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Facilitating teacher inquiry at your school 2022170Z is a Course

Facilitating teacher inquiry at your school 2022170Z

May 5, 2022 - Dec 30, 2022


Full course description

Date and time

Thursday 5 May 2022, 2.00 pm to 4.00 pm (online)

Week beginning 30 May 2022, 2.00 pm to 4.00 pm (online)

Week beginning 18 July 2022, 2.00 pm to 4.00 pm (online)

Week beginning 15 August 2022, 2.00 pm to 4.00 pm (online)

Week beginning 5 September 2022, 2.00 pm to 4.00 pm (online)

Week beginning 17 October 2022, 2.00 pm to 4.00 pm (online)

Friday 11 November 2022, 1.00 pm to 4.00 pm (face to face)

Delivery mode

Predominantly online with a face-to-face component for the celebration showcase - for the online components a Zoom link will be provided 24 hours prior to the event.


This learning event is right for you if you are you are a small group of teachers from an ISV member school keen to collaboratively extend your practice and learn from others in a supportive and diverse network.


There is a broad body of research that attests to the value of teacher-led professional learning communities. The ISV Teacher Inquiry Group (TIG) program provides participants with an opportunity to be part of an innovative teacher-led inquiry to learn how to conduct classroom based research, grow their network and ultimately improve student outcomes.  

Participants will be able to choose from different areas of interest. Facilitated by ISV Teacher Fellows, TIGs will meet periodically throughout Terms 2, 3 and 4 to share innovations in their practice. TIG participants will be guided on how to run an inquiry/action research processes in the classroom. They will be supported through coaching and feedback from the TIG facilitator and fellow TIG team members to trial innovations in their own context. The program will also provide potential collaboration with ISV research partners. A celebratory sharing event will be hosted by ISV in Term 4.

Areas of Interest

Inquiry 1

How might differentiation effectively meet the diverse needs of students and support their growth?

Inquiry 2

How might we embed general capabilities into the curriculum in a purposeful and meaningful way?

Inquiry 3

How might schools nurture and celebrate the development of transferrable skills in the middle years?

Inquiry 4

To what extent can the tension between student wellbeing and maximising student outcomes be resolved?

Inquiry 5

How might we use data to improve student outcomes and inform sustainable change?

Inquiry 6

How might we maximise student connectedness in the classroom?

Inquiry 7

How might teams use evidence through inquiry to maximise student learning?


Please complete this survey to register your preference.

This learning event supports creating best practice toward meeting the following VRQA standard(s):

  • Curriculum and Student Learning – Curriculum framework                                                               
  • Curriculum and Student Learning – Student learning outcomes                                              
  • Curriculum and Student Learning – Monitoring and reporting on students’ performance                   
  • Curriculum and Student Learning – Information about school performance                                  
  • Care, Safety and Welfare of Students – Safe environment                                                            
  • Care, Safety and Welfare of Students – Student behaviour management (discipline)       


Key takeaways               

  • new teaching approaches and strategies in an identified area of interest
  • feedback from colleagues in a supportive environment
  • exploration of academic research in an identified area of interest
  • tools to guide action research processes in the classroom
  • a diverse network of like-minded educators beyond the school
  • a partnership with Independent Schools Victoria and our research partners.


Presenter information

David Burton    

David Burton returned to Australia in 2015 after several years overseas. Until recently he served as Head of Senior Campus at Woodleigh School, a role which included periods as Acting Principal, most recently during the COVID-19 crisis. David has a background in teacher coaching and professional learning, curriculum development, middle years innovation and the integration of new learning technologies into the classroom. David has particular expertise with the International Baccalaureate programs. He was IB MYP Coordinator at the International School of Paris and the Australian International School in Singapore. As a regular IB conference presenter and workshop leader over the last ten years, David has led professional learning with schools and teachers across Australia and New Zealand as well as throughout Asia, Europe and Africa. He has also completed a Masters of School Leadership course, specialising in research into the efficacy of teacher collaboration.


Aine Maher                    

Aine Maher is an Ambassador for Independent Schools Victoria. She designs and delivers customised professional learning programs in the areas of curriculum, teaching and learning and leadership development. Aine is an accomplished presenter, a skilled communicator and, with expertise and experience in independent schools over many years, highly knowledgeable in her field. A dynamic networker, Aine has participated in a broad range of state and national advisory and representative committees giving her access to contemporary thinking and practice in learning design, organisational culture and leadership.

Sign up for this course today!