Teacher-talk is a key tool for engaging students in learning. This report examines a process whereby data was used to support teachers in reflecting on their teacher-talk. The context for the study was a small rural New Zealand area school with predominantly Maori students and staff. Emphasis was on strategies that engage, in particular, Maori students. Analysis showed that a combination of data analysis and anecdotal reflection are, in combination, powerful tools for teacher development and change. Mixed methods observations in three participant teachers' classrooms were followed up with professional learning discussions. The combination of quantitative and qualitative methodologies proved a strong base for co-constructed reflection and goal-setting. It was clear, through the process used, that Resource Teachers: Learning and Behaviour (RTLB) can provide personalised teacher-directed professional development, using the inquiry model as a framework.