Stocktake so far...

It has come to that part of our inquiry where we have been asked to stocktake what we have done so far. I have used the questions below to help structure this blog post and have kept them in here as well just so you know what I am answering and why. 

Have I used a range of sources/ tools/ evidence about the students to understand their learning in a really rich and detailed way? Do these include: standardised assessments, student voice, whānau voice?

In my previous blog posts I have outlined some of the tools and evidence that I have used about the students in detail which has allowed me to really understand their learning in a rich and detailed way. Some of the key tools and evidence that I have used are:

• PAT Reading Data 
• PAT STAR Data 
• PROBE reading test
• Observations from guided reading
• Reflections from guided reading sessions
• Reader profile survey (student voice)
• Whānau voice I will gather from parent interviews later on this term.  

Do I understand their strengths at least as much as I understand their areas for development?

From the tools and evidence that I have collected I have been able to see the areas that my students excel in which is being able to decode really well. The students are also able to easily locate key information from the text to answer literal questions. I will continue to work on strengthening these areas as well as working towards filling the gaps. 

Have I developed a strong profile of their achievement based on sound theories from a range of relevant sources?

I have looked into some academic readings which I have written about in a previous blog post. I am also part of RPI this year so we have completed a range of readings that have linked to the changes that we have been making to our practice. I have also written about these changes in my RPI reflection blog posts after each session as well as the homework tasks that we needed to complete between sessions. 

Identify THREE measures you could use pre- and post- to compare students’ learning before and after your intervention.

I am going to be using a range of different tools to measure pre and post intervention to be able to compare learning. I will outline this below with a brief description. 

• PAT data - I will use Reading Comprehension and STAR to compare students data from the beginning and end of the year.
• Running Records & Probe tests - again I will compare this data from the beginning of the year to mid year to end of the year. 
• Reader profile survey - I will compare this data at three time points throughout the year to see if there are any changes to student voice on reading. 
• Observation data - I will collate this and see what trends I am noticing from observations. 

What opportunities have presented themselves during this time to innovate and collect evidence of students’ learning?

I have been very fortunate this year to be part of RPI so I have had a range of different ways to collect evidence pop up throughout the year so far. Form talking with colleagues and looking at data in depth I have also come up with different tools such as probe to have a different set of data to see what areas need extra development. Ground rules for talk has also been an incredible way to give students the power in group discussions, this is something I want to continue to develop. 

Dreaming of 2023

After a chance of reflection from my Burts and Bubbles presentation and looking at some of the data of my students for next year I am excited for what I could inquire into next year!

What achievement challenge are you considering as an area of focus in 2023 and why? Include in your WHY both evidence and your own passion/expertise

Achievement challenge 3 lifting reading achievement. I believe that reading is key for our students to be able to do well as it opens access to all other areas of the curriculum. My passion is reading for this reason and I believe is one of the reasons that I enjoy teaching it as it is not just closed off to one curriculum area. The data that I have seen so far shows that many of my students are reading around 9 and 10 years and this suggests that they are needing to develop that critican thinking and extended discussion during reading. From previous data I have found that students are struggling to read and comprehend the questions that they are seeing in PAT maths and Star along with reading. It can be see that that they are unable to infer meaning or apply knowledge. I have found that many students do enjoy reading while they are in a guided reading session and that extended discssion and critical thinking can come through it it trying to build on that while they are completing follow up tasks and working independently. 

What learnings from the 2017 - 2022 CoL teacher inquiries have informed or inspired your thinking.

Talking with Robyn about her inquiry this year has inspired me to think about the enjoyment and passion that students have for reading and to take ownership of choosing books to read for enjoyment along with what we are reading and learning about in class. Looking at Clarelle’s inquiry from 2021 where she looked at the critical thinking of students linked in with my 2021 inquiry using vocabulary to strengthen students knowledge which I have also linked into my 2022 inquiry. 

How would your work support Manaiakalani pedagogy and  kaupapa?

There are many ways that this work would supposred Manaiakalani pedagogy and kaupapa:

• It reflects the value of learn, create and share. 

• It reflects that focus of Manaiakalani schools next year looking into raising reading achievement along with trying to strengthen that vocabulary in maths which is another focus next year. 

• Collaboatation with other colleagues as well as students. 

• Supporting connected and empowered learners. 

Which elements of the extensive Manaiakalani research findings inform or challenge you as you think about this?

Manaiakalani observations have shown that extended discussion is an area that could have some development and be seen more in teaching. Manaiakalani research further investigates critical thinking and the use of generic reading tasks in order to focus more time and energy into planning as well being able to hopefully allow for that extended discussion of learners. 

How would you like to be supported in 2023 as you undertake this inquiry?
Regular release so that I am able to continue to focus on my target group and where we go to next throughout my inquiry. Along with the support of other teachers as well as the Manaiakalani team. 

How would you plan to support your colleagues in your school with THEIR inquiries and/or teaching in the area you are exploring?

Being available for collaboration with others within my school with similar inquiries. Supporting other teachers within my own team with findings from my inquiry to help build on their own inquiries as well as the direction we are going in a team. Supporting my colleagues through the running of workshops, sharing knowledge and offering assistance and ideas where needed. Working collaboratively within my team and other teams in the school.