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Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.

Engaging teachers and leaders in the inquiry process

Facilitating an initial reflective discussion

As we mentioned earlier (under Tips for a successful self-review and inquiry process), starting with some open-ended discussion questions first can help get a genuine inquiry discussion started. Here are some you may wish to try (or adapt) to start exploring Rubric 9:

Preliminary discussion questions for Rubric 9:

  • How many students do we have who we would describe as "achieving below curriculum expectations in literacy‟? Who are they? What do we know about them?
  • What proportion of our students achieving below curriculum expectations in literacy are accelerating substantially faster than the expected rate of progression? How many are accelerating fast enough to bring them up to curriculum expectations in the next year or two?
  • What proportion of our students achieving below curriculum expectations in literacy do in fact catch up to expected curriculum levels during their time at our school? How do we know? What is our evidence?
  • What does the accelerated progress pattern look like for boys compared to girls? For Māori and Pasifika students? For English language learners? For students with special learning needs and those considered "transient‟? Who is getting "left behind‟?
  • To what extent is there a clear shared understanding across the school (and with students and their parents/whānau) about expectations for accelerated progress?
  • How well can students articulate their progress in reading and writing? What changes are we seeing in their confidence, self-awareness, engagement and motivation?
  • To what extent are students enjoying success and reaching their potential in literacy in ways that support and build on the strengths and worldviews that reflect their family and cultural values and perspectives?

Use the following probes to stimulate and focus discussion:

  • How do we know? What is our evidence? Is the evidence robust enough?
  • Do we have a clear picture of what's going on? What else should we look at – or, how else could we look at it – to understand it better?
  • What would the parents/ care-givers/whānau say? Have we asked them?
  • What would the students say about this? Have we asked them?
  • What would it look like if we were doing this really well? Are we?

Published on: 01 Apr 2016