Developing Inquiry Hypotheses

The hypotheses were formed through a process of exploring possibilities into why the data looks as it does and possible changes of practice that could take place. Below I discuss the reading, discussions and learning opportunities that lead to the development of hypotheses.

Hypothesis 1: A collaborative inquiry across the junior school (Years 1-3) will grow professional capital across the school. The shared inquiry will allow all students across the junior school to benefit from the effectiveness of changed practice and allow teachers to learn from and with each other. It will hopefully also enable an effective changed practice to become sustainable.

Collective capacity building to develop a common knowledge and skill base across the learning community is a powerful learning opportunity. Social capital, the quality of the group is more powerful than human capital, the qualifications of individuals (Hargreaves & Fullan, 2012; Fullan & Quinn, 2016). This approach to professional development replaces fragmented traditional professional development programmes, workshops or presentations that aim to fix the individual. As collective capacity builds, it increases momentum involving more people and reinforces the strategy for change towards a collective purpose. However, it is important to be aware that a supportive climate is needed to ensure teachers feel safe to take risks and build capacity through learning from each other (Fullan & Quinn, 2016). As Hargreaves (1994) points out, in a collaborative culture teacher’s values and purposes, failures and doubts are shared, discussed and disagreed over. This exposure of vulnerabilities should take place in a supportive environment.

Hypothesis 2: Developing oral language through short high-interest topics and real-life experiences, with a focus on intensive oral language acquisition, will create an environment of language in abundance. 

In order to find an appropriate tool to measure oral assessment, I sought out the help and expertise of Dr Jannie Van Hees. Jannie came and talked to the team about the use of the combilist and value of creating an intensive oral language literacy programme that focused around high-interest topics and experiences.

Hypothesis 3: Utilising the student's strengths in their first language, working in bilingual and multilingual ways, creating Talanoa, and working in partnership with families will help build students English language and literacy.

PELP focuses on working in partnership with Pasifika families, building on the strengths of the students first language, culture and identity through bilingual and multilingual teaching practices and the use of bilingual resources. Having the opportunity for our teachers to learn through participating in this project will embed cultural responsiveness within the inquiry.