Practitioner Enquiry

Self-evaluation has been on our improvement agenda for several years and we have been an enquiring school since the project work completed by the Lead Teachers based on active engagement of pupils and the formation of our TLC groups which had run for 10 years previously. Engaging with Practitioner Enquiry in a formal sense became the next logical phase of our improvement model.

Staff, pupils and depts. have:

• engaged in self-evaluation procedures within the class
• engaged in self-evaluation at departmental and whole school level
• SE procedures are embedded in our daily work

This model of Self Evaluation is integral to the improvement of outcomes for our learners

Practitioner Enquiry is widely accepted as one of the most effective ways of improving practice for all and plays a big part in improvement methodologies cited in all three GTCS Standards and HGIOS4 documents.

The National Model for Professional Learning released by education Scotland this year also cites Practitioner Enquiry as integral to continued development of both lead learners (teachers) and pupils

Steps within Practitioner Enquiry

• Identify something, an issue or observation you have and form an enquiry question eg what is the impact of single sex groupings in class work
• Collect data - empirical or anecdotal
• Carry out professional reading and research into the particular area you want to enquire about
• Identify interventions or strategies to be trialled and trial them
• Analyse results - what impact did your intervention have
• Share findings - with peers through PEGs, FHs, depts.
• Continue the process

Practitioner Enquiry is an important evaluation tool for us as a school as it begins to impact on our teacher, department and whole school improvement planning.


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