hips with those with expertise to ensure their learning is focused and achieves desired goals; and they generate information about the progress they are making so that they can monitor and adjust their learning. There’s more on how to take an inquiry stance on practice later in this chapter.
- Professional learning at all levels: Just like teachers, facilitators of professional learning and school leaders need to engage in ongoing inquiry into the impact of their policies and practices. An important question to ask is whether approaches to professional learning are consistent – is the rhetoric around developing motivated professionals who can make informed decisions about their practice based on deep knowledge, then contradicted by approaches to professional learning that involve brief workshops about how to teach something? Chapter 6 explores this more in-depth.