Reader Profile Survey Reflection: Knowing My Learners

 

The survey on reading provided me with valuable insights into the characteristics and preferences of my students, offering a deeper understanding of their learning needs.

After conducting a student survey, I've uncovered fascinating insights about my students, which I've incorporated into this blog post to share with you. The survey results show that most of my students have a positive attitude towards reading. In fact, a third of the students surveyed said they love reading, and another third said they sometimes like it. The remaining third said they only read when it's required, but no students reported disliking reading entirely. These findings suggest that while many students already enjoy reading, there is a portion who could benefit from more support and encouragement to help them develop a greater love for it.

Identifying my Priority Readers

My inquiry will target Year 6 learners, aged between 9.5 and 12.5 years, whose reading levels are currently at or just below expected benchmarks. My primary goal is to implement strategies that will extend these students, ensuring they are at or above the expected reading levels for Year 6 and Year 7.

A consistent trend I've observed is that while these students demonstrate strong decoding skills, they significantly struggle with questions requiring higher-order thinking. This includes challenges with applied knowledge, understanding key vocabulary, and making inferences – all critical components of deep comprehension. Observations from our reading groups reveal that while some students are confident in sharing their initial thoughts, there's a noticeable lack of genuine discussion, and their responses often do not refer back to the text for evidence. Furthermore, analysis of my recorded lessons highlights a predominantly teacher-led discussion model, where I frequently prompt students to share ideas with each other. This suggests a need to foster more student-driven dialogue and text interaction, particularly when engaging with content that may lack immediate cultural relevance for them.

To clarify the precise nature of this comprehension gap through a culturally responsive lens, I will utilise a range of formative assessments. This includes analysing previous years' PAT Reading and e-asTTle data as well as running records, which I will then compare with our 2025 testing data. During literacy assessments, I will pay close attention to students' behaviours towards reading, particularly their engagement with and responses to texts that may or may not align with their cultural backgrounds. I will also conduct comprehensive reader profiles to understand students' attitudes towards reading, their preferred genres, and their existing cultural schema. Additionally, I plan to research language acquisition, seeking assessments that can track changes in their academic and culturally specific vocabulary throughout the year, recognising that language is deeply intertwined with cultural understanding.

Potential Tools and Measures for this Inquiry:

• Formative Assessment Data: Including comprehension checks, reading response journals, and specific question types (think and search, author's message, literal) to track growth.

• Performance in Current Testing Rounds: Analysing PAT Reading and e-asTTle Reading data for shifts in overall comprehension scores.

• Classroom Engagement Behaviours: Observing student participation in discussions, their willingness to connect texts to their own experiences, and their ability to reference text evidence, particularly with culturally diverse materials.

• Growth in Academic and Culturally Specific Language Acquisition: Tracking vocabulary development and the use of language that reflects deeper cultural understanding.

• Attendance Data: To identify any correlation between engagement and presence in the classroom.

• EdPotential Data: To track long-term progress and identify patterns in reading achievement over time.

Discussion with the SLT and Colleagues

Planning for an Effective Teacher Inquiry with my Senior Leadership Team (SLT)

Reconnaissance -  student inquiry foci 

Collaborate with your school’s leadership team and colleagues to identify areas where your inquiry will make a powerful contribution to wider school and cluster goals.

From what you know already about your classes and your school’s profile and leadership goals for the year, share a possible inquiry focus.

Frame your focus as a desired change in student learning, NOT a change in teaching (as yet!)

I have chosen  The Achievement Challenge 1 as an area of focus.  - Raise Maori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10.

I’m also considering my Inquiry focus question to be around: What strategies can I use to create a culturally responsive reading environment where all students feel seen, valued, and connected to the texts and discussions?

The "good inquiry happens in teams" has certainly proven true for me. I've had incredibly productive discussions with my syndicate team and, crucially, with my Senior Syndicate Leader, Hevaha Tua'koi. Her Tongan heritage and deep connections with the local Pasifika community are an immense blessing, as she brings a wealth of invaluable Pasifika knowledge and experience. Hevaha generously shared profound insights into supporting Pasifika learners, which has greatly enriched my understanding. Further strengthening my inquiry, I also engaged in a highly beneficial conversation with our Deputy Principal, Zhydah Petersen. She shared her extensive experience and effective strategies in working with both Māori and Pasifika learners within our school context. Through these powerful discussions and with the expert guidance of these two senior leaders, my inquiry focus has crystallised. I now feel I have a truly potent and challenging direction for integrating culturally responsive teaching and learning into my classroom practices. This collaborative foundation will be key as I strive to leverage students' cultural identities to deepen their engagement and comprehension in reading.

My 2025 Inquiry Focus

From Pens to Pages: My Reading Inquiry Journey - Connecting Across Cultures

Kia ora koutou!

As the new school year kicks off, I'm excited to share the focus of my teaching inquiry this year. Initially, my mind was set on diving deep into the intricacies of writing processes with my amazing Year 6 learners. I envisioned exploring narrative structures, writing processes, and the magic of crafting interesting sentences. However, as I've spent time getting to know my incredible class and reflected on their unique needs, my focus has gracefully shifted.

My heart and mind have been drawn to the power of reading. Not just decoding words on a page, but truly understanding, connecting with, and being transformed by the stories we encounter. This shift has been further inspired by my recent journey through the BSLA (Better Start Literacy Approach) course at the University of Canterbury. 

Teaching a vibrant and diverse group of Year 6 students – a rich tapestry woven with Polynesian, African, Filipino, Fijian, and Afghanistani threads – has underscored a profound realisation:

"It's not about being culturally compatible with my students, it's about being culturally connected".

What does this mean? 

It means my inquiry will centre on building genuine connections that honour and value the richness of their individual cultural identities within our reading programme.

Inspired by the principles of structured literacy and the imperative of culturally responsive teaching, my inquiry will explore how I can weave these two powerful approaches together. I aim to create a reading environment where:

The fundamentals of reading are explicitly taught: Drawing on the structured literacy framework to build strong foundational skills in phonological awareness, phonics, fluency, vocabulary, and comprehension.

Students feel seen, heard, and valued: By creating opportunities to share their cultural connections to the texts, fostering a sense of belonging, and recognising their cultural knowledge as an asset.

This year, my inquiry will be a journey of learning and growth, not just for my students, but for me too. I'm excited to explore how intentionally integrating structured literacy with culturally responsive practices in our reading class can unlock deeper comprehension, ignite a genuine love for reading, and ultimately empower my Year 6 learners to thrive.

Stay tuned as I share my progress, discoveries, and reflections throughout the year! I'm eager to see the wonderful places our reading adventures will take us.

Ngā mihi nui

Acknowledgement:

A powerful idea that has significantly shaped my approach to this inquiry comes from Dr. Jude Bautista, a senior lecturer at the University of Canterbury, during the recent BSLA Professional Learning Development course. Dr. Bautista emphasised, "You do not have to be culturally compatible with students, you have to be culturally connected." This resonates deeply with my goal of fostering a reading environment where all my Year 6 learners feel seen and valued for their unique cultural backgrounds.

Response to 2025 Manaiakalani Kāhui Ako teacher within-school role

 

What achievement challenge are you considering as an area of focus in 2024 and why? Include in your WHY both evidence and your own passion/expertise.

I’m considering The Achievement Challenge 2 as an area of focus.  - Lift the achievement for boys' writing in Years 1-10

I’m also considering my Inquiry focus question to be around:  The Writing Process

In 2023, I focused on implementing culturally responsive teaching, and I introduced Extended Discussion with my Reading groups (Reciprocal Teaching). This year, my major focus was on Reading Stamina, and there were great positive outcomes. 

However, in 2025 I would like to focus on Writing as I have encountered other significant challenges such as my learners not specifically following the writing process:

Prewriting

Drafting

Revising

Editing

Evaluating

Publishing

What learnings from the 2017 - 2024 CoL teacher inquiries have informed or inspired your thinking?

Since joining Glen Innes School in 2014, I've been immersed in the Manaiakalani pedagogy and kaupapa. Over time, I've grown increasingly familiar with the Learn, Create, Share pedagogy, finding it remarkably easy to explain to friends and family. This clarity and confidence have been empowering.

Zhydah and Kaysee, early CoL teachers at our school, inspired me with their focused inquiries. My own TESOL studies further fueled my passion for inquiry-based learning. In 2023, I decided to take the next step and apply for the CoL within school role.

Witnessing the dedication of past CoL teachers, including myself, and the joy of sharing our achievements has been incredibly motivating. The sense of accomplishment and celebration that comes from this inquiry approach is truly inspiring.

How would your work support Manaiakalani pedagogy and kaupapa?

I will mostly use collaborative pedagogy with my learners. It will be learner-centred so that they are empowered to share their thoughts and opinions freely and confidently.

I will also ensure that learning is ubiquitous and visible as well. For the past two years, I have worked closely with the SLT  and they have been supportive throughout.

My inquiry will follow the learn, create and share model as I dive deeper into writing, create a structured approach to literacy that best meets the needs of my tamariki and share this teaching inquiry with my colleagues at Glen Innes School, and the wider Manaiakalani CoL. 

Which elements of the extensive Manaiakalani research findings inform or challenge you as you think about this?

I explored Edpotential and read the cluster report for Manaiakalani and the school report. Our school writing data suggests that writing is an area of need.

How would you like to be supported in 2025 as you undertake this inquiry?

I have been using a collaborative approach with my colleagues and I will continue to do so so that my work becomes more manageable. 

I am looking forward to engaging with the Manaiakalani team, and other CoL teachers in professional conversations.

Inviting CoL (AS) teachers to observe my writing class and provide feedback.

How would you plan to support your colleagues in your school with their inquiries and/or teaching in the area you are exploring?

I would love to have the opportunity to share my findings during staff meetings and visit classrooms during my release in order to share my findings. Teachers from junior and senior sides are always welcome to my class and I am always willing to share my practices with them. 

2024 CoL Teacher Inquiry: Bursts and Bubbles

 I'm delighted to share my amazing CoL journey with you all. As we arrive at the end of 2024, it's a moment to reflect on the insights gained and anticipate the possibilities ahead! It's been an incredible year of learning and growth. As we reflect on our CoL journey in 2024, I'm filled with gratitude for the insights gained and excited about the possibilities ahead. I'd also like to extend my congratulations to Anjila for sharing her inquiry journey and to all the inspiring CoL teachers who have generously shared their experiences. Your journeys have truly motivated me.

Here is a short reflection of my Inquiry Focus for 2024 and following that, there's a summary of my 2024 Inquiry in the form of a Google Slides presentation.

Kia Ora everyone!

My Inquiry question for this year was: Can reading stamina and increased reading mileage, lead to improved performance in e-asTTle reading comprehension/PAT assessments?

I identified this as my focus when I noticed that many of my students struggled to sustain their attention during extended reading tasks, and their comprehension of complex texts was often limited.

To build a rich picture of my student's learning, I used various assessment tools, including PAT Reading Comprehension, e-asTTle Reading, student voice, recorded lessons, and baseline observations.

During the profiling phase, I noticed a significant gap between my students’ reading ability and their engagement with text. Many students lacked the stamina to read for extended periods, and their comprehension strategies were often ineffective.

After taking a mini-lesson with my focus group and profiling my teaching, I gained valuable insights. For example, I could have asked more probing questions, provided more wait time for students to respond, and reduced my own talking time.

The changes I made in my teaching included:

Implementing small group reading instruction, Increased Variety of Text Types, and Sending extra reading materials home: This strategy helped, especially those learners who had attendance issues. 

This year Glen Innes School has embraced a new learning model, Flip Learning, to enhance student engagement and outcomes. The flip learning is based on the learning theories of Piaget and Vygotsky. 

Our school's implementation of Flip Learning in Terms 3 and 4 provided a valuable platform to enhance student engagement in my reading class. By involving whānau and utilising this strategy, I witnessed a noticeable improvement in collaborative learning. While implementing Flip Learning presented some challenges, consistent communication with whānau through Class Dojo and phone calls was crucial in achieving improvements in student engagement and learning outcomes.

Overall, the changes in student learning are significantly positive, with noticeable improvements in engagement, comprehension, and confidence.

The evidence for this rating includes: increased participation in class discussions, a deeper understanding of complex texts, and accelerated progress in Reading Assessments for my target learners.

A significant takeaway from this inquiry journey is the importance of maintaining engaging, effective, and explicit reading lessons, with a strong emphasis on timed reading exercises.

Remember, friends, every child is a reader, and every reader is a leader. By fostering a love of reading and providing targeted instruction, we can empower our students to reach their full potential.

Read Theory Snapshot

Here is my baseline Time point Data 2 - Evidence of Shift