2022 TAI evaluation

My teaching as inquiry for this year has brought me so much more experience as a an educator and leader. Working with my sample group of teachers enabled me to gain insight about the challenges and successes a team of teachers can experience when collaborating as a team on a specific goal. 

Our goal as a group was to accelerate the learning of our akonga in reading. We also wanted to change the way we teach so we were all on the same understanding as to what an effective reading programme is. It is fair to say we have not completely achieved the goal of identifying what an effective reading programme looks like in the classroom but we have certainly made a good start. 

What happened this year?

Collaborative planning - we had a lot of korero/talanoa about our understanding of what an effective reading programme is. What we currently do in our practice which works and what we could add

Using the Planning Fala (Manaiakalani Effective Reading Practices Survey (2022). Analysis of teacher responses by N. Rosedale (Literacy Facilitator) for the Reading Design Group) - this was a core element of my teaching as inquiry. The Planning Fala incorporated aspects of a reading programme which I wanted to incorporate into my teaching as inquiry and much more. We have added certain parts of the Planning Fala to our planning and teaching but need to incorporate more next year.

Interpreting assessment data - as part of my teaching as inquiry, I interpreted the PAT reading data for our senior school from the term one assessment and also analysed the term four data. I strongly believe data is an integral part of any teaching as inquiry. As a teacher, data can inform our practice and challenge us to make changes or to keep doing what we are doing if the data shows acceleration. The qualitative data I collected from my sample group gave me a lot of insight about the strengths and needs of the teachers I worked with this year. 

In class observations - as part of my inquiry, I also observed teachers in their classrooms teaching their own target learners. From the beginning of my intervention, I highlighted that my role was to work alongside our group. The observations were for teachers to receive feedback and feedforward through post discussions about their teaching practice in reading. I do understand that observations can be daunting for some teachers but I relied on our connections as teachers, team members and friends to eliminate this feeling. 

End of year data collection

My data set for the end of my teaching for inquiry for this year is a survey completed by my sample group in Term 4. The survey was sent in a google form and I have analysed the data using the qual analysis method Naomi Rosedale taught me. 

Qual analysis of my point 1 data collection

At the beginning of my intervention, I collected qualitative data from my sample group. There were no numerical information from the data set because it was a survey where the teachers answered the questions. In a recent PLG, Naomi Rosedale discussed analysing qualitative data in a quantitative way. This is called qual analysis. I asked Naomi if I could meet with her so she could go over this analysis technique with me. 

The meeting with Naomi was a very educational meeting for me because in the short time we met, I learnt so much from Naomi about how to analyse qualitative data. The analysis I have done of my data set is a very basic qual analysis. Naomi has shown me some other forms of qual analysis to analyse qualitative data but for a start, this is what I have done. 

This method of data analysis paints a much clearer picture of qualitative data. When I looked at my original data analysis in qualitative form, there were so many different information presented. However, when I completed the qual analysis of the same data set, I could clearly see some common trends in the data set. I suppose it supports a saying I have about quantitative data - the numbers tell a story. 

The overall theme I picked out from my data analysis were:

• There was and is still a great need for pedagogical knowledge needed for our teachers to plan and implement an effective reading programme
• The teachers all had different ideas about how to teach reading
• There was no common understanding of how to plan and teach reading
• There is a lack of connection with whanau with the reading programmes happening in classes 
• Key elements highlighted in the Fala Planning Model were not used in our current reading programmes 

I have just collected the last data set from my sample group from their reflections of our journey this year. I will do a qual analysis of this data set and post it in an upcoming blog post. 

Evaluating data for inquiries

Today's PLG for our CoL teachers focussed on how we analyse data. There were definitely a lot of great learning which I took away from the PLG. 

I have always thought about collecting data as qualitative and quantitative. Quantitative giving more statistical information with numerical values and qualitative where the information is more categorial. Today Naomi Rosedale did share that there are ways to analyse qualitative data to give more numerical information. I am booking a time to meet with her so she can give me more support in doing this. 

Data is really important in our teaching as inquiry. Whenever I analyse students data, there are always so many questions and wondering which come to mind when looking at data especially over a number of years. I always say that data tell a story about what is happening for our students and also our teaching as teachers. 

This year, because my sample group are our teachers, I have collected my profiling data using surveys and also quantitative data from the assessments of the target students in each teachers' group. As we are heading towards end of year assessments, I am very keen to see what the summative data will show in the students' assessments and also the end of year qualitative data from my sample group of teachers. 

"Just saying they have made progress because they have a higher test score or jumped xxx levels is not enough.

Need to compare to something more than just pre and post test data.

Are the learners in your target group making progress in comparison to... Norm, Data from last year, other comparative learners in school/cluster?" (PLG slide 63)

The information above from our PLG slides highlights the importance of comparing the achievement of our students to the norm, past data and also learners in other schools and clusters. I think this is important because if we just compare our students by themselves, then we will not know how they are achieving compared to other learners in the cluster or NZ. 

The template above from our PLG slides is one way we can compare our student data with the norm and a comparison group. 

Deep learning conversations about planning for purposeful learning drawing on the Reading Planning Fala

Vocabulary

Through the learn activities, there is a focus on vocabulary in the texts. There is a shift in the student discussions where students are often questioning the meaning of words they come across in their texts. The students are also experimenting with using these words in their everyday conversations. Some of the activities around vocabulary are identifying how the words are used in the text. What about the text type, sentence, paragraph helps us predict what the word means? The students are now consciously using these strategies to predict the meaning of words they do not understand. 

Text selection

In a meeting with my sample group of teachers, we discussed the topic of text selection for learning. In the Reading Planning FALA, it states to have a specific text selection for a rich set of texts. We unpacked what this might look like as we select texts for our planning.

• Multimodal - comics/graphic novels, picture books, newspapers, brochures, print advertisements, posters, storyboards, digital slide presentations
• Caters for the learning intention - does the text support the lessons purpose for students to achieve the Learning Intention of the unit?
• Texts which are challenging and fosters perseverance of reading - are the texts challenging for the students? Do they enable the students to struggle with the text and seek clarification through rich discussions?
• Information/topic specific - do the texts relate to the topic of study? Enables wide and narrow reading for information? 
• Main, supporting, challenge text - Will two texts support each other and the challenge text encouraging the students to compare and contrast information from the texts and making their own conclusions?
• Student choice in text selection - Will the students have opportunities to seek more texts of their own choice which links to the unit of study?
• Vocabulary - texts introduces students to new vocabulary

There are so many aspects to think about with text selection but when teachers are purposeful in their text selection, the learning will be more purposeful, challenging and enjoyable for the students. 

Extended discussions 

For years, our school have focussed on having rich discussions during learning. In Maths with the use of TALK MOVES to facilitate discussions. In reading, a focus on having dialogic discussions. Yet, I still feel and observe that our students are reliant on us as teachers to lead discussions and prompt them. I have seen and experienced some excellent discussions where the students have been so involved in their discussions that it almost sounded like a heated debate about the topic. I did reflect after those lessons if it was the topic the students were passionate about or the texts or set up of the lesson. I believe purposeful discussions have to be planned for and that comes from the teacher knowing the focus of the unit of learning, the lesson and understanding the texts and where to focus the discussion for extended discussions. 

Reflection

It is great to be engaged in these learning conversations with my colleagues because it not only highlights what we need to work on but also empowers each of us to change our mindset and try new ideas in our planning and teaching. I feel we have definitely shifted in our understanding of how to plan and teach reading and it is still a work in progress but the shift in understanding is definitely evident from our professional discussions. 

Good inquiry happens in teams

Ehara taku toa i te toa takitahi engari, he toa takitini

Success is not the work of one but, the work of many

I have been supporting my colleagues with their teaching as inquiry. I find a lot of value in the professional discussions we have when we are discussing how we can improve our practice to accelerate the progress of our students. 

Reflecting on our practice

A very important aspect of professional discussions about teaching as inquiry is around what is currently happening in the teacher's practice. Our practice determines how students learn. If we want our students to change their current achievement or accelerate then we have to reflect on what we need to change in our own practice. I understand there are times we feel we are doing well in our practice and that is great but if our achievement data is showing our students are not achieving where they should be for their year levels then something needs to change. 

The importance of data

I have this saying "data tells a story". When I analysed our school data last year, I was amazed the learning I gained from looking at the school wide data. The student achievement data do tell us a story about the learning of our students. It is very important for your TAI to gather the starting data for your sample group at the beginning of your inquiry. This will be your measuring point for the end of your inquiry.

Student voice

As the recipients of our practice, our students views and voice is vital to our teaching as inquiry. As well as having conversations, I like to collect student voice through google forms. It is good to give students time and space to think about their responses and that is why google forms are effective. Below are some student voice I collected last year for my TAI about self efficacy. I have always been surprised by what students share through their student voice and it often challenges my own beliefs about what I am doing in my teaching. 

Record your TAI journey

TAI is a learning journey for teachers. Reflections are very important because it enables us to analyse what is currently happening and our next steps. Whether you have a professional blog or not, it is important to document your teaching as inquiry. It is a learning journey which you can look back on.

He waka eke noa

Having professional discussions with your colleagues and professional leaders about your TAI will be a great resource for you. On going discussions are much more valuable than one off presentations at the end of TAI cycles. We need to be challenged and questioned about what we are currently doing. When we explain our rationale for what we are doing in our practice, we often explore aspects of our practice we did not think about before. 

My Teaching as Inquiry focus for 2022

As mentioned in a previous post, I wanted to focus on the HLP (High Leverage Practices) in mentoring my sample group for my TAI this year. However, I have been doing quite a bit of research and have decided that the Reading Planning Fala encompasses the HLPs as well as the digital affordances. Therefore, my hypothesise is:

Will working collaboratively with a group of teachers to plan a reading programme using the Reading Planning Fala, CHANGE the practice of these teachers and lead to acceleration in reading for their target students?

Manaiakalani Effective Reading Practices Survey (2022). Analysis of teacher responses by N. Rosedale (Literacy Facilitator) for the Reading Design Group.

"This model was developed this year bringing together elements of the Manaiakalani pedagogy, high leverage practises and digital affordances and has informed the observations, questionnaires and these recommendations" (Manaiakalani Wananga 2021).

This week, our staff are planning for learning for Term 3. It is a great time to kick start my TAI by looking at how we plan for our reading programme using the Reading Planning Fala. 

I have printed off copies of the fala for each group member to go over before we meet as a team. I believe the teachers in my sample group have not seen the Reading Planning fala before so a lot of talanoa will be done before we start to incorporate the fala in our planning.

In our team meetings, I have an allocated time to support our team with their TAI and also discuss what is happening with my own. I also do in class observations and in class support for teachers during their literacy programmes. There are many opportunities to give support but I know the planning aspect of the teaching must be done well and explicitly for the teaching to be effective. 

Therefore, my big focus for the rest of this term is to support my sample group with their planning using the Reading Planning Fala.

 I believe the key word is CHANGE. We hear time and time again that a TAI is where we look at changing an aspect of our teaching to see if it will accelerate the learning of our students. We can't expect change in the learning of our students unless we as teachers make a change. Often, we might be comfortable with what we are planning for learning for different reasons such as: we are used to this way of teaching, It has worked before, the resources are already in our drives so just re use...But the fact remains, reading is an area where our students are not accelerating. 

I am looking forward to this year's TAI. Term 3 will be the implementation term. I do hope by Term 4 we will see a shift in the reading data for the target students for my sample group of teachers.

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.