TAI2020 How might my inquiry make a powerful contribution to school wide goals and cluster goals?

Collaboration With Senior Management and Colleagues 

Main Points

1) Is my current inquiry still relevant and current in regards to school-wide goals and cluster goals?

• Yes, it aligns with our school-wide focus of developing students oral language across the Junior school and across our school.
• Yes, it fits within our localised curriculum focus on oral language acquisition to address the needs of our school community.

2) How might it make a powerful contribution to these goals?

• Students acquiring oral language within their early schooling will create foundations to build on as they move through their schooling.
• We may not see expected results within their first few years as students acquire oral language but it is hoped that putting in the mahi at this level will show better results in student achievement as students move through their schooling.

3) Other points of discussion

• The inquiry needs to be shared more effectively across the school. Feedback from senior school teachers was that better communication of changes in our curriculum and teacher practice is needed so that effective practice can be better shared across the whole school.

TAI2020 Stocktake Of My Inquiry

As I move into the second year of my CoL inquiry into creating an intensive oral language acquisition programme across our Junior school, my first task is to do a stocktake of my inquiry so far.

Aspects of inquiry	What worked well	Challenges	Additional support that would be helpful
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.	Taking part in the Pasifika Early Literacy Programme (PELP) has changed my own practice as well as my teams practice in how to teach in culturally responsive ways. Students are extremely engaged and empowered when we use heritage languages within the classroom.	-Continuing to develop an understanding of the diverse Pasifika cultures within our classrooms. -Connecting with Pasifika families to create strong home-school partnerships	Connecting with Pasifika teachers within our CoL to gain a stronger understanding of the Pasifika cultures of our students.
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.	-Do and say oral language activities, using and reusing new vocabulary. -Recycling vocabulary many times and across contexts over a few days. -Insisting students try, and creating an environment where talking is cherished and important. -Students that participated in this programme, as well as PELP, showed increased progress compared to peers that only did PELP.	-Students ability to listen, many students don't have the self-regulation skills to listen and this affects their ability to uptake new vocabulary. -Funding for trips to experience opportunities outside of their daily world.	ENGAGE Programme Active listening activities
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.	-Growing professional practice across my team instead of only within my classroom. -Working through the inquiry process together has allowed them to better understand the teaching as inquiry process.	-Staff changeover -Beginning Teachers within the team who are learning the foundation skills of teaching may have felt overwhelmed by the PLD. -Team members different levels of uptake. -Ensuring the whole school is aware of the inquiry taking place and sharing of new learning across the school.	-More staff meetings to share inquiry -Planning time with Teacher Aides to collaboratively plan our practice.