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Current Approaches for the Provision of

Inclusive Practices for Children with Diverse Learning Needs using

an Inquiry-Based Framework.

Sarah Fish

Massey UniversityStudent ID: 13052832

Abstract

The term ‘diverse learners’ has always provided the foundation for differing approaches to teaching and learning and creates strong debate within the education sector. The purpose of this article is to investigate the value of an inquiry-based framework in order to support teachers in meeting the needs of diverse learners. In particular, this article seeks to contribute to a body of knowledge for the SENCO (Special Educational Needs Coordinator) leaders in schools, to demonstrate the value of implementing an inquiry based approach, which can be utilised as a framework in schools: to (a) support capability building within a syndicate of teachers so that they feel confident and competent to meet

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the needs of diverse students; (b) empower teachers to use inclusive practices and different strategies in their classrooms, utilising the framework, to best meet the needs of diverse learners; and (c) use of the framework as an evaluative tool for teachers to measure how valuable they perceive the framework to be, in support of students with diverse learning needs. The inquiry-based framework provides specific planning templates and structured meetings to direct the planning process and identified goals. While this is a small-scale study, it does highlight some significant findings, which can be used to help guide the practice of SENCOs and teachers, as they strive to support the growing numbers of students with diverse needs in a classroom context.

Part One: Literature ReviewIntroduction:

The exploration of learning difficulties covers an expansive field and, for the practitioner, the complexity of the subject area is very apparent. The term ‘diverse learners’ has always provided the foundation for differing approaches and strong debate. This review discusses some of the current research trends and theories pertaining to students with diverse learning needs.

A reoccurring theme I have encountered in my role as Special Education Needs Coordinator (SENCO) is the increasing number of students with diverse learning needs in New Zealand schools. In my current school I am well aware of the daily challenges being faced by classroom teachers in trying to meet these needs. Various strategies, practices and resources are discussed in this review, with the aim of promoting an inclusive learning environment to support and empower teachers in catering for diverse learners. Therefore the focus of this Literature review is to investigate in my role as SENCO, how can I support classroom teachers to increase their confidence and capacity to meet the needs of diverse students? This investigation will be undertaken by addressing three key questions;-

(1) How can I, in my SENCO role, support capability building within a syndicate of teachers so that they feel confident and competent to meet the needs of diverse students?

(2) How valuable do teachers perceive the REACH framework is in supporting teachers to meet the diverse needs of their students?

(3) How can teachers use inclusive practices and strategies in their classrooms, through the REACH framework, to best meet the needs of diverse learners?

In the Best Evidence Synthesis Alton-Lee (2003) refers to the ideology of quality teaching for diverse students in NZ being a fundamental challenge because of the ‘diversity or heterogeneity’ of learners in NZ society. Ethnicity, socio-economic status, special educational needs, language background, gender and/or other differences in New Zealand’s growing multi-cultural society all play their part in how students learn in different teaching situations. A clear theme throughout the Best Evidence Synthesis is that what works to improve the achievement of advantaged students is what works for disadvantaged or ‘at-risk’ students, “the notion of high quality teaching is an integral part of optimizing outcomes for diverse students” (Alton-Lee, 2003).

Current terminology regarding Special Educational Need Students.

In today’s schools, teachers are being required to teach a more diverse population of students. By definition the word diverse, in its base form means, “the inclusion of individuals representing more than one national origin, colour, religion, socioeconomic stratum, sexual orientation” (Cambridge dictionary, 2017.) Westwood (2013) contends that the term learning difficulty is applied to students who are not making adequate progress within the

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school curriculum, particularly in basic skill areas covering language, literacy and numeracy. For a variety of reasons, these students do not find learning easy in school. Westwood (2013) further adds that students with the so called term ‘learning difficulty’ is a broad description given to the student whose intellectual level is somewhat below average and disproportionate. Within this group however lies the contention that a sub-group can be identified as ‘specifically learning disabled’ students (SpLD) thus the terminology has evolved and grows and changes in line with the prevalence rates that are gathered from studies worldwide, country to country.

It is clear that of all the research internationally and in NZ, educators understand the controversy surrounding the concept of students with learning difficulties. This topic provides ongoing debate due to the discrepancy between student achievement levels and of their measured ‘cognitive functioning’ or ‘potential’. For the duration of this Literature Review, I will refer to the diverse learning needs of a student as a diverse learner. This terminology has been adopted from the Joint Initiative Special Education Workstream Report (March, 2016) following a discussion amongst the Special Education Workstream about the terminology to best describe the nature of the learners within this scope, it was agreed that the term ‘diverse learners’ be used to replace ‘learners with special education needs’.

Quality Teaching - What does this look like?

Alton-Lee (2003) maintains that quality teaching has a key role within the education system and in partnership with parents and caregivers, quality teaching is a major part of the effect in successful learning outcomes for all students, irrelevant of diversity. Quality teaching influences the quality of student participation, involvement and achievement. Alton-Lee (2003) states “ The characteristics of quality teaching derived from the research are generic in that they reflect principles derived from research across the curriculum and for students across the range of schooling years in New Zealand” (p.25). Given the magnitude of teacher and classroom effect, and our diverse student population, the project of seeking to improve policy and practice through synthesising the evidence-base for quality teaching for diverse students, and developing access to, and use of, this knowledge, is a pressing one for New Zealand education.

According to the New Zealand Curriculum (2016) “Effective Teachers, are teachers who teach all their students effectively and that teacher actions promote student learning.” (p.34). Whilst there appears no specific formula that guarantees learning for every student in every context, there is evidence to indicate the types of teaching approaches that are indicative of student improvement in their learning outcomes. As outlined in the document, such evidence shows that students learn best when teachers establish strong relationships with students. The principles are:

· A supportive learning environment is created

· Reflective actions and thought processes are prevalent in the learning environment

· Facilitation of shared learning practices

· Making connections to prior learning and experiences

· Provide sufficient opportunity to learn

· Inquiry into teaching-learning relationships

Alton-Lee (2003) states that in NZ that there are few reviews and/or research practices pertaining to quality teaching for diverse learners. She describes ten research-based characteristics of quality teaching, including the point that

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pedagogical practices in classrooms with diverse students should enable classes and other learning groupings to work as caring, inclusive and cohesive learning communities.

Where does Inclusive Practice fit?

The work of Ainscow & Miles (2008) referenced the progress in British schools of making schools effective for all in moving towards inclusion. They contend that teachers are most likely to make positive developments in their own practice when they are able to look at different ways that teaching can be delivered and of the difference between what teachers currently do and what they would like to achieve in their classroom. Giangreco (1997) suggested that contrary to popular belief, the notion of ‘Inclusion’ is not a disability issue and that it had reached the forefront of public awareness by the presence and needs of students with disabilities. More accurately, inclusion is an educational equity and quality issue for all students because, when done well, it has the potential to benefit students with a full range of characteristics.

Alton-Lee (2003) quantifies this thinking when applying the fundamentals of the Treaty of Waitangi and of the approach taken to diversity in New Zealand education, when recognising that diversity encompasses many characteristics including ethnicity, socio-economic background, home language, gender, special needs, disability, and giftedness. As such, teachers must recognise the diversity within individual students influenced by intersections of gender, cultural heritage, socio-economic background and talent.

Differentiation and Adaptation

This terminology encompasses the notion that effective planning includes a flexible approach by the teacher in organising teaching and learning opportunities, to provide optimal access for all students to the curriculum. This can be created by the teacher in a number of ways but the general ideology is to look at the learning environment in which the student is working, to modify, change the learning space for shared learning, group work, individualised instruction to occur. According to Creemers & Reezgit, (1996) effective teachers are expected to organize and manage the classroom setting as an efficient learning environment to maximize engagement rates. For teachers to make the curriculum accessible for all students, requires teacher creativity to think outside the square as common everyday practice. Timperley (2011) defines this as working towards a shift from being a ‘routine expert’ to an ‘adaptive expert’.

Giangreco, Cloninger and Iversen (2011) have developed a framework working within different curriculum levels, toward differentiated learning outcomes, or modified for different assessment criteria, which involves:

. Classroom programme - what is taught, specific goals and learning outcomes

. The adapted supports - what resources are provided to assist the student in accessing the curriculum at their level, specialist teachers (Teacher Aides, Resource Teachers of Learning and Behaviour/RTLB etc..) specific teaching strategies, classroom environment.

The school and the classroom curriculum can be made accessible to all students through:

. Differentiation: changes to the class programme - content and expected responses to it

. Adaptations: changes to the supports - school environment, classroom, teaching strategy and specific resources

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Furthermore, Giangreco (2007) suggests that multi-level curriculum and curriculum overlapping are approaches that teachers can utilise to support diverse learners, in order for them to fully participate in classroom learning. In essence, teachers using these approaches enable students to work within the same learning context (physical location, related experiences) and in the same learning environment as their peers.

The difference between the two approaches, is that a ‘multi-level’ curriculum allows the student to experience the same curriculum content but the expectations of the learning outcomes are reduced in keeping with the students’ strengths and needs. According to Giangreco (2007) curriculum overlapping, allows the student to experience the same curriculum content but the expectations of the learning outcomes are significantly adjusted in keeping with the students’ strengths and needs and that the learning outcomes cover a multitude of areas across the curriculum.

Shifting Teacher Practice for Diverse Learners

Giangreco (2007) contends that there are several positive characteristics present when inclusion appears to be working in the classroom context. One of the primary characteristics referred to is ‘general educator ownership’, where quality inclusive education exists. It is a universal understanding that the education practitioner is primarily responsible for teaching diverse learners who are placed in the class. Teachers who transformed their approach to students with diverse learning needs, recognised their lack of ownership for the child’s education and then took actions to assume that ownership and responsibility. Ainscow & Miles (2008) state that in addressing the issues pertaining to inclusive practices, all too often it is the systems and practices within the school which appear to be the main focus when really it is teachers who are the key to the development of more inclusive forms of education.

Teachers’ beliefs, attitudes and actions are what create the contexts in which children and young people are required to learn. Herein lies the fundamental foundation upon which the task must be to develop education systems within which teachers feel supported, as well as challenged in relation to their responsibility to explore the most effective ways of facilitating the learning of all students, not least, diverse learners. All of these discussion points have major implications for school organization and leadership, and overall educational policy.

Leadership

It is recognised in education that effective education leadership makes a difference in improving learning. What’s less clear, is not just how leadership matters but how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are.

Ainscow and Miles (2008) highlighted a recent study in the United Kingdom, which looked at practices that respond effectively to learner diversity. The project involved researchers working collaboratively with practitioners. In the study, titled ‘Learning without Limits’, the researchers worked closely with a group of teachers who had rejected ideas of fixed ability. They started from the belief that labels’ placed on children’s learning by ability-focused practices, led young children to define themselves in comparison to their peers. The study culminated in a realization that national policy, mirrored the assumption of ‘fixed ability’, making it essential for teachers to compare, categorize and group their pupils by ability, in order to provide appropriate and challenging teaching for all. The researchers explained that the teachers in their study based their practices on a strong conviction that things can change and be changed for the better. Approaching their work with this mindset, the teachers involved in the study were seen to analyze gaps between their aspirations for children and what was actually happening.

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Similarly, in a New Zealand study, Bolstad, Gilbert, McDowall, Bull, Boyd, & Hipkins (2012) produced ‘Supporting future-oriented learning & teaching: A New Zealand perspective.’ The report highlighted a major goal of the current education system is to address the needs of diverse learners, in order to raise overall achievement levels and reduce disparity. The report delved into the notion of a ‘future-oriented approach’ suggesting that the current NZ education approach needs to develop new ways of thinking about equity and diversity. Doubts about the ability of existing paradigms to solve current social, environmental and economic challenges mean that a future-focused education system in NZ, must provide learners with past paradigms and the ability to think between, outside and beyond them, in order to have the ability to work with a diversity of ideas. It is argued that future-oriented learning should provide all young people in NZ with opportunities to develop these capacities.

The Background and role of the Special Educational Needs Coordinator (SENCO)

Collaborative approaches to educating diverse learners are increasingly becoming embedded in education systems around the world (Mitchell, 2010.) Mitchell reported in his review of international trends in the education that schools, in particular schools in England and Wales, all had a member of staff who was the designated special educational needs co-ordinator with a wide range of responsibilities, articulated in the Special Educational Needs Code of Practices, including: overseeing provision, monitoring pupils’ progress, liaising with parents and external agencies, and supporting colleagues. Support was also provided by external agencies – specialist support services (from the education department and the health authority), colleagues in other schools, and other local education authority (LEA) personnel. These personnel worked increasingly with teachers, in order to develop teaching approaches and strategies within the school, rather than directly with pupils. This scenario does not differ too much from the NZ model of support for diverse learners. Potential roles include, but are not limited to: (a) adapting curriculum, (b) providing individualised instruction, (c) providing small or large group instruction for heterogeneous groups that include students with disabilities, (d) adapting instruction to facilitate inclusion of students with disabilities in general education activities, (e) selecting and adapting materials, (f) training and sharing supervision of instructional assistants, (g) sharing the responsibility to be a liaison with the family, and (h) sharing responsibilities to coordinate support services. An NZEI Te Riu Roa Early Childhood Education Report (2016) recommended for Ministry of Education and NZEI to, “build capability to respond to the strengths and needs of diverse learners through the formalisation of the SENCO role” (p.3). In summarising the report, it recommended that the SENCO role be recognised as a legitimate teaching position and for it to be resourced accordingly, in order to effectively meet the needs of diverse learners.

Current Effective Evidence Based Teacher Practices

In a review of international trends Mitchell (2010) discusses the education of students with special educational needs and details a total of 24 strategies, some of which included several sub-strategies. Mitchell emphasised that he was not arguing for a single strategy or blueprint that all teachers should use. Rather, he felt that the most effective programmes are those that incorporate a variety of best practices. His advice was that educators should develop a repertoire of such strategies, nested within their own philosophy, personality, subject knowledge, professional wisdom, and, to place at the forefront of considerations, teacher knowledge of the characteristics and needs of their students and their knowledge of local school community.

I have completed an analysis and integration of these practices, looking from the lens of my teaching context. Due to the amount of research and data around evidence based teacher practices, I have synthesised the descriptions into a table and added application within the classroom context. Refer to (Appendix. A). Whilst it is acknowledged that

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rigorous evidence is necessary to prove the validity of such commercial programmes, it appears that the programmes are supported by evidence in gathering data from randomized controlled trials. The outcomes of such trials have been analysed and collated but in some instances, have yet to prove their effectiveness due to the short time of availability.

Inquiry Challenge

The inquiry challenge was to investigate teacher’s perceptions of the value of using a framework (a set of school wide identified aims/goals) to support teachers in meeting the needs of diverse learners. REACH stands for: Respect, Excellence, Aroha and Caring and Honesty which are the school’s attitudes and values and reflect the ethos of the school.

The questions that underpinned this inquiry were:




The outcome of this inquiry will be used to inform my ongoing practice, in the hope that it will support other SENCOs to support their teachers and with further investigation, provide additional strategy options as they work with teachers in their different school contexts in everyday practice.

The Inquiry Context and Background

This inquiry grew out of a question I had regarding how I, as a SENCO, can support teachers to cater for the diversity of students with specific learning difficulties in their classroom practices? In my relatively new role as SENCO, I became aware of the teacher’s frustrations, regarding their challenges of what was happening in their classrooms. Teachers requests to myself centred around a common theme of asking me for ideas, towards resources and strategies to enable them to cope with the growing number of students with diverse learning needs at our school. The teachers feedback was such, that due to the changing character of our once rural school to a current urban one, awareness was heightened for teachers in their everyday classroom practices of the need to cater for the diversity of students, both in terms of cultural responsiveness and learning/behavioural challenges. This identification of teacher frustration led me to investigate what strategies, practices and resources are/were available to strengthen my own knowledge and practice, so that I provide information to teachers including appropriate interventions and resources that will help promote an inclusive environment for diverse learners.

The context of my research is to implement an inquiry-based framework in a Decile 9 primary school on the North Shore in Auckland. The school has a roll of 670 students, Years 1-6. The school is organized into three team syndicates – Juniors, Years 1-2, Middles, Years 3-4 and Seniors, Years 5-6. I plan to work alongside the Year 5/6 syndicate team. The Year 5/6 Syndicate is led by a newly appointed team leader. The team has three teachers in total, of which, two are newly appointed to our school. Since my appointment in 2015, the number of students with diverse learning needs has increased annually as reflected in our roll growth. Data on student needs is provided by our Syndicate Teachers and the Syndicate Leader. The data informs a Children Causing Concern (CCC) system and is

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maintained by all Syndicate Leaders. It also acts as an alert to the SENCO and Deputy Principal (DP) who monitor this information. This enables the SENCO and DP to determine when a student moves to a ‘Children with Special Needs’ (CWSN) status and in this situation, a CWSN student receives an Individual Education Plan (IEP). The number of students receiving an IEP in 2017 is currently around 45 which has increased from 30 students in 2016. Last year the staff turnover was significant, which has had an impact on the consistency of class management. In 2017, we have eight newly appointed teachers at our school, which is over a third of our staff. Of the eight, four are Provisionally Registered Teachers in their first year of teaching.

The purpose of the inquiry was to increase teacher capability and to seek solutions to meet diverse learning and behaviour needs of our students. This inquiry intended to address some of the challenges that teachers currently face in their classroom environment in meeting student needs. My objective in my SENCO role was to undertake a learning inquiry with an emphasis on inclusive strategies in the Year 5/6 Syndicate. As SENCO, I understand the increasing demands on teachers in meeting the diverse learning and behaviour needs of students. The challenge is how can I support the teachers at school in inclusive pedagogy to meet these demands and what beliefs and assumptions do the staff at school currently hold about inclusion? I wanted to investigate what strategies, practices and resources I can share with teachers to strengthen my own professional practice and provide information to teachers of appropriate interventions and resources that promote an inclusive environment for diverse learners.

The REACH framework was devised as a template of investigative questions designed to illicit responses from the syndicate team members, to explore the direction the team wished to focus on regarding their inquiry project. Questions ranged from (a) What do we need to know? (b) How might we approach the task? (c) Who will do what? (d) What will the main themes of the inquiry focus on? (d) How will these themes be presented? As such, the framework enabled the 3 syndicate teachers to clarify what their expectations were and allowed them to prioritise the key goals that they wanted to achieve in increasing their knowledge, understanding and teacher to seek solutions to meet the needs of diverse learners. To this end, the framework questions enabled the teachers to decide upon the key foci of the inquiry, which were; (a) developing independence for diverse learners that enabled them to build self-management skills, (b) promotion of self-management skills to reduce 1:1 teacher input, (c) investigation and implementation of resources/interventions to heighten oral language skills and transfer into different curriculum areas. A specific intervention/ resource, Circle Time was proposed in supporting teachers with some of the identified key foci (see Appendix A).

Methodology for the Inquiry

This inquiry will investigate teachers’ perceptions of the value of the REACH framework through:

- Pre and post surveys of the syndicate teachers - Interviews with syndicate teachers, fortnightly during the implementation of the REACH inquiry project.

The Teacher Questionnaire was designed to gather data to conduct a needs analysis of the teachers’ perceptions, current practices and key concerns relating to supporting diverse learners. The justification for using a survey questionnaire was based on the premise of giving the teachers ownership, empowerment and independence thus gaining a clear perspective of each of the participants. Menter, Elliot, et al: (2013) state that “survey questionnaires

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are flexible in the sense that a wide range of information can be collected” (p.23). The headings used and structuring of the questionnaire into sections were based on classroom practice as well as aligning with the themes for the REACH inquiry project. Care was also taken to use terminology in the survey questionnaire that was jointly shared and understood. One of the risks with conducting surveys about classroom practice is teacher anxiety around competency in their professional practice. To help alleviate these concerns the questions focussed on meeting the needs of students, based on teacher practice within the school environment. Teachers were asked for their response based on a 1-10 Likert scale. Teachers were provided with a space at the end of each section to write comments. To this end, a combination of qualitative and quantitative data was collected. In using a mixed method approach and integrating the two approaches to data collection, quantitative and qualitative, a person develops a more complete understanding of the research problem.

Qualitative data was obtained and recorded through the focus group meetings. Semi-structured interviews allowed the integration of the participants’ responses during the inquiry process. As Menter, Elliot et al; (2013) suggest, "semi-structured interviews are used when the researcher already has some thoughts on how the topic will address the objectives" (p. 133). Using this methodology, the questions that the inquirer asks are not fully scripted, ensuring true and authentic responses are given from the participants’. The participants were invited to choose the location of the interviews and the school library setting, was booked fortnightly for reasons of space and neutral ground, away from classrooms or a formally allocated environment. Menter, Elliot et al: (2013) state that “focus groups can be used to explore further and clarify themes which have emerged from quantitative research so that we can better understand why people have certain views or behaviours.” (p.133). Therefore, further information gathered with this data collection method (combined with the REACH survey questionnaires) helped to elicit a deeper understanding of subject matter when ambiguities arose. The limitations of such a data gathering method, could be perceived as a focus group not producing robust findings or being a reliable form of data collation. However, as indicated by Miller, & Brewer (2003) the use of mixed method integration of both quantitative and qualitative research methods, forms an intuitive picture and can serve to provide a greater depth of understanding regarding the participants’ feedback, contributing to the overall integrity of an inquiry-based framework.

Results/ FindingsThe three teachers who belonged to the senior syndicate team reflected on the impact of the REACH inquiry in a positive manner. The post questionnaire was administered as an additional information source accompanied with the transcribed syndicate meeting comments, the results are included in (Appendix B). The fortnightly planned meetings as part of the implementation of the framework, empowered the teachers in feeling they were being effective and of the positive influence in utilising resources and strategies guided by the SENCO, for diverse learners in their classrooms.

Findings, including key themes, are set out in relation to the inquiry question areas:



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How can I, in my SENCO role, support capability building within a syndicate of teachers so that they feel confident and competent to meet the needs of diverse students?

All teachers entered the inquiry with different levels of knowledge and experiences in working with diverse learners. The teachers were motivated to be a part of the REACH inquiry, despite the intensity of their teaching workload. In acknowledging the teacher workload, the SENCO directed meetings, which were purposeful in determining the direction and developed a common understanding of the REACH inquiry framework, whilst also helping to illicit honest and authentic responses from the participants (refer to Appendix C).

“We need to develop independence for our diverse learners, to work more independently inclass. Being involved in a PLG (Professional Learning Group) by brainstorming and sharingideas will make us feel more supported by, and with each other” (Teacher 1, communications, June 2017)

The collaborative nature of the syndicate fortnightly meeting times, fostered increased collegiality, which all teachers commented on, as well as the ‘time element’ to be able to disengage from the everyday classroom frenetic pace and workload that goes with it, to be more purposeful in having time to reflect on how the REACH inquiry, gave teachers the opportunity to learn with, from and about, each other’s opinions regarding the inquiry foci. Each teacher stated that it was vital in supporting their personal growth for their teaching practice. The framework implementation, guided by the SENCO, was positive in enabling teachers to co-construct knowledge and learn alongside each other.

“ Everyone is on the same page” (Teacher 2, communications, August, 2017)

“We are thinking and interacting better as a team” (Teacher 1, communications, August, 2017)

Benefiting from a fellow colleague’s knowledge was seen as an advantage by all of the teachers in supporting their own learning of diverse learners.

“Having the knowledge of a person that is willing to share information is very beneficial.” (Teacher 3, communications, August 2017.)

How valuable do teachers perceive the REACH inquiry framework is in supporting teachers to meet the diverse needs of their students?

Once the teachers had reached a common understanding as to the purpose of the REACH inquiry framework, led by the SENCO, the teachers had more clarity of the purpose of it, directing subtle changes towards teaching styles and greater awareness of the provision for inclusive practices and resourcing for diverse learners, as well as helping to implement resource ideas in their classrooms. The provision of resources included things like taking away a tangible

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assessment, strategy or intervention to use in the classroom, and/or a deeper conviction of the theory and purpose of their practice with a transformed understanding of difficult teaching situations regarding diverse learners. Each syndicate member agreed, that through the exposure to multiple viewpoints, they became more confident in applying the intervention techniques, discussed at the fortnightly syndicate meetings.

“I had the opportunity to talk to my colleagues, about the inquiry focus and of how they were implementing Circle Time. Having the opportunity to reflect and share meant I was getting clarification which made me feel more confident and have self-belief in my own practice. I felt more empowered and confident to implement the particular intervention in my classroom.” (Teacher 1, post questionnaire comments, Sept 2017)

Each of the three teachers, identified that their involvement with the REACH inquiry framework led to a direct influence in altering their personal pedagogy, involving their changed responses to working with diverse learners.

“I saw benefits of the REACH inquiry framework, in the implementation of an intervention that contributed to the class culture; developed listening skills of the ALL students (which encompassed our diverse learners), cultivated a solution focussed approach which transferred into positive learning and behavioural outcomes for our students.” (Teacher 3, post questionnaire comments, Sept 2017)

How can teachers use inclusive practices and strategies in their classrooms, through the REACH inquiry framework, to best meet the needs of diverse learners?

Further to the ideas shared through this inquiry, is the need for on-going evaluative processes that enable the provision of a feedback loop for sustained on-going improvements in teaching practice. What is apparent from the post questionnaire feedback is the current gap in both knowledge and process for teachers in the area of special education. Specialist educators are currently in short supply, as the RTLB service, Ministry of Education psychologists and other external specialists are all thinly spread in the current provision of support for diverse learners. An inquiry-based framework would be well placed to help teachers, initially address provision of resources and ideas starting at a school level, in supporting capacity to build teacher confidence and competency, under the direction of the SENCO leader.

“I had a greater understanding with the REACH inquiry framework, in what an inclusive learning environment looked and felt like. Using the Circle Time intervention, as identified through the framework process, enabled me to heighten my awareness as a facilitator and how this led to greater governance by the students of their learning. This transferred into positive learning and behavioural outcomes.” (Teacher 1, post questionnaire comments, Sept 2017).

Each of the three syndicate teachers, had their own unique teaching styles and it became apparent from the post questionnaire comments, that personality and experience had a significant impact of the varying levels of the inquiry intervention’s successful outcomes, based on the degree of inclusive practice implementation and knowledge development of the inclusive strategies, in each classroom environment.

“I found it difficult to respond ‘on the spot’ student questions, as outcomes from the Circle Time topic being discussed. I had seen a session modelled by the SENCO, but the intervention was new to me and I found in observing non-verbal characteristics and responding appropriately, was not as easy for me to do.” (Teacher 2, post questionnaire comments, Sept 2017).

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Generally speaking, it appears that for teachers to have greater access to professional learning opportunities, they require further options for interprofessional practice and shared forums of discussion throughout a whole school context, which could in turn, heighten pedagogy, motivation and engagement regarding diverse learners. This reinforces the call for a clear understanding and access to specialist agency support and systems at a school level that seek to address , “a vision of the role of teaching as responsive to diverse learners and the evolving challenges of the 21st century.” (Timperley, 2011.)

Discussion

The feedback from the three teachers, highlights the value of an inquiry-based framework in order to support teachers in meeting the needs of diverse learners. It should be noted that whilst the three teachers all took an active part in learning with, from and about each other’s opinions, through the collaborative process of the framework, I was the person in my SENCO role, who took the lead in coordinating the group. I took responsibility for communications, sharing agendas or minutes, liaising with group members and ensuring all parties were informed of relevant information.

The suggestion of a ‘future-oriented approach’ (Bolstad, Gilbert et al; 2012) that the current NZ education approach needs to develop new ways of thinking about equity and diversity; it appears clear that the inquiry-based framework adopted in this paper, could be an option, in embracing this notion. Doubts about the ability of existing paradigms to solve current social, environmental and economic challenges mean that a future-focused education system in NZ, must provide learners with new paradigms and the ability to think between, outside and beyond them, in order to have the ability to work with a diversity of ideas. This inquiry framework approach can be utilised in schools, in order to grow and challenge teachers to implement a collaborative and inclusive approach in problem solving ideas and strategies to work with diverse learners, at a foundational level.

A further noteworthy finding was that the increase in knowledge strengthened collegial relationships. Interview data reflected a theme of coming together of the team, with a shift from one individual holding the knowledge to the collective, functioning interprofessionally within their pedagogy. Supporting children with diverse learning needs through a “shared understanding with colleagues” was highlighted by Teacher 1, as an important outcome. Teacher 2, also reflected that in utilising the inquiry-based framework, there had also been a shift towards more consistent practices towards diverse learners in their classrooms.

“Now that we have heightened knowledge around diverse learners and the resources that are available to us, the team has a shared understanding of how to work with the resources and implement the selected strategies and appropriate interventions.” (Teacher 2, post questionnaire feedback, Sept 2017).

Findings also showed that through the senior syndicate undertaking the implementation of an inquiry-based framework, they were talking more with other teachers, across other syndicates at school. Teacher 3 agreed, stating;

“As a team we talked at length during the inquiry framework, more specifically about what we had seen, and reflected more on what we had seen with each other and then spread the word, across syndicates, purely to see if it was a common theme amongst all syndicates, regarding some of the challenges the students were facing. The inquiry framework enabled us to try and figure out what needed to be changed so the child has a better chance of learning and making connections” (post questionnaire feedback, Sept 2017).

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Much of the literature looks into a common sense of purpose around inclusive education, together with a consistent use of language (Ainscow & Miles, 2008). Inclusive practice is not about the introduction of new techniques; rather it involves: collaboration within and between schools, closer links between schools and communities, networking across contexts, and the collection and use of contextually relevant evidence. This paper was conceived, in response to teachers growing concern, of how to cater for the diversity of students with specific learning difficulties in their classroom practices? In my SENCO role, I became more aware of the teacher’s frustrations, regarding the challenges of what was happening in their classrooms. This study supports the notion of an inquiry-based framework, which can be utilised in schools, in order to grow and challenge teachers to implement a collaborative and inclusive approach in problem solving ideas. A whole school systems response, not too dissimilar to an RTLB method of supporting teachers and schools through an ecological intervention approach, could enable teachers to feel more confident in accessing learning support ideas and foster more flexible ways of thinking in support of diverse learners. This reflection, is in response to the latest Ministry of Education statistics, published in Education Aotearoa (Winter Edition, 2017) stating that around one in ten children require additional learning and behavioural supports for a variety of reasons, the reasons of which, were not further elaborated on in the article.

Limitations The study has several limitations that need to be taken into consideration when looking at the findings. Firstly a small sample size means findings might not be transferable to other contexts and differing geographical locations, cultural diversity and school settings may impact intervention outcomes. The knowledge gap in having access to increased professional learning opportunities of diverse learners at teacher training university level, was not a focus of this study, yet this is clearly a question that needs to be addressed. Having increased training opportunities for trainee teachers would possibly improve the depth of knowledge and understanding of the complexities and challenges when working with diverse learners and therefore prepare trainee teachers better for the challenges that lie ahead in their future teaching career, with regard to diverse learners.

For the purposes of this study, two intervention approaches were proposed, one of which was implemented through Circle Time, however, time constraints and teacher workload, restricted the second intervention being implemented, which was a self-review tool for students. It is important to acknowledge that implementation of the REACH framework, requires the correct ‘set up’ for it to flourish and be given the best opportunity for successful outcomes. Considerations such as, allocated timetabled sessions for the REACH framework, within the school weekly schedule, so that sessions are well planned and ultimately that the framework is validated and respected by the leadership team within the school, so that the best optimal conditions/respect are given for it to be a robust method of practitioner inquiry.

Lastly this inquiry framework was limited to a primary school setting . Future longitudinal research could investigate the effectiveness of the inquiry framework not only in a primary school context, but intermediate and high school environments, in order to measure the impact of such a framework and whether that impact varies across the differing age ranges, teaching staff, with respect to the subtle changes that occur across the teaching sectors.

Conclusion and Future Directions

This study has shown that there is a need for an enhanced and greater knowledge in the understanding of diverse

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learners. An inquiry-based approach through the framework applied in this study, has demonstrated that in a primary school context, such an approach can enable teachers to feel more confident in accessing learning support ideas and foster more flexible ways of thinking. When the knowledge of diverse learners is developed, pedagogical practices are more inclusive, relationships are stronger, and sound interprofessional practices occur.

It is recommended that further research is undertaken with a larger sample size across a variety of primary school contexts for validation purposes. This could also lead to creating an alternative approach for schools, whereby, rather than waiting and relying on external services for their service support (RTLB, Ministry of Education, Attention and Behaviour Service Team, District Health Boards etc.) such is the length of waitlists for these service providers, schools can utilise their own ‘in-house’ knowledge of teachers and collaboratively approach the difficulties and challenges that are embodied in working with diverse learners, to provide situated support and innovations to meet those difficulties, guided by the SENCO.

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REFERENCES

Ainscow, M., & Miles, S. (2008). Making Education for All inclusive: where next? Prospects; 38(1), 15-34.

Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of educational change; 6(2), 109-124.

Alton-Lee, A. 2003. Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, New Zealand: Ministry of Education

Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T., ... & Gill, S. (2008). Promoting academic and social emotional school readiness: The Head Start REDI program. Child development; ‐ 79(6), 1802-1817.

Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning & teaching: A New Zealand perspective. Wellington: Ministry of Education.

Darling-Hammond, L., & Bransford, J. (2007). Preparing teachers for a changing world: What teachers should learn and be able to do. John Wiley & Sons.

Education, S. (2016). Joint Initiative. Joint-Initiative-Special-Education-Workstream-Report. March 2016.

Fevre, D. M., Moore, D. W., & Wilkinson, I. A. (2003). Tape assisted reciprocal teaching: Cognitive bootstrapping for ‐poor decoders. British Journal of Educational Psychology, 73(1), 37-58.

Florian, L., & Rouse, M. (2009): Teaching and Teacher Education: An International Journal of Research and Studies, 25:4, 594-601.

Giangreco, M. F., & Doyle, M. B. (2007). Quick-guides to inclusion: Ideas for educating students with disabilities. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.

Giangreco, C. Iverson (2011) Giangreco, MF, Cloninger, CJ, & Iverson, VS (2011). Choosing outcomes and accommodations for children (COACH): A guide to educational planning for students with disabilities (3rd ed.). Baltimore, MD: Brookes.

Gillon, G. T. (2000). The Gillon Phonological Awareness Training Programme.

Hornby, G. (2010). Inclusion: Theory and practice for ex-students of special schools. Special education in the 21st century; 119-135.

Horn, I. S., & Little, J. W. (2010). Attending to problems of practice: Routines and resources for professional learning in teachers’ workplace interactions. American educational research journal, 47(1), 181-217.

Horne, P. E., & Timmons, V. (2009). Making it work: Teachers’ perspectives on inclusion. International Journal of Inclusive Education, 13(3), 273-286.

LeRoy, B. and Simpson, C. (1996.) Improving student outcomes through inclusive education. UK: Support for Learning, 11, (1). pp32–36.

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MacArthur, J. (2009). Learning better together: Working towards inclusive education in New Zealand schools. IHC.

MacArthur, J. (2012). Leadership in the development of inclusive school communities. Leading Lights. Edition, 3, 6-7.

MacArthur, J., Kelly, B., Higgins, N., Phillips, H., McDonald, T., Morton, M. and Jackman, S. (2005). Building capability in education for students with moderate and high needs: Literature review. Wellington, New Zealand: Ministry of Education.

McGregor, G., & Vogelsberg, R. T. (1998). Inclusive Schooling Practices: Pedagogical and Research Foundations. A Synthesis of the Literature that Informs Best Practices about Inclusive Schooling.

Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2013). A guide to practitioner research in education. Sage.

Miller, R. L., & Brewer, J. D. (Eds.). (2003). The AZ of social research: a dictionary of key social science research concepts. Sage.

Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. Routledge.

Mitchell, D. (2010). Education that fits: Review of international trends in the education of students with special educational needs. Wellington, New Zealand: Ministry of Education.

Morris, J. (2002). Inclusion: too difficult, expensive and impractical-or a basic human right? Special Children-Birmingham, 12-16.

Ryan, J. (2007). Dialogue, identity, and inclusion: Administrators as mediators in diverse school contexts. Journal of School Leadership, 17(3), 340.

Sebba, J., & Ainscow, M. (1996). International developments in inclusive schooling: mapping the issues. Cambridge Journal of education, 26(1), 5-18.

Shields, C. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 558-589.

Slee, R. (2005). Education and the politics of recognition: inclusive education-an Australian snapshot.

Timperley, H. (2011). Realizing the power of professional learning. McGraw-Hill Education (UK).

Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business Press.

Westwood, P. (2013). Learning and learning difficulties: approaches to teaching and assessment. Routledge.

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APPENDIX

Appendix. A: Table to demonstrate Evidence of Best Practice of strategies (Mitchell, 2010)

Strategy Description Possible Intervention Programme

Co-operative Group Teaching

A study researched the effects of co-operative learning on the reading achievement of elementary students with learning disabilities. Teachers used an approach called Co-operative Reading and Composition (CIRC) to foster comprehension and metacognitive strategies. In the CIRC classes learners worked in heterogeneous groups on activities including partner reading, examining story structures, learning new vocabulary, and re-telling stories. Significant results were reported in favour of those in CIRC classes on standardised reading and writing tests (Stevens et al., 1987 cited in Mitchell, 2010).

Iversen Quick 60 Readers Quick60 is designed to support struggling students in literacy to expected ability level in reading and spelling in 60 quick lessons or fewer. Based on the premise of Reading Recovery; Quick 60 comprises of reading age levelled factual texts and is intended to be used either:•As a complete programme for students who did not qualify for Reading Recovery.

•As further factual material for the Reading Recovery teacher.

•As factual books to supplement the school reading book levels.

Peer Tutoring In a study of the effects of peer-assisted learning strategies on students’ reading achievement in 22 U.S. elementary and middle schools, 20 teachers implemented the programme for 15 weeks and 20 control teachers did not. It was found that all three groups of learners (low achievers with and without disabilities and average achievers) demonstrated greater reading progress (Fuchs et al., 2002, cited in Mitchell, 2010).

Fast Forward Readers A number of studies have been carried out but the results are inconsistent and reveal the need for further research. The study by (Agnew et al. cited in MoE 2008), showed improvement on auditory tasks. (Temple et al. 2003, cited in Alexander & Slinger Constant, 2004), found significant gains in non-word reading, word identification and passage comprehension in the programme.

Feedback After synthesising a number of studies on the effects of a range of influences on learner achievement, Hattie (2003 cited in Mitchell, 2010) found 139 that focused on feedback. Hattie concluded that ‘The simplest prescription for improving education must be ‘dollops of feedback’ – providing information how and why the child understands and misunderstands, and what directions the student must

Hattie and Timperley (2007) suggested that a feedback model be used using three questions:

-Where am I going? (What are the goals?)

-How am I going? (What progress is being made towards the goal?)

-Where to next? (What activities need to be undertaken to make better progress?)

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take to improve’. Although Hattie’s meta-analysis was not confined to diverse learners, it is highly likely to apply to such learners.

(Hattie & Timperley, 2007, p.86)

Cognitive strategy instruction

In a Canadian study of 166 learners, aged seven to 13 years, with developmental reading disabilities, three groups were identified: (a) those with deficits in phonological awareness, (b) those with deficits in visual naming speed (i.e., word recognition speed), and (c) those with both deficits. A metacognitive phonics programme resulted in improvements, especially for learners with only phonological deficits.

Lexia Cross-Trainer A cognitive intervention software programme designed to improve visual-spatial and logical-reasoning abilities in students age 7 to adult. Repeated instruction is designed to strengthen critical thinking, memory, and problem-solving abilities, enabling students to improve their performance across subjects as varied as reading, math, science, and social studies.

Reciprocal teaching

A New Zealand study investigated the efficacy of a tape-assisted reciprocal teaching programme, referred to as ‘cognitive bootstrapping’ (LeFevre, Moore & Wilkinson, 2003). Subjects were learners aged from eight to 10 years with poor comprehension skills, half of whom also had poor decoding skills. Results showed that the poor decoders improved their use of cognitive strategies and their comprehension.

Ready to Read levelled texts Ready to Read audio texts are crafted and levelled to ensure that students are presented with continual and appropriate challenges. The colour wheel indicates the level of each student text. The colour wheel levels are Magenta, Red, Yellow, Blue, Green, Orange, Turquoise, Purple, and Gold. Currently under review the Ready to Read teacher support materials (TSM) in light of the 2013/14 series review, resulted in some texts being re-levelled and availability of current research.

Memory strategies

Several research studies have shown that students (including those with a range of disabilities) can be trained to use memory strategies independently across a range of different content areas. For example, in 19 meta-analyses of various interventions, mnemonic training, with an effect size of 1.62, was rated the highest. (Mastropieri & Scruggs, 1989 cited in Mitchell, 2010)

Cogmed Working Memory Training (WM) A working memory programme aimed to improve attention by training working memory to support students learning ability. Research indicates that Cogmed has been shown to improve learning outcomes such as reading. However, it is acknowledged that more evidence is required to reinforce the findings of improved academic skills after WM training.

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Behavioural approaches

In a review of meta-analyses involving 20 different intervention strategies, behaviour modification came out with the third highest effect size (after mnemonic strategies, reading comprehension and just ahead of direct instruction).

PB4L School-Wide looks at behaviour and learning from a whole-of-school as well as an individual child perspective. The framework is based on international evidence.

Cognitive-behavioral interventions (CBI) can be a viable approach for teachers to remediate behavioural deficits and excesses by providing students with the tools necessary to control their own behaviour. CBIs involve teaching the use of inner speech ("self-talk") to modify underlying cognition's that affect overt behaviour (Mahoney, 1974; Meichenbaum, 1977.)

Social skills instruction

A UK study found that two social skills training interventions directed at primary school learners at-risk for social exclusion had positive effects on their social skills and social inclusion (Denham et al., 2006).

Developed in partnership with Head Start programs, The Head Start - REDI (Research Based, Developmentally Informed) Bierman, K. L., Domitrovich et al; 2008 detailed the intervention targets & the promotion of specific school readiness competencies in the domain of social-emotional development (prosocial behavior, emotional understanding, self-regulation, aggression control) and cognitive development (language and emergent literacy skills.)Circle Time - Jenny MosleyCircle Time is evidence-based and serves as a framework for developing social emotional literacy, whilst also building and improving relationships. It has been shown to enhance self-awareness, self-esteem, resilience, emotional intelligence, anger management, communication skills, a sense of belonging and connectedness, empathy, conflict resolution and problem solving skills.

Phonological processing

An Australian study evaluated the effects of phonological processing skills training for learners aged nine-14 years with persistent reading difficulties. The results showed that improvement in the learners’ phonological processing skills led to considerable improvement in their reading accuracy and reading comprehension. Extending the length of the training time significantly improved the transfer of skills to the reading process, especially for those with severe

The Gillon Phonological Awareness Training programme The programme was designed for a research intervention study funded by the New Zealand Foundation for Research Science and Technology. The research investigated phonological awareness training effects on the phonological awareness ability, speech production, and literacy development of 5- to 7-year-old New Zealand children with spoken language impairment (Gillon, 2000).

The Learning Staircase – STEPs to Literacy Programme

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phonological processing skill difficulties. Steps is a research-based literacy software programme for learners of all ages from 6 years of age to adult. It covers all key aspects of literacy and language development and covers the processing skills involved in literacy as well as the ‘knowledge’ aspects.Steps provides a structured, cumulative approach to literacy, which encompasses and develops the five key elements often referred to as the Five Big Ideas in Beginning Reading (USA National Reading Panel, 2000); Comprehension, vocabulary, reading fluency, phonic knowledge/ phonemic awareness.

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Appendix. B:

The Teacher Questionnaire

The teacher questionnaire contained six questions. The teachers were asked to indicate their answer on the Likert scale ranging from not very likely – to highly likely. The table below (Table 1) demonstrates the responses.

Table 1Questionnaire questions 1, 2, 3, 4, 5, were rated from 0-10, where 0 denotes not well and 10 denotes extremely well. Questions Teacher 1 Teacher 2 Teacher 3

Pre Post Pre Post Pre Post

Providing an inclusive learning environment

5 7 7 7 7 9

Using Language/symbols/text -Differentiating curriculum

5 8 5 7 5 7

Managing self-Setting realistic goals for students

6 8 5 7 6 8

Relating to Others-Social skills support in class

5 8 5 7 6 9

Participating and Contributing – Student voice is encouraged

6 8 6 8 6 8

Question 6. The teachers were asked to prioritise the REACH focus inquiry foci: 1 being least important to 5 being most important.

2

1

5

3

4

2

1

5

3

4

2

1

4

3

4

Questionnaire Feedback Q6. Teacher 1 Teacher 2 Teacher 3

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Appendix. C: Syndicate Team Meeting Minutes – Teacher Responses 2017 REACH Inquiry Framework

Date:Mode of Contact: Topic of Discussion: Action:

10.05.17

Meeting with Syndicate members

-REACH inquiry purpose.- Discuss possible direction of inquiry, based on Questionnaire response:

Teacher 1 indicated possible direction of Language Learning ideas of support. Can identify on planning sheet next meeting.Complete Planning template: REACH project.

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24.05.17


Collected in individual consent forms/signed Talked over the initial direction for the REACH

project, used a planning template Several ideas prevalent for the Team. Syndicate

leader keen on oral language/ social skill focus, options.

Teacher 3 talked of his concerns in catering for the expanse of abilities/ dynamics of his classroom: ethnicity, ability L1-L4, home backgrounds

Teacher 1 really keen to explore resource options and functional ideas that are easy to implement and support the diversity of learners in her class.

SENCO brought an Inclusive article read (taken from Jude MacArthur) review ‘Learning better together-Working towards inclusive education in NZ schools.

SENCo to collate the data gathered on the pre-questionnaires to inform the direction of the focus ideas on the next fortnight catch-up.Look at the presentations from 2016 REACH project, to give clarity /ideas for the direction and REACH focus.Teacher 1 stated - “We need to develop independence for our diverse learners, to work more independently in class. Being involved in a PLG (Professional Learning Group) by brainstorming and sharing ideas will make us feel more supported by, and with each other.”

“Everyone is on the same page” Teacher 2, feedback in the implementation of shared fortnightly meetings for the REACH project inquiry.

“Having the knowledge of a person that is willing to share information …is very beneficial,” Teacher 3, Feedback.

7.06.17 Meeting with Syndicate members

Feedback on Needs Analysis pre-questionnaire Self-review tool shared. Decided as a focus. For

the inquiry; student agency, increased dependence of L1/diverse learners.

Presentation viewed from REACH 2016 syndicate/

Self-Review tool prepare for TERM 3 start/implementationCircle time modelling session confirmed for SENCO to deliver Wed 14th June 1.30pm. Teacher 1 / Teacher 2 to observe and roll out to class implementation Week 7, 8, 9 – Term 2.

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Circle time decide as a focus. Student agency/social skills/oral language strands.

1.06.17

Meeting with syndicate members

SENCO Modelled Circle Time session? Feedback Preparation for self-review tool – look at resources

and self-assessment templates.

E-mail sent from SENCO - Hello Ladies, Thank you for the opportunity to model Circle Time yesterday. Please find Circle Time Resources attached. 15/06/2017 Teacher 1 feedback: Thank you so much for the resources and coming in to model for us. My kids are begging me to do it again, thank you for modelling circle time for us and for these resources. Very valuable, I am looking forward to trying it out! 17/06/2017

29.06.17


How is circle time going? Feedback:How many session have been completed?What’s useful/ what’s not?Refer back to REACH GOALS doc;

The team haven’t managed to find a time to complete a session each at the end of a busy term. They have had whanau week to contend with and student led conference- so we have decided to commence in class sessions next Term (T3.)

26.07.17


Week 4: Feedback re: Circle Time/ Jot down ideas positive/negative/what’s interesting. Compile info;

Introduce the self-review tool at the next session

Each team member complete x 2 sessions before next meeting time (17.08.2017)I will collate self-review tool resources and share in email format to discuss at the next meeting.

16/08/17 Meeting with

1. Feedback – Teacher 1: How to move on and expand upon the circle time premise. Structure,

Ideas, of authentic sharing, using models of feedback within the Circle Time frame.

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about:blank

Syndicate members

next steps.2. Purpose of Inquiry – SENCO will provide a

feedback sheet on a Before, Now, After from the 3 teachers

3. Further modelling on, what next- RTLB project 2016/ Hayley can support, authentic discussion for oral language development related to the syndicate goal – further Circle Time development?

“I had the opportunity to talk to my colleagues, about the inquiry focus and of how they were implementing Circle Time. Having the opportunity to reflect and share meant I was getting clarification which made me feel more confident and have self-belief in my own practice. I felt more empowered and confident to implement the particular intervention into my classroom.” Teacher 1, feedback.

Decided to continue for quality into Circle Time and follow up sessions. Head to self-review tool strategy week 7/8 onwards

4/09/17 Meeting with Syndicate members

Further Circle Time delivery ideas/modelling: What to do when a problem or ‘speed hump’ presents and how to provide solution based activities and focus to adapt the circle time session. SENCO modelled the session, Teacher to model to other team members.

E-mail sent to Team: 5/09/17Just thinking about next steps following today's session;I suggest that you remind them that each student's individual time with a teacher is 2 minutes per hour or 10 minutes in a school day. So if students expect/demand more time for themselves then that time is subtracted from another student! If you decide to have 4 groups as a follow up session can I suggest you keep it simple i.e. have two topics only so 2x2. Group 1 & 2 List the different ways that students use a teacher's time during the day (negative) Group 3 & 4 As above but list the positive ways students use the teachers time. When the groups report back compare the 2 groups responses and recap the ones that both groups agree on. Perhaps this could result in a wall chart..... "How to make the best use of my teachers time" and "what can I do to manage or

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solve what I need by myself" (probably better wording!)

13/09/17


Syndicate Meeting: Reflection on Circle time sessions. Complete feedback sheetDiscussion: Should we push ahead with self-review tool as planned or continue to build in more depth further conflict resolution circle time ideas, as a follow on from previous modelled session?

E-mail sent: 13/09Thanks for your ongoing support with my study and it's write up! I'm nearly there, the last hurdle in sight!!If you could complete the attached feedback sheet, a before, middle and after (kind of reflection sheet) that will enable me to write up the effectiveness of the framework model that I have used in support of applying research, resources and modelling through your syndicate directed form of learning! Thanks for your buy-in to Circle Time, and to you Teacher 1 for being the guinea pig of modelling it to Teacher 2, much appreciated.“ I saw benefits of the REACH framework , in the implementation of an intervention that contributed to the class culture; developed listening skills of the ALL students (which encompassed our diverse learners), cultivated a solution focussed approach which transferred into positive learning and behavioural outcomes for our students.” Teacher 1, feedback.

27/09/17 Meeting with Syndicate members

Discussion: Feedback form completed with oral discussion and shared feedback and thoughts pertaining to Circle Time programme. Post interview talking points are bullet pointed in the next column here; as post evidence accompanied with post questionnaire- Table of

-The team have decided to continue with Circle Time in Term 4 and have put on ‘hold’ the self-review tool as a goal for their team in 2018, Term 1.- Term 4 as Syndicate Leader pointed out, T4 is too disjointed and busy, to push another focus for the sake of

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results (Appendix B).

‘fitting it in’ does not sit well with the team approach and pedagogy. -Team Quote, “Better to do something well with quality, than not and do Circle time a disservice by not doing it properly.”

- All teachers commented on the positive experience for themselves and their students in completing the circle time intervention. Frequency of interactions with the teacher had increased, as a result; positive behaviour arising and problem solving during incidental learning opportunities increased.

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