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.