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Talk to people around you, share your decision making and listen to theirs. This is about inspiration, but also manageability of your enquiry project. Knowing what others have done and how you're learning from that in developing your own approach is going to help you go forward/8

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So, be driven by need in front of you, enquiry is about focusing on your practice. But be inspired by other research and practice in your own pedagogic repertoire but also as done by others in the same or different contexts. See connections and reinforce your decision making/7

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Let's also recognise the inspiration that can come from the classroom next door or the teacher who had the same class last year. They will have tried stuff out, it might have worked or not, but you can learn from that and think about how it will influence what you do this year/6

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You'll read stuff (articles, books, research summaries, reports), often not done by practitioner enquirers, but offering ideas how learner need can be addressed or explored. Just remember you're a teacher-researcher, so replicating a full time researcher's project is impossible/5

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You'll also have heard about and read other practitioner enquiry projects. You will hear from colleagues as they develop their thinking for this year. Someone else might have seen the same learner need and explored it in a way that brings inspiration for you. /4

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This means that alongside getting to know your class(es) you can also sift through your own personal repertoire of pedagogy and enquiry. You've expertise that will inform your enquiry (of children, context, pedagogy). How it builds and connects your prof learning is important/3

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By bolster I mean being inspired to focus on the 'right' question for you and children, to implement something new or different to address that need, to know that question is connected to other agendas and research, to know it is manageable alongside all the other stuff/2

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Practitioner Enquiry Tip of the Week: getting inspiration. Last week I focused on children's need being central to enquiry encouraging patience as this emerges. Inspiration has to come from children in front of you but how can you bolster this?/1🧵 #PractitionerEnquiryTotW

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So enjoy first few weeks back. Get to know your class(es), their learning and needs. Keep an eye out for potential enquiry inspiration, those questions of pedagogy that stick around and/ or become so important they're difficult to ignore. But take your time, it'll be worth it/7

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Rushing into enquiry often leads to false starts (that focus is not as useful as you thought or another need emerges and has to be prioritised) or, and probably worse, enquiries continue but become disconnected and extra - not useful for teaching and learning; done out of hours/6

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I'm sure you'll feel the pressure to 'get on with it' - inservice had a practitioner enquiry focus, SLT are asking what your enquiry will be, everyone else seems to have it sorted - but hold your nerve and be assured that a useful enquiry comes from this connection to context/5

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Addressing learner need is paramount in practitioner enquiry. Their needs should be at the centre of your enquiry question and so getting to know your learners, their needs and learning progression is something that has to be built on and can't be rushed or hurried/ 4

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Wait, because what seems important now might not be the same thing that's important at the end of August once the newness has started to rub off and relationships established. That thing that you were so excited about needs relevancy to your classes this year, don't force it/3

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New year, new jotters, new classes, new children to get to know, new roles and responsibilities, new colleagues, new innovative ideas - it is a lot, so take it easy with practitioner enquiry, don't rush into an enquiry question when there is still so much settling in to do /2

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