<p>Identify impact of practitioner inquiry with links to praxis.</p>

<p>Present findings of practitioner inquiry.</p>

<p>Demonstrate broad knowledge of practitioner inquiry cycles that can be used to evaluate  teaching programs to improve student learning.</p>

<p>Understand ways to effectively document, monitor and evaluate teaching programs to improve student learning and professional practice.</p>

<p>Demonstrate understanding of informal and formal approaches to assess student learning for diagnostic, formative and summative purposes.</p>

<p>Conceptualise and articulate the notions of data, evidence and impact that inform practitioner inquiry in the classroom.</p>

<p>Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs and approaches.</p>

<p>Conceptualise and articulate the value of praxis and practitioner inquiry as professional learning for teachers.</p>

<p>Develop and articulate understandings of the impact of praxis and practitioner inquiry in educational contexts for students and teachers.</p>

<p>Extend understandings of the dispositions and mind sets required to undertake practitioner inquiry</p>

<p>Collect, analyse and evaluate documentation related to teaching and learning, to plan for improved student learning.</p>

<p>Interpret student assessment data to evaluate student learning and modify teaching practice</p>

<p>Critically review and refine practitioner inquiry in the light of personal reflection and feedback from supervisors and teachers to improve teaching practices.</p>

<p>Use strategies to ensure ethical requirements are met and, and if required, permission is gained from appropriate people.</p>

<p>Plan and conduct a practitioner inquiry in ways appropriate to the educational context and using an inquiry cycle.</p>

<p>Articulate and share new insights into professional practice, effective teaching strategies and the impact of the inquiry with with colleagues on a regular basis.</p>

<p>Reflect critically on the moral purpose of the practitioner inquiry.</p>