Gathering information from the practice of the teachers in my sample group

I have started observing the teachers in my sample group. I used Manaiakalani observation tool for leaders and teachers to for my observations. After each observation, I met with the teachers to go over their lesson and identify areas of strength and focus areas where I can be of support. 

The observation tools looks at how the HLPs are implemented in the reading lessons. 

• Ambitious outcomes for all
• Eyes on text
• Language and vocabulary development {KC - language, texts and symbols}
• High-level discussions {KC - participating and contributing} 
• Transforming and transference of knowledge through creation
• Making thinking visible {KC - thinking}

In doing these observations, I am gathering information and evidence of the reading programmes in the classrooms, the teachers role in the lessons as well as the students. I feel it is very important to gather this information now as it will also serve as my baseline data before the implementation of my teaching as inquiry in working with my sample group.

The teachers in my target group have identified their target learners for their own Teaching as Inquiry. I will also collect student voice from these students as part of my Teaching as Inquiry. I believe student voice is vital to the Teaching as Inquiry as they are the recipients of what we are planning to change in our practice. 

With the two teachers I observed this week, I have identified that there are differences in how reading programmes as implemented in their classrooms. A next step for my sample group and I are to sit down together and identify what we believe should be in a reading programme from our knowledge, experience and also from research as well as the resources provided from the WFRC. 

There are so many aspects of my Teaching as Inquiry which I am working through at the moment. Being a part of the Reading Design Group, I am also working on materials for Reading Programme which will be launched in the Manaiakalani cluster and our Outreach Clusters. I will be implementing my learning and resources I am gathering from the Reading Design Group for my Teaching as Inquiry.

I currently feel like my Teaching as Inquiry is at so many places. I suppose it is part of the process as there are many aspects of this Teaching as Inquiry I want to look into. For the moment, my focus is on gathering my baseline data from the teachers in my sample group.