Reflective practice that strengthens learning, teaching, and impact.

 

At Albany Senior High School, Professional Inquiry sits at the heart of high‑quality teaching and learning, ensuring our practice is always responsive to the young people in front of us.

Teachers at ASHS are leaders of learning within a diverse and future‑focused community. We actively nurture, inspire and empower one another, guided by the belief that all students can learn and will learn when the conditions are right.

Grounded in research from Carol Dweck and Guy Claxton, our approach challenges deficit thinking and assumptions about learners. Rather than writing students off, teachers are supported to critically examine their own beliefs, theories, and practices – and to take collective responsibility for student progress and success.

Our Professional Inquiry Model

Professional Inquiry at ASHS is a rigorous, collaborative process that places student need, voice, and outcomes at its centre. Teachers engage in deep inquiry into their practice, working alongside critical friends who challenge thinking, offer feedback, and strengthen impact.

Each inquiry is formally documented, with teachers clearly articulating:

• the focus of their inquiry

• the evidence and thinking that shaped their decisions

• what they learned through the process

• how this learning will inform future planning and teaching

The most important outcome of Professional Inquiry is not the documentation itself, but the growth in teacher understanding – and the tangible changes this creates for learners.

At ASHS, Professional Inquiry is…

• Agentic: Teachers are in charge of their learning, shaping inquiries that respond directly to the needs of their students.

• Collaborative: Colleagues challenge and critique thinking, share practice across teams and departments, and learn alongside students.

• Embedded: Inquiry is an integral part of everyday teaching practice, not an add‑on.

• Timely: Inquiries focus on the learners in front of us now, with particular attention to students who are underachieving.

• Iterative: Learning from inquiry directly informs future planning, teaching, and ongoing professional growth.

What this looks like in practice

• Each teacher undertakes two extended inquiries per year.

• Inquiries are deliberately focused on current students, their needs, and their voice.

• The model is cyclical and responsive, continually refining practice based on evidence and impact.

• Senior Leaders work closely with Specialist Subject Leaders and Team Leaders to strengthen inquiry leadership across the school.

• Teachers regularly share learning from their inquiries during Professional Learning and Development time, including opportunities to present at full staff meetings.

• At the end of each year, all teachers present their inquiries to staff, with a strong emphasis on their own learning and its implications for future practice.

Through Professional Inquiry, ASHS teachers continuously evolve their practice – ensuring our learning environments remain inclusive, responsive, and deeply focused on student success.