What achievement challenge are you considering as an area of focus in 2021 and why? Include in your WHY both evidence and your own passion/expertise.
The achievement challenge that I am considering for 2021 is:
Increasing the achievement in years 7-10 in maths, reading and writing.
I would want to focus on my reading pedagogy in response to the PAT data compiled by the school and collectively shared through the WFRC that shows while the students at our school are progressing in reading at a steady pace, we are still struggling to achieve or surpass the national norm. As a school, we have been working to create a common language of success for teaching our students who are learning to read and extending our students who are reading to learn. I am really interested in inquiring into ways to increase student engagement in reading to learn. I often find that my students read because “the teacher said so.” I want to open the doors of possibilities for the students to read because they want to.
What learnings from the 2017 - 2020 CoL teacher inquiries have informed or inspired your thinking.
I have been looking back at blog posts and over the past four years as a CoL Teacher I have really enjoyed the professional conversations I have had about our Inquiries with other CoL Teachers. Some of the key principles that I have picked up along the way are: being intentional about discussing student test results with the students and using those results as a springboard for goal setting, finding ways to make vocabulary acquisition and dialogic conversations a normal occurrence across the curriculum and promoting self efficacy to enhance student achievement.
How would your work support Manaiakalani pedagogy and kaupapa?
One of the ways that I would work to support Manaiakalani pedagogy is by using the technology affordances that we have in the classroom to open up doors of opportunity that would allow the students to explore the world outside of our own backyards. I am very interested in having my students explore topics of interest that could lead to me connecting them with experts in those fields using Google Meets for face to face interactions. Students could then take what they have learnt and create their own movies or even sites to share their new understanding with others.
Which elements of the extensive Manaiakalani research findings inform or challenge you as you think about this?
I was really interested in what Naomi had to share with us at the last Manaiakalani staff meeting about Student Design for learning, while aiming for high leverage thinking practices (video/voice recordings) used to compare. I would love for students to create a tool (or set of tools) to be shared with others to learn about their topic of interest. A collection of these tools could be a launching pad for student led tasks in the future.
How would you like to be supported in 2021 as you undertake this inquiry?
In 2021, I would like to be supported by hearing more from the WFRC and their ideas behind the concept of MAPIC that was presented during the Create cluster meeting. I would also love the opportunity to have more higher level professional development opportunities from the WFR Team about the types of things we could be trialing and implementing in our classrooms based on what they have seen working across our clusters and the country.
How would you plan to support your colleagues in your school with THEIR inquiries and/or teaching in the area you are exploring?
I plan to continue supporting my colleagues with their inquiries and teaching in the area that I am exploring by providing detailed descriptions of my inquiry and findings on my blog and orally during our in school inquiry meetings twice a term. I will also continue to have discussions and offer my assistance to teachers across the school who have come to me for help or ideas based on something they have read on my blog. We also share regularly with our team of year ⅞ teachers the things that we are learning about during our CoL Meetings that pertain to the shift between years 8 and 9 and our daily teaching practise.