How can teacher action inquiry

be effective in progressing a learning focussed culture

at Rotokawa School?

Action Research 2010Sue Bewley

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.

Rotokawa School will be recognised and acknowledged as a community of learners.

We will be able to share our school story at conferences.

We can’t predict the future but we can create it

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 newdiscoveries/learning including review staff meeting “How are you going?”

Methodology

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 concernedwith creating the conditions,

opportunities and experiences forcollaboration and mutual learning

Harris (2001)

What is a learning focussed culture?

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

Baseline data How 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.

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?

 

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.

Student learning outcomes will be improved.

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.

Teachers will be updated on recent, significant research about professional learning communities and learning.

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? 

Teachers will be supported to review and modify existing practices and

developing their professional confidence and expertise.

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.

Teachers will share and celebrate achievement and improved learning outcomes.

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.

Teachers and students will benefit from the learning and impact of the work of the whole team.

What evidence is there that these outcomes are

being achieved?”

End of term 3 data

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

Critique in action research

How to promote engagement in learning conversations that promote reflection and action.

PLL voice dataI 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

Action from critique and reflection

. . . unlocking a person’s potential tomaximize their own performance. Itis helping them to learn rather than

teaching them. Whitmore (1996)

Coaching

How to gather teacher voice data without impacting on the group dialogue---Tried to overcome this by focussing on the PLL's as my source of data. Constructed PLL meetings so that they could share anecdotal data from meetings.

Groups became isolated to a degree and opportunities for sharing across the staff were not being provided. In term 3 I changed the Wednesday meeting format so that staff started together, went to their groups and then came back together at the end

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

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.

Conclusions

Whole school Teacher Action Inquiry

is a way to design, implement

and review school curriculum.

Discovery…

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)

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)

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

The values are part of the everyday curriculum – encouraged, modelled, and explored. (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

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)

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?

Further questions

Dreams/VisionsThat children come to school being able to talkStudents learning across classesCreating interest across the schoolStudents being aware of the consistent learning practices

across schoolUse the expertise of teachers in schoolWhole school openness to trying different ways—develop thisBeing able to share mistakes and learn from themFelt relaxed about things going wrong—not anxiousAction research—at the fore front of thinkingThis year was a practice—want to improve next timeMaybe 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

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

Reading