2023 COL Interview....

What achievement challenge are you considering as an area of focus in 2023 and why? Include in your WHY both evidence and your own passion/expertise

The  achievement challenge number 1 - 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.

My Inquiry focus question for 2023 is: To what extent does students’ cultural capital and  their prior knowledge would impact learners shifts/achievement in Reading and Writing?

For the past 22 years I have been in the teaching field and I am proud to be a teacher who is culturally rich and has brought a wealth of cultural knowledge to the classroom. Being a bilingual, originally from Fiji, migrant in New Zealand, completed my studies in Pasifika speciality and recently completed my TESSOL program gives me a real insight into my second language learners’ dynamics.

I have to mention that GIS is a culturally responsive school. It offers a learning environment where every students’ cultures, languages and life experiences are acknowledged, validated and celebrated. Towards the end of Term one we have our cultural celebration and here we can see all our students take so much pride in their costumes and the performance. However, I have noticed that we are not making good use of this wealth of cultural diversity as this can hugely assist our tamariki’s language learning. For example, interviews with family members, assignments asking students to write about learning experiences that occur outside of school, and assignments involving family stories and traditions all can play a significant role in discovering information about a students' cultural heritage.

For instance my 9 year old daughter who is in year 6 now experiences a lot of difficulties in her Writing especially. Last year I tried my best to help her in composing her recounts and do her daily reading. This still did not help her much. But one thing she took great interest in was her weekly classical dance practice. I began to notice that she started doing research on google and youtube about her dance form, where it originated from and the way the dancers put on traditional outfits and the significance of the jewellery. In term 4 she did her e-asttle writing assessment whereby she had to write a recount about what she did really well that made her family and friends proud. Her teacher was surprised as she had recounted about her experience, proudly explaining about her dance form and giving all the finer details that she has learnt about her culture. She managed to get a 3B in her writing test, which was a big shift. 

At that point I again felt the importance of heritage language, culture and the contextual learning which is very important to our second language learners.

What learnings from the 2017 - 2022 CoL teacher inquiries have informed or inspired your thinking.

I have watched the 2022 Bursts and Bubbles live stream and all of them were brilliant and inspired me to choose a visible inquiry that will inspire my learners to achieve their challenge. I have listened to Scott’s (Tamaki College) presentation and he reflected on local history and student engagement. He mentioned in his blog that “There is evidence to suggest that an authentic engagement with local history via Mana Whenua lifts both student interest and engagement with the stories of the past”. This finding does tell me the importance of culturally responsive teaching and how the students enjoy the stories about the past especially in their community. His Inquiry focus has inspired me in a sense that students take more pride in their cultural history and they actually enjoy knowing more from their parents and grandparents.

How would your work support Manaiakalani pedagogy and  kaupapa?

All these years I have practised this pedagogy therefore I will use it in my lessons too. 

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.

My inquiry will  follow the learn, create and share model as I dive deeper into reading, 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. Manaiakalani reading data suggests that reading is an area of need. 

I have noticed for PAT Reading comprehension for 2021 Y5 to 2022 Y6 Maori students have made significant progress till 2022 February and then there was a slight drop. On the other hand, Pasifika students have made significant progress throughout.  With my teacher inquiry in mind I am looking forward to seeing how I can help my Maori learners to achieve their target levels and my Pasifika learners to maintain that shift and even go beyond that. Another observation I made  was that the number of children participating in a SLJ programme (in the wider Manaiakalani programme) is growing.

How would you like to be supported in 2023 as you undertake this inquiry?

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

I also believe in smart teachings like using graphic organisers and other learning tools that will help me to achieve my goal.

I am looking forward to engaging with the Manaiakalani team, and other CoL teachers in professional conversations.  I’d love to be supported to explore the research, the dynamics of culturally responsive teaching further in 2023. 

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.

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

I am looking forward to sharing my findings with my syndicate and also during staff meetings. Later in the year I would like to share my Inquiry journey with the whanau during assembly. Teachers from junior and senior sides are always welcome to my class and I am always willing to share my practices with them.