Colleagues across our Trust, in our academies and our central directorates, use Inquiry Questions (IQs) instead of traditonal appraisal processes. IQs allow ATT colleagues to get the most out of their professional development, providing the opportunity for targeted and meaningful improvement.
“I am no longer ticking a box. I am the box! I have changed how I move around the class, the questions that I ask students and the way I interact with them during independent tasks to collect instant feedback on misconceptions.” -Teacher
What is an IQ?
IQs replace personal objectives; rather than setting a target, our colleagues develop a question that allows them to explore a key area of their practice. This allows them to prioritise their own development, focusing on research, best practice, and a more deliberate impact on the communities we serve.
Every IQ is different, but all follow the basic structure below. This structure ensures that all IQs are appropriately focused and have attainable outcomes.
| Who? | What? | How? | When? |
| Who are the stakeholders at the heart of this process? | What parts of my practice could I improve? | What strategies will I implement to achieve this? | What timeframe will I explore my question within? |
How Do We Use IQs?
The IQ process forms a termly cycle, aligning with our colleagues’ natural way of working. Over the three terms of the school year, each colleague will prepare their IQ, implement changes to their practice, and evaluate its effectiveness.
| Prepare | Autumn | Deliver | Spring | Evaluate | Summer |
| Intent | Implementation | Impact |
| Complete research, training, and visits exploring best practice; write your IQ. | Change, adapt and improve your working practices; implement your new strategies and monitor their effects. | Analyse your outcomes through data and direct testimonials; compile an evaluation report with recommendations. |
Who Are IQs For?
All colleagues can effectively utilise IQs, no matter their role. Whilst teachers can use IQs to explore key areas of their classroom practice, colleagues who aren’t classroom based can likewise develop unique strategies that help them to succeed in their own specific role. Rather than being set irrelevant targets, operational colleagues can use their IQ to consider what would make their ways of working more efficient and effective.
“Sometimes Personal Objectives remain the same year on year, the IQ question gave us more freedom and allowed us to choose a focus, think about it and have a stronger understanding.” –Finance Officer
