What achievement challenge are you considering as an area of focus in 2025 and why? Include in your WHY both evidence and your own passion/expertise.
I would stay with Achievement Challenge 3 of lifting achievement in Reading for students in Years 1-13.
This is particularly relevant as we are all making the shift towards a structured literacy approach. For some of us this is a very real step into the unknown. When we meet our new classes we will meet a new array of learning challenges.
My belief is that one size does not fit all. I know personalising the instruction is vital to breaking down the barriers that prevent our tamariki from accessing their learning. There is a plethora of pre-made resources available but it is also vital that we do not lose sight of the need to plan purposefully so that the teaching aligns with the analysed data pictures of the learners in our individual classes.
What learnings from the 2017 - 2024 CoL teacher inquiries have informed or inspired your thinking.
Learning with and from my fellow CoL teachers has meant I have collected many ideas from others along the way that have become embedded in my practice. I really like the conversations and connections we make with eachother.
How would your work support Manaiakalani pedagogy and kaupapa?
The move from compliance to purpose in planning is a personal journey that needs to be guided and supported in bite sized chunks to make the growth meaningful. It's not about disregarding or undervaluing what individual teachers bring to the table, but rather helping them to see that one size does not fit all.
We need to take ownership of the focus of the lesson to ensure we are meeting the learning needs of the students we teach. Each class is different and each plan should reflect this difference.
No one wants to navigate these seas alone so a collaborative learning journey provides us with the shared focus needed to learn with and from each other. Our goal being to drive the 1.5 times shift by giving our learners the tools they need to find success in all learning opportunities. It's not just finding a 'how' but also about understanding the 'why'.
Which elements of the extensive Manaiakalani research findings inform or challenge you as you think about this?
The picture the data paints shows that our learners continue to struggle to grow and strengthen their connections to the academic literacy that allows them to access their learning. Teacher planning is crucial to the success of this. My inquiry this year has identified one of the biggest challenges leaders face, the challenge of shifting mindsets in planning.
How would you like to be supported in 2025 as you undertake this inquiry?
The support I would like in 2025 is to continue our collaborative inquiry approach as each year this has enabled us to build on and strengthen the processes we already have in place. I find the talanoa opportunities with both the Kahui Ako and the MET Research Team to be extremely valuable as I learn a lot from other's feedback and experiences.
How would you plan to support your colleagues in your school with their inquiries and/or teaching in the area you are exploring?
I have modelled my inquiry on my blog since 2017. All my inquiries are visible and honest. Not all have been a success, and I feel it is very important to reflect this openly as it's the tweaks that are made that we learn the most from.
Having held the Within School Kahui Ako role for the last seven years I believe the best support I can offer my colleagues with their inquiries is to guide them through the inquiry process term by term as this is both rewindable and manageable.
Several years ago I created our PBS Teacher Inquiry DLO, which is our version of a ‘how to’ process and is shared with staff in termly chunks. In term 4 we come together and have our own sharing session. Something I have driven as our PBS within school kahui ako is to ensure opportunities to focus and discuss our teacher inquiries are planned for, in order to keep the process alive throughout the year.
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