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1. Ki te Aoturoa: Improving Inservice Teacher Educator Learning and Practice

   Ministry of Education (2008). Ki te Aoturoa: Improving Inservice Teacher Educator Learning and Practice. Wellington: Learning Media. Ki te Aoturoa is a set of learning materials that is designed to support leaders of educational learning to learn and improve so...

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   Ki te Aoturoa: Improving Inservice Teacher Educator Learning and Practice

   Ministry of Education (2008). Ki te Aoturoa: Improving Inservice Teacher Educator Learning and Practice. Wellington: Learning Media.

   Ki te Aoturoa is a set of learning materials that is designed to support leaders of educational learning to learn and improve so that they can support the learning of others, with the ultimate goal of improved outcomes for students. The materials emphasise a collaborative process in which each person is treated with respect while their knowledge, values, beliefs, and practices are considered and critiqued.

   You may find the following sections of particular value.

   • The chapter on 'Conducting Inquiry' includes a section on selecting a collaborative process and activities to scaffold learning. The section describes five approaches, illustrated by video clips from practice:
     • aligning beliefs with practice through problem-based methodology
     • learning from modelling by others
     • participating in role play
     • using a coach or mentor
     • working with a critical friend.

   • The Learning cases show inservice teacher educators using a version of the inquiry and knowledge-building cycle as they work to improve their own practice while simultaneously supporting others to inquire into and improve theirs.
   • School leaders may find the chapter ' Change for Improvement' useful for thinking about how to manage their communities through the discomfort and uncertainty of change. See, in particular, the suggested activity on page 176, which is based on a set of assumptions on educational change developed by Michael Fullan (2007).
   •  The chapter on ' Communication and Relationships' may help prompt thinking about the kinds of relationships necessary to bring about worthwhile change and how they can be created.

   Fullan, M. (2007). The New Meaning of Educational Change, 4th ed. New York: Teachers College Press.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Building inclusive school cultures, Evolving inclusive practices

   Contributed by:

   Ministry of Education 2008 Wellington: Learning Media.

2. Teachers as Learners: Improving Outcomes for Māori and Pasifika Students through Inquiry

   Ministry of Education (2009). Teachers as Learners: Improving Outcomes for Māori and Pasifika Students through Inquiry. Wellington: Learning Media. These materials illustrate teachers’ use of an inquiry approach to become more culturally responsive and improve educational outcomes for their Māori...

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   Teachers as Learners: Improving Outcomes for Māori and Pasifika Students through Inquiry

   Ministry of Education (2009). Teachers as Learners: Improving Outcomes for Māori and Pasifika Students through Inquiry. Wellington: Learning Media.

   These materials illustrate teachers’ use of an inquiry approach to become more culturally responsive and improve educational outcomes for their Māori and Pasifika students. While not specifically focused on students with ASD, they have value in helping you inquire into your own understandings about teaching as inquiry, cultural responsiveness, and effective pedagogy.

   Resources for:

   Further learning , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Evolving inclusive practices

   Contributed by:

   Ministry of Education 2009 Wellington: Learning Media.

3. Collaboration for Success: Individual Education Plans

   Ministry of Education (2011b). Collaboration for Success: Individual Education Plans. Wellington: Learning Media.This is the Ministry of Education’s core resource for anyone involved in developing or implementing individual education plans (IEPs) to support students with special education needs. While it...

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   Collaboration for Success: Individual Education Plans

   Ministry of Education (2011b). Collaboration for Success: Individual Education Plans. Wellington: Learning Media.

   This is the Ministry of Education’s core resource for anyone involved in developing or implementing individual education plans (IEPs) to support students with special education needs. While it is focused on the small number of individual students for whom an IEP is necessary, its messages are closely aligned to those of this website. Themes include the importance of collaboration, cultural responsiveness, and an inquiry approach. This resource would be useful as a catalyst for culture change when you are looking to improve your IEP process.

   You can find Collaboration for Success on IEP Online, aling with a rollout kit and other resources to support its implementation.

   The development of Collaboration for Success was informed by Mitchell, Morton, and Hornby’s literature review, included here for those who are interested in further reading.

   Mitchell, D., Morton, M., and Hornby, G. (2010). Review of the Literature on Individual Education Plans: Report to the New Zealand Ministry of Education. Christchurch: College of Education, University of Canterbury.

   Resources for:

   Further learning , Taking action

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Managing transitions

   Contributed by:

   Ministry of Education 2011 Wellington: Learning Media.

4. Teacher Professional Learning and Development

   Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis iteration [BES]. Wellington: Ministry of Education.Timperley, H. S. (2008). Teacher Professional Learning and Development. Geneva, Switzerland: International Academy of Education/International Bureau of...

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   Teacher Professional Learning and Development

   Timperley, H., Wilson, A., Barrar, H., and Fung, I. (2007). Teacher Professional Learning and Development: Best Evidence Synthesis iteration [BES]. Wellington: Ministry of Education.

   Timperley, H. S. (2008). Teacher Professional Learning and Development. Geneva, Switzerland: International Academy of Education/International Bureau of Education.

   The  Teacher Professional Learning and Development: Best Evidence Synthesis Iteration draws together evidence from New Zealand and around the world about the professional learning conditions necessary to support teachers to gain new knowledge and skills, changing their practice in such a way that it has a positive effect on student outcomes.

   Teacher Professional Learning and Development is a summary that condenses the findings to ten key principles. Those principles do not operate independently, but need to be integrated in a cycle of inquiry and knowledge-building.

   All of the best-evidence syntheses are focused throughout on improved outcomes for diverse learners. Chapter 9 of this BES is particularly relevant to the notion of inclusion, because it looks at research on reframing teachers’ social constructions of students.

   This BES also includes a case study – 'Translating Theory into Practice' – that describes how a teacher used an action research approach to translate her learning about inclusion for students with disabilities into her teaching and learning programme.

   Resources for:

   Further learning , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Leading change, Building inclusive school cultures

   Contributed by:

   Timperley, H., Wilson, A., Barrar, H., and Fung, I. Wellington: Ministry of Education.

5. Teaching and Learning Research Programme (TLRP): Action Research for Developing Inclusion

   A UK educational research initiative, the Teaching and Learning Research Programme (TLRP) included an extensive action research network focused on inclusion. The network included 25 schools that collaborated with policy makers and university teams to identify and address barriers to...

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   Teaching and Learning Research Programme (TLRP): Action Research for Developing Inclusion

   A UK educational research initiative, the Teaching and Learning Research Programme (TLRP) included an extensive action research network focused on inclusion. The network included 25 schools that collaborated with policy makers and university teams to identify and address barriers to inclusion. Later, a smaller study focused on the use of action research to improve inclusion in secondary schools. The Index for Inclusion (Booth et al., 2000) was the starting point for the research, and the findings are summarised in  Improving Schools, Developing Inclusion (Ainscow et al., 2006).

   The Programme’s website has short summaries and research briefings on findings that you may, at least initially, find more useful than the book. Two are likely to be especially helpful:

   • The Development of Inclusive Practices in Schools: Through What Processes Can Schools Become More Inclusive
   • Engaging Teachers, Engaging Learners: Action Research for Developing Inclusion In Secondary Schools.

   TLRP has also developed set of  Practitioner Applications that provide suggestions about how the findings can be applied to the classroom.

   Resources for:

   Further learning

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Building inclusive school cultures, Producing inclusive school policies, Evolving inclusive practices, Specific issues for secondary schools

6. Quality Teaching Research and Development Project: Learning Materials

   The Quality Teaching Research and Development Project supported teachers in a variety of contexts to conduct inquiries into their own practice focused on becoming more culturally responsive and effective teachers of their Māori and Pasifika students.A  research report unpacks the findings...

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   Quality Teaching Research and Development Project: Learning Materials

   The Quality Teaching Research and Development Project supported teachers in a variety of contexts to conduct inquiries into their own practice focused on becoming more culturally responsive and effective teachers of their Māori and Pasifika students.

   A  research report unpacks the findings from the project’s evaluation. In addition, set of learning materials was designed to support teachers and school leaders to consider the application of the teachers’ learning to their own practice. By exploring those materials you can learn more about teacher inquiry and knowledge-building, effective pedagogy, and cultural responsiveness.

   Earl, L., Timperley, H., and Stewart, G. (October 2008). Learning from the Quality Teaching Research and Development Programme (QTR&D) – Findings of the External Evaluation. Toronto, Canada: Aporia Consulting.

   Resources for:

   Further learning , Taking action , Others' stories

   Relevant to:

   Inquiry and knowledge-building, Understanding inclusion, Evolving inclusive practices

   Contributed by:

   Ministry of Education 2007-2008 .