(1)
To support a detailed inquiry into my current teaching practice, I have engaged in a multifaceted approach that includes self-observation, collaboration with literacy specialists, analysis of my workspace and class site, student voice, and whānau connections. I have gained formative insights into my instructional clarity, pacing, and how I respond to student needs in real time. Working alongside literacy specialists has enabled me to align my practice with evidence-based strategies and critically examine areas such as guided reading, vocabulary instruction, and scaffolding techniques. I have also conducted a workspace and class site analysis to evaluate how effectively the physical and digital environments support literacy learning and student independence. Gathering student voice through surveys and informal conferences has highlighted both strengths in engagement and areas where students seek more support or challenge. Maintaining strong whānau connections has offered additional context around student progress and motivation, ensuring that my inquiry remains culturally responsive and learner-focused. Attending regular literacy meetings has deepened my understanding of current best practice and provided opportunities to test and refine hypotheses drawn from the literature. Collectively, these tools have provided both formative and baseline data to inform shifts in my teaching, and will serve as key evidence when evaluating the impact of my inquiry at the end of the year.
(2) Qualitative & Quantitative data- Reflection (1) & Reflection (2)
(3) Next steps-To support students in building consistent learning routines and reinforcing key skills, I will continue to implement Do Now activities across all subjects and study classes through to the Numeracy exam in September
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