Table: Overview of literature findings to support the Trust’s 4 Values Value #1: Professional Discretion Acting professionally means:
Having a moral obligation to improve students’ learning no matter the pressures; Adopting a continuous improvement mindset for one’s practice; Demonstrating alignment between values and actions; Taking opportunities to deepen professional practice through partnerships or networks within & beyond schools; Creating opportunities for teachers to lead; Accepting that those new to leadership work need to be supported; Realising that collegial sharing provides new insights to practice; and Collecting and acting on data to inform next steps.
Value #3: Reflective Inquiry & Discourse Classrooms as sites for inquiry means:
Being willing to take risks knowing the workplace is supportive and encouraging; Having respect for the integrity, honesty and commitment of colleagues whether leaders or teachers; Deprivatising practice & inviting others to observe in one’s classroom as learners; Sharing best lessons with colleagues; Knowing the kinds of questions which help to make sense of practice; Making time for reading research and discussing insights with colleagues; and Co-constructing meanings of practice with external facilitators.
Value #2: Collegial Obligations Working collaboratively means:
Showing mutual kindness and patience for colleagues regardless of levels of experience and expertise; Establishing trusting & constructive relationships; Creating a culture of sharing where there is a willingness for mutual vulnerability; Valuing opportunities to question, interrogate and reshape practice with colleagues; Blending considerations for colleagues alongside concern for task completion; Fulfilling assigned responsibilities so that others see colleagues as credible and trustworthy; and Trusting one another’s caring intentions and seeing commitment to others.
Value #4: Evidence based professional practice Data as informing practice means:
Interpreting & using data for improvement; Being able to discern what to consider as important & what to dismiss as irrelevant; Being sensitive to teachers’ feelings and competence when interrogating student data in a public setting; Working with a data coach or data team to build data literacy; Developing a mutual relationship where both parties increase their knowledge, skills and thinking; and Constructing new knowledge through activity & social interactions mediated by prior knowledge, beliefs & experiences.
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