Exploring Quantitative Data...

To measure the difference our syndicate focus on effective reading planning has made, I have analysed the achievement shifts of our students who achieved 'below' in the PAT Panui / Reading comprehension assessments at Time Point 1 (TP1), and were present for the Time Point 2 (TP2) assessments. The graphs show a decrease in 'below' levels across the syndicate. These shifts across the year groups are illustrated in the graphs in the DLO above. To unpack this further I have analysed the GAP analysis completed by each class teacher. Due to the need to maintain privacy I will not be sharing these docs as students and teachers are easily identifiable. 

Possible reasons for students with no shift or a shift backwards:

• IEP
• Erratic attendance
• Behaviour
• Limited connections to the learning
• ESOL funded
• Disconnect with language of questioning
• Low level text comprehension
• Low self efficacy
• Overthinking the challenge

Continued absence from school prevents strong connections to the learning being made. These students are still learning to read and a lack of continuity means their cognitive load has increased as the gaps in their learning have widened and they have not been able to capitalise on the supports put in place for them. 

A lack of focus during learning time often results in learning has been impacted. Students who are off-task are not engaged in their learning tend to fall even further behind as the gap widens, causing already low levels of self efficacy to become an even bigger hurdle to get over. Low self efficacy also brings about the fear of failure, something often masked with a reluctance to participate and engage in the learning. 

Students with an IEP, or who are ESOL funded, often have disconnects with the language of questioning and low level text comprehension due to their limitations in gaining meaning from text at a higher than normal level. Removal of additional learning support or the opportunity to collaborate in testing situations, are also factors to be considered here as the reality of having to rely on the underdeveloped independent working skills leads to self doubt. In turn this leads to overthinking and/or not knowing how to access and apply the strategies needed to gain meaning. 

Possible reasons for no shift or a shift backwards linked to teacher practice:

• Students not being taught at the right level
• Teacher content knowledge not a strength
• Limited opportunities for differentiation
• Links to writing not planned for
• Learning Intentions and Success Criteria not being unpacked or linked directly to the learning
• Text choice
• Limited opportunities for discussion
• Create opportunities too limited
• Reading To missing
• Shared Reading missing
• Reliance on 'safe' and 'known' comprehension strategies
• No opportunities to reflect on own fluency
• Multimodal opportunities present in only some classes
• Syndicate created comprehension scaffolds used and displayed in some classes

 

Year Group	Shift backwards	No shift	Shift
4	13.3%	26.6%	0
5	6.5%	13%	6.5%
6	0	6.3%	9.4%
7	0	7%	14%
8	0	7%	14%

Time Point 1 achievement data was the catalyst behind the introduction of the Manaiakalani Reading Pillars of Practice (MRPP) as a framework to align our reading planning with. Through observations, appraisal discussions and planning feedback I noticed areas in our practice that were strong and the areas that needed strengthening. These are illustrated below in the TP1/TP2 reading planning analysis. After the TP1 planning analysis had been discussed both with the team and individually we set ourselves both syndicate and individual focuses. As with the data above, anonymity has been respected so classes and teachers have not been identified.

Shift in effective teacher practice between TP1 and TP2:

• Data analysed effectively to support group learning needs
• Teacher content knowledge strengthening
• Text choice strengthened
• Text structure and vocabulary focus introduced in all classes
• LI/SC align with syndicate co-created LI/SC to promote shared language of instruction
• A wider variety of reading comprehension strategies being explicitly planned for
• Multimodal opportunities present in 4/5 classes
• Explicit links between student achievement data, long term plans and guided reading plans
• Wide variety of questioning being used
• Questioning linked to comprehension strategies
• Syndicate created comprehension scaffolds used and displayed in all classes
• Planning is moving from being done for compliance to be done for a purpose.

                                      

Adopting the Manaiakalani Reading Pillars of Practice as a guiding framework has directly benefited our students by empowering our team of teachers with the knowledge and tools to improve instruction. This shared understanding has facilitated our collaborative learning journey, and highlighted the importance of using data to inform our planning to help us meet the learning needs of the students in our classes.

Exploring Qualitative Data...

This qualitative evaluation explores the impact of the Manaiakalani Reading Pillars of Practice (MRPP) on reading planning, teacher practice and capability, and student achievement within our school context. Capability, defined as the ability to effectively apply knowledge and skills to achieve desired outcomes. By aligning our planning to the MRPP has helped strengthen teacher capability and enhance reading instruction for our Year 4-8 teachers. In turn this has helped accelerate shift in student achievement in Reading.

To do this I analysed both long term planning and guided reading lesson plans with the time point 1 student achievement data in mind. Learning conversations with teachers allowed us both to explore their perceptions of what was needed to help all our students find success in reading. This process fostered a shared understanding of effective reading instruction within our team and promoted a cohesive approach where our thinking is more aligned. It allowed us to introduce mini PLD sessions that explored and unpacked comprehension strategies and the need for an aligned shared language of instruction in our team meetings. We co-constructed learning intentions, scaffolds and group norms. Using these resources helped us strengthen the questions we asked to ensure we were introducing our students to a wider variety of comprehension skills and providing them with increased opportunities to apply these skills in context both independently and collaboratively through discussion.

The MRPP has provided a clear framework for aligning long-term and short-term planning with evidence-based practices. The use of student achievement data alongside this has facilitated a shift from compliance-based planning to purposeful instruction. This shift has resulted in teachers moving away from simply falling back on the known to actively considering the specific needs of their students and tailoring instruction accordingly. 

                                                               

This process has introduced opportunities for rich professional conversations to take place. Additionally it had provided opportunities for best practices to be shared and both syndicate wide and individual areas that need strengthening to be identified. Using the Manaiakalani Reading Pillars of Practice has provided us with a clear framework for planning and instruction. This has as previously mentioned, reduced ambiguity, strengthening teacher confidence and has helped to put us all on the same page. From a leadership perspective this process has been the stepping stone we needed to engage in rich professional conversations where both successes can be identified, hard messages given and clarity of where to next co-constructed.

Use of a gap analysis has helped us to tailor instruction to meet individual learning needs of the tamariki in our own classes. Embracing change by beginning to multimodal text sets has provided our students with more opportunities to engage with and unpack the texts in front of them. We still are still on a journey but with a stable staff going forward we have the advantage of having already taken the first steps towards change.

The implementation of aligning our planning with the Manaiakalani Reading Pillars of Practice has had a positive impact on teacher capability and student achievement. It has provided us with the common ground needed for professional collaboration, and has highlighted the importance of implementing the data-driven planning decisions around our syndicate wide focus on the comprehension strategies. 

Describe and Explain the changes/tweaks you have made in your practice along the way...

My inquiry this year has had many twists and turns. Achieving accelerated shift in Literacy was identified as being one of the most important and catalytic issues of learning facing our students in Y4 - 8, this year, when the time point one data was analysed. Exploring how learning gained from professional development is helping to strengthen teacher practice and achievement in literacy is something I haven't looked at before so I began with one idea which over the course of the year has completely morphed into another. Not because as I mentioned in an earlier post, because it was unachievable, but because my initial idea simply wasn't working. The effect of staff changes on PLD is something I hadn't initially taken into consideration. What began as an inquiry into how we (PBS) are using PLD to accelerate shift across our school' and over the course of the year required a change of tact to inquiring into how are we building and strengthening our capability in raising student achievement outcomes in Reading for years 4-8 at PBS.

I began my journey by trying to ensure we were all on the same page. Consistency and a shared language of instruction help our students to make the connections they need to be able to access their learning with confidence and understanding. At the start this wasn't about paying no regard to the skills and knowledge my team brought to the table but rather to align our thinking. This is explained in detail with examples in an earlier blog post. This wasn't as successful as I hoped as we were all coming from such different places both literally and in knowledge gained from recent PLD, so it was back to the drawing board.

After speaking with Naomi Rosedale, I realised I needed a new pathway forward, a pathway that included a framework that would bring everything together and provide clarity. Aligning what I was looking for with the Manaiakalani Reading Pillars of Practice (MRPP) was the lightbulb moment I needed. In Term 3 I used the MRPP to look closely at what and how we, my team and I, were actually teaching the tauira in front of us in our reading lessons. I looked at the data and used the initial gap analysis to help me gauge whether or not the learning planned matched the student needs. To allow for consistency I stood by my decision that if it wasn't in the planning it wasn't there. The follow up discussions were both rich and gave all of us the clarity we needed to help us meet the learning needs of our individual classes.

This process was repeated in Term 4. I am yet to complete all my follow up discussions but have them timetabled for later in the week. What I noticed was with a shared understanding and stronger knowledge of why we need to make the changes. All my team have now included multimodal text sets, are looking at the structure and language in the different text types and have put a lot of thought into the questions they are asking. There is definitely a growth in the use of our shared language of instruction, a wider variety of comprehension skills being accessed. 

Changing my inquiry focus has allowed me to introduce change in a manageable and achievable way. Mindsets where planning is concerned has moved from compliance to purpose, something I struggled to initially get buy in from. I feel that looking closely at my own planning has added the 'teacher model' element to the learning. By using the MRPP it has allowed us to all learn together but at our own pace. Sharing people's successes and valuing their ideas has afforded us opportunities to learn with and from each other. 

The big message I want to share here is that change is good, it should be embraced and we should not be afraid to walk in a different direction if what we have tried is not working.