and resources during ISTEs’ learning and everyday practice:
Professional learning opportunities for ISTEs, lead, through the “black box” which is the learner’s interpretation and utilisation of available understandings and skills, to Improved ISTE practice.
Professional learning opportunities for teachers, are linked through a “black box” to:
Improved teacher practice, which is linked to:
Learning opportunities for students, which are linked, again through a “black box”, to:
Improved student outcomes.
Self regulation by ISTEs impacts upon both their practice, and the Professional learning opportunities they provide for teachers.
