Designing my intervention for 2022

Where am I at now?

I have been working in the classes in my school and observing how the students are learning in reading. I have also had conversations with teachers about their reading programme and what their strengths and challenges are. 

I do not have my own class this year which is something very different for me. I did think of having a sample of students from a class in our school to be my sample but decided against this because it will not be consistent TAI if I am not consistency working with the students on daily basis. I then reflected and decided to focus my TAI on working with a group of teachers in our senior school to collaborate with them to plan and implement a reading programme which I hope will accelerate the reading progress of our students. 

What is my focus on this inquiry?

Mentor/coach/support teachers to plan and implement reading programmes which will accelerate the reading progress of their target students.

Share resources with teachers to build their pedagogical knowledge.

Have korero/talanoa sessions with teachers to reflect on their practice and make plans for changes needed to improve their practice.

Co-construct a reading programme with teachers which accelerates the reading progress of our students and share this programme with all the teachers in our school/cluster. 

Have I developed a profile of the sample in my inquiry?

I have identified the teachers I will be working with. I have sent them a google form to gather their thoughts/ideas about their teaching of reading. This will be my baseline data for this inquiry.

Once I have collated the information from the google form, I will then have one to one discussions with each teacher about their responses. 

Have I generated hypotheses about what I will do (actions) to shift the teaching of the teachers who will be in my sample group? 

My focus for this inquiry is to work with teachers to analyse their current practice in teaching reading and mentor/coach teachers to plan and implement a reading programme which focusses on T Shaped Literacy.

 I also want to strengthen the involvement of whanau/aiga in the learning of students in reading. 

I would like to look at the texts chosen for student learning and activities which the students engage with in their reading programmes.

Returning back to work

 

I have now returned back to school after one term of maternity leave. My little girl was born on 4 January 2022. While it was emotional to leave my little girl at home and come back to work, I was also very excited to being back at school and fulfilling my role as a teacher and CoL Across School leader. 

I am fortunate to be in the Manaiakalani Reading Design group and my first week back involved working with the Manaiakalani Reading Design to discuss and plan a literacy programme to address the reading challenge we have in our clusters. 

I also participated in my first CoL PLG on Thursday and shared what I think will be my TAI for 2022. For my TAI this year, I am looking at working with teachers to build the literacy programme in their classrooms. When sharing in our group, I was not sure how the quantitative data would be collected if the teachers are my sample for my TAI. Our convenor, Russell Burt, pointed out that, the student data will be the evidence if our TAI are effective or not. That statement is very true because, if I am working with teachers to structure their literacy programme to improve the learning of our students, then student achievement data and also the qualitative data we collect will be an indication of the effectiveness of my TAI.

Image from https://www.pinterest.com.au/barbaraane73/samoan-proverbs/

The Samoan proverb above summarises how I feel about my start back to school at the moment. I have lost out on a term of work, I would have liked to have started my TAI at the beginning of the year but now I am starting in term two. My next steps are to start looking at my sample, gathering their voice then using my knowledge, experience and resources I have from PLGs I have attended to build a literacy programme our teaches can use in their classrooms.