This provided the opportunity for your school teams to begin compiling your Case Study relating to your inquiry goal focus for improvement you identified at the beginning of this school year.

We unpack the Assessment Waterfall Framework. We focus on the components Descriptive Feedback and student Goal Setting along with the process of implementing ‘5 Questions’ for students, teachers and parents as a means to gather reliable research data from community voice.

Reviewing the impact of your school’s inquiry using a range of data sources.

• How do you know your inquiry has had the intended impact?
• What has surfaced within the data that leads to further inquiry and needing development or action?
• Though the eyes of ākonga, what are they saying about the progress they have made and/or how they’ve contributed to the intended changes?

In this practical session we experienced how to use the case-management meeting approach to ensure that teaching practices are based on teachers’ evidence based student learning data. The session honed in on what leading actions are required to set the conditions for professional conversations that result in clearly defined next steps to meet students’ learning needs.

What does it look like when we show leadership to enable and support effective decision making throughout the school?

We focused on explicit leadership in relation to our term focus of ‘The ‘How’ of Sustaining Collective Leadership Inquiry to Make a Difference’. We introduced the critical importance of using listening skills to support enhancing school improvement work.

In this session we focus on how to have effective professional conversations that sustain improvement in our professional communities. What do our conversations look like to realise optimum gains and wins in building and sustaining collective leadership and professional community?

In this session we focus on unpacking and using data to support and inform school teams as they formulate and habitually review their 2025 Action Plan. The purpose is to inform teams’ on-going implementation, sustaining, and data informed adaption of leading and teaching actions.

In this session we focused on both protecting and enhancing our cultures of learning. Protecting implies there may exist threats that could undermine your own culture of learning, whereas enhancing implies proactively planning intentional changes to both systems and practices that deepen learning across the students and staff. Educational leadership, especially in times of rapid reform and exponential AI development require the dual holding of both protection and enhancement.