Action Research 2010 Sue B ewley

1. How can teacher action inquiry be effective in progressing a learning focussed culture at Rotokawa School? Action Research 2010 Sue Bewley

2. We can’t predict the future but we can create it • I imagine a school where teachers work together and support one another in their professional learning i.e. All teachers will be supporting one another in conversation, sharing practice, observing one another, visiting classes. • The questions teachers ask in their professional practice will show ownership of direction and teacher empowerment. • Other staff will be seen as leaders, there will distributed and growing expertise recognised both internally and externally of the school. • Staff will be able to reflect upon and celebrate their own professional actions. • RotokawaSchool will be recognised and acknowledged as a community of learners. • We will be able to share our school story at conferences.

3. Methodology 1. Explored what a learning focussed school is? Read literature Gather teacher voice data at the beginning of term 2 “What do you think a learning focussed school would look like?” “How will our school be enriched by the outcomes of all this Action Inquiry?” 2. Observation and teacher voice data along the way the Professional Learning Leaders group meetings the Action Research groups meeting s Google docs survey 3. Further data gathering at end of term 3 “What evidence is there that these outcomes are being achieved?” 4. Provided support for the Action Inquiry Process at Professional Learning Leaders meetings 5. Ongoing Review and Adaption utilising new discoveries/learning including review staff meeting “How are you going?”

4. What is a learning focussed culture? Self directed and self motivated learning communities with the capacity to sustain their learning (Stoll, Fink and Earl 2003). Capacity . . . is a complex blend of motivation, skill, positive learning, organisational conditions and culture, and infrastructure of support. Put together, it gives individuals, groups and, ultimately whole school communities the power to get involved in and sustain learning. Stoll, Stobart et al (2003) Capacity building is concerned with creating the conditions, opportunities and experiences for collaboration and mutual learning Harris (2001)

5. Baseline dataHow will our school be enriched by the outcomes of all this Action Inquiry?” • We will form a learning team of teachers as Action Researchers who will experiment with deliberate acts of teaching. • Student learning outcomes will be improved. • Teachers will be updated on recent, significant research about professional learning communities and learning. • Teachers will be supported to review and modify existing practices and developing their professional confidence and expertise. • Teachers will share and celebrate achievement and improved learning outcomes. • Teachers and students will benefit from the learning and impact of the work of the whole team

6. We will form a learning team of teachers as Action Researchers who will experiment with deliberate acts of teaching. Evidence • You were talking about ‘where to next” with what went wrong—like the grouping of kids. Have you come up with any other ideas. Grouping and planning for each group. I’m planning for whole class—I need to plan for groups. It’s good cos that’s what my Action Research is about so that’s helping me out. making links to the Inquiry model in the junior school QUI. • It’s quite obvious that that constant questioning all the time is really working. • I’ve just started putting in my planning what I’m doing—am I prompting, using models/examples, brainstorming?

7. Student learning outcomes will be improved. Evidence • It has confirmed some things I know. My Action research is around writing—so asking “what are you learning?” all along the way. (Student name)’s response bought tears to me eyes. • First time I’ve seen student voice data. A misconception about (student name) has been shown up. He actually does have a clue. I know the children can do it so the student voice has been confirmation for me and now I know I can go further with this. • My lofty goal is that by the end of this term the writing skills will support their Inquiry. • Providing more challenge as well as getting feedback from students and having more indepth learning conversations with them. • Student engagement and confidence to express their learning needs and reflecting on learning experiences. It is enhancing the teacher student relationships and student relationships also. • Other students are benefiting from my learning as I have added two more students to the group that I had not identified earlier as having the same needs.

8. Teachers will be updated on recent, significant research about professional learning communities and learning. Evidence • Research has directed us towards latest research e.g Lorraine—blogs, writing workshop and cameo writing. Future focus. Community engagement. • Cluster shares. Future focus. Community engagement. • Classroom walk-throughs. Community engagement. • Readings from Sue • Observations • Inquiry Wall share Future focus. Community engagement.

9. Teachers will be supported to review and modify existing practices and developing their professional confidence and expertise. Evidence • That what I am researching is at the forefront of my thinking when planning and working with students. I can see where I need to improve in my planning and teaching to better meet their needs. • Making us more aware of what you are doing in class—realising you are making a difference. • It’s (my goal) always there when I am planning and I’m monitoring—how are we going with that? Mine is vague so it has no end. It’s about enhancing excellence—has no end. • Mine is venturing into the unknown. I’ve got more questions than answers • T1have you asked them how they want to reflect on their writing. T2We are focussed on improving our writing. T1What about an example of someone reflecting on their writing. Do they know what reflection looks like?

10. Teachers will share and celebrate achievement and improved learning outcomes. Evidence • It’s working well with (students named) I know they are not in my focus group. • Mine is filtering out to others (students) too. • Making links to the Inquiry model in the junior school QUI • The complexity of tasks and learning experiences for these students. Providing more challenge as well as getting feedback from students and having more indepth learning conversations with them.

11. Teachers and students will benefit from the learning and impact of the work of the whole team. Evidence • My pedagogy has changed so much. This has been a big shift for me. • I’m amazed at the depth of the discussion. Those questions are coming out anyway. • Talking about where you are at and where to go next really clarifies your thinking • Teachers are asking why you are doing that? Out of interest/want to know.

12. End of term 3 data What evidence is there that these outcomes are being achieved?”

13. Critique in action research In essence action research involves critical inquiry into the practice of individuals, groups or organisations. It is usually conducted by the professionals who are themselves key actors in the practice under investigation. The inquiry therefore involves a strong element of critical self reflection or self education about the researcher’s own performance and the unique context in which it occurs. Cardno, 2003. P.23

14. Action from critique and reflection • How to promote engagement in learning conversations that promote reflection and action. PLL voice data I use wait time more in discussion groups to promote deeper thinking and reflective dialogue. We are allowed to engage in dialogue, rather then be talked at or told what to do. Not being timed in discussion, builds confidence and trust Able to compare with others thinking which is deepening my own understanding. We have permission to learn and lead

15. Coaching . . . unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them. Whitmore (1996)

16. Challenges and new possibilities“Acting involves taking steps to intervene in the problem situation and do something differently—in other words to implement change” Cardno, 2003

17. Conclusions • Teacher action inquiry can be effective in progressing a learning focussed culture because… • it promotes a focus on “how we learn”. • students learning outcomes are evident in social, emotional and cognitive aspects. Planning and creating learning for students is focussed and deliberate. • teachers are learning together. Professional learning is owned and self driven. • leadership capacity is built as group leaders develop coaching skills such questioning. Some teachers are using reflective questioning also. • group conversations became less leader led. • knowledge and understanding of Action Research is deepened and a desire to continue with it grows. • professional learning is embedded and connections are being made between staff meetings, observations and professional reading.

18. Discovery… Whole school Teacher Action Inquiry is a way to design, implement and review school curriculum.

19. NZC includes a clear set of principles on which to base curriculum decision making. It sets out values that are to be encouraged, modelled, and explored. It defines five key competencies that are critical to sustained learning and effective participation in society and that underline the emphasis on lifelong learning. (NZC) The data I have gathered through this inquiry shows that our curriculum in practice embodies these as important and desirable. Coherence. Learning to learn. Future focus. Inclusion. High expectations. Diversity. Community engagement. The eight principles embody beliefs about what is important and desirable in school curriculum – nationally and locally. They should underpin all school decision making. (NZC)

20. The values are part of the everyday curriculum – encouraged, modelled, and explored. (NZC) • Self esteem being fostered by children having their published blogs read and commented on. • ICT has impacted on self esteem and kids reflecting on their learning through the use of ICT. • Directed focus on ownership and reflecting on themselves in learning. • Using language such as I am persevering This is showing respect

21. The Key Competencies are the key to learning in every learning area. The development of the competencies is both an end in itself (a goal) and the means by which other ends are achieved. (NZC) • TRUMP card—common language of learning beginning e.g. are you managing self? • Students are talking about their learning—able to identify what they have done well—strategies and achievements. • Work samples show improvement in quality of work. • Completing work. Set timeframes allowed. • New thinking strategies being used with confidence. • Written language was an interest area, also a need for children as indicated with asTTle writing results

22. Further questions • What use could student achievement data have been in this inquiry? • To what extent are we involving student input in our teacher action inquiry processes? • What does a learning focussed school mean for our parent community? • How to make use of this discovery for school curriculum review and design?

23. Dreams/Visions That children come to school being able to talk Students learning across classes Creating interest across the school Students being aware of the consistent learning practices across school Use the expertise of teachers in school Whole school openness to trying different ways—develop this Being able to share mistakes and learn from them Felt relaxed about things going wrong—not anxious Action research—at the fore front of thinking This year was a practice—want to improve next time Maybe one context for everyone—can learn more from each other. More impact on students. Continue use of our text “Effective learning in classrooms” Write our own book. Sharing thru a Blog/Wiki/e-tool

24. Reading • Exploring the relationship between Staff Development and Improvements in Student Learning; Thomas Guskey, Denis Sparks 1996 • It’s about learning and it’s about time: Stoll, Fink, Earl 2003 Results-oriented Professional Development: In Search of an Optimal Mix of Effective Practices: Thomas Guskey, 1994 • School Leadership and Student Outcomes: Identifying What Works and Why. BES by Vivianne Robinson and Margie Hohepa • Active Learning through Formative Assessment. Shirley Clarke's. 2007 Ch.11