In previous articles, we discussed Stages 1, 2 and 3 of the Inquiry process, which cover establishing the context and content for learning, forming an Inquiry question, sourcing the relevant professional learnings and writing your Action Plan. These stages form the basis for your Inquiry and, during Stage 4, you will implement the Action Plan that you created with the support of your mentor through observation and feedback.

It is recommended you use the time that your mentor is with you and your learners as effectively as possible. As outlined in the observations and feedback article, setting aside time to have a discussion with your mentor before each observation will allow you to target what you would like them to focus on, so they know exactly what you are doing and why. Allocating time for discussion after each observation is essential, as it will allow time for you to get valuable feedback. As your Action Plan is a dynamic working document, this feedback should be used to make adaptations if required.

There is a range of evidence you can include depending on your context and Inquiry, including

• planning documents, lesson plans, unit plans (annotated)
• assessment data – formal and informal
• meeting logs
• individual learning plans
• learner work samples (annotated)
• records of professional conversations, notes
• witness reports – mentor / teaching colleagues
• class newsletters, photos, videos, blogs.