EDUC 4206 Professional Experience 4: Teacher as Inquirer

Professional Inquiry Project Proposal

Pre-Service Teacher: Alexandra McCann ID no: 110144843
Context (approx. 100 words)
Description of placement context. Include here only those details which are necessary to provide the reader with an overview of
your setting ie. size of school/class; socio-economic factors in the community, nature of class(es), etc. Do not mention the name of
your site.

My Professional Experience 4 placement will be taking place at a category 6 school which is

located in the Southern suburbs of Adelaide. The school consists of approximately 800 students
with 55 staff members. The school is situated on the corner of two main roads and the facilities
include tennis courts, footy oval, playground, OSHC and another large oval which is open for
public use after school hours. The school community is diverse, with students coming from a range
of different nationalities. I have been allocated to teach a straight Reception class consisting of
24 students. There are 5 EALD students, 1 student with Autism and 1 student with serious
behavioural concerns. The class is situated within a junior primary unit where all teachers
collaborate, plan together and effectively team teach. The current focus points in the classroom
are behaviour management and literacy learning, including Jolly Phonics and literacy strategies.

Plan (approx. 1000 words)

Overall focus of your inquiry and related AITSL Standard.
Rationale: Why have you chosen the particular focus? This will be based on your “Pre-service self review” against the national
standards & knowledge of your context. Explain how you went about deciding your focus.
How does the literature support your focus? Include at least four references– include a balance of journal and book references if
possible.

The focus of my Professional Inquiry Project is to develop and promote the use of effective
teaching strategies through planning and implementing relevant lessons which concentrate on
literacy learning. Reflecting on my recently completed self-review in relation to the Australian
Institute for Teaching and School Leadership (AITSL) graduate teaching standards, it was evident
that I was requiring evidence for areas in Standard 3, Plan for and implement effective teaching
and learning. On my last professional experience placement, I was heavily guided by my mentor
teacher on the content to teach and how to best teach it to the student cohort. Whilst I will be
able to utilize and implement a number of these teaching strategies, each student and class
collective learn differently. My PIP focus will require myself to get to know my new students, how I
can best support their learning needs and how relevant teaching strategies can be used within
the classroom to promote academic development. Literacy learning was a curriculum area that
was brought up in conversation with the school, that would be a significant and daily focus in the
classroom. This would allow multiple opportunities for purposeful literacy lessons and teaching
strategies. Planning literacy lessons using effective teaching strategies reflects on the graduate
teaching standard ‘3.2 Plan, structure and sequence learning programs’ (AITSL, 2017). AITSL (2017)
states that at a graduate level, one should be proficient in planning lesson sequences using
knowledge of student learning, content and effective teaching strategies’ (AITSL, 2017). Through
planning relevant lessons whilst considering effective teaching strategies in the curriculum area
of Literacy, I aim to successfully meet the requirements of this standard at a graduate level.

The PIP is a form of action research, a process of professional learning (Grundy, 1995), which
generates research knowledge and improves social action at the same time (Somekh &
Zeichner, 2009). This process is used by educators to reflect and consider their teaching
pedagogy through questioning the practices, processes and strategies used within the classroom
environment. The process ultimately benefits the professional development of educators and
students, as the research is used to directly better student outcomes. Davis, Clayton & Broome
(2017) list several advantages associated with conducting action research including, providing
educators with data to guide improvement efforts, assessing the quality of students’
education and contributing to a professional growth in educators. Killen (2015) explains when
learning to be a teacher, it is essential to learn how to reflect on yourself not only as a teacher
but as a learner; ‘the most powerful way of thinking about a teacher’s role is for teachers to see
themselves as evaluators of their effects on students’ (Hattie, 2012, cited in Killen, 2015, p. 103).
Whilst completing the proposed PIP, I will be incorporating elements of technical reflection. Van
Manen (1991) explains that at this level, teachers are concerned with applying research-based
knowledge about teaching whilst developing reflection techniques to help them maintain
classroom order and assist learners in achieving predetermined outcomes (Van Manen, 1991,
cited in Killen, 2015, p. 104).

The learning area of Literacy was selected as the focus point not only due to expressed interest
from the school but as I believe it is an essential curriculum area that ultimately affects all aspects
of learning. UNESCO (2004) defines literacy as the ability to ‘identify, understand, interpret, create,
communicate and compute, using printed and written (and visual) materials associated with
varying contexts. Literacy involves a continuum of learning to enable an individual to achieve his
or her goals, to develop his or her knowledge and potential and to participate fully in the wider
society’ (UNESCO, 2004). Learning to be literate plays an essential role for an individual to make
life choices and be presented with opportunities. In today’s society the ability to understand,
interpret and communicate in effective ways is often considered as one of the necessary
requirements to access support systems, employment and participate in political and social
decision-making. QGDEA (2008) explain that it is the quality of teaching that makes the biggest
difference to students’ literacy outcomes across the phases of learning. Teachers are expected
to draw on a range of teaching strategies and practices to meet the literacy learning needs of
individual students who belong to diverse student communities. Shinn (1997) defines the term
teaching strategy as a complex educational behaviour of a teacher in using methods,
techniques, tools, discipline and communications in order to achieve goals and /or objectives’
(Shinn, 1997, p. 11). According to QGDEA (2008) teachers should be familiar with skill approaches
(including the systematic teaching of reading, writing, spelling and phonics skills), whole-
language approaches (including the scaffolded and contextualised teaching of reading
comprehension), genre approaches (including the explicit teaching of texts and grammar) and
social-critical approaches (including the purposeful teaching of critical literacy) (QGDEA, 2008).
Whilst also considering classroom management and engagement strategies, Medwell et al.
(1998) suggests popular methods of teaching literacy such as paired reading, reading contexts
and through the use of big books or word-level activities (Medwell et al., 1998). Throughout the
duration of professional experience placement, I intend to concentrate on developing and
implementing these literacy teaching strategies throughout the lessons I teach independently.

Whilst reflecting on the importance of quality literacy learning and understanding, it made me
question myself as a future educator and my level of competency when it came to teaching
reading and writing to young students. This project will enable me to develop meaningful lesson
plans which incorporate effective teaching strategies relevant to literacy learning. Through
observation, student progression, results and feedback from my mentor, critical friend and
students, I will be able to determine whether my literacy strategies are in fact effective in
supporting literacy learning and development.
Action (approx. 100 words)
An exact description of what you are going to change in your practice/behaviour throughout your placement.
An exact description of when you are going to collect data each week during your normal teaching (identify times & a subject
area)

Through the course of the professional inquiry project, I will consider and implement effective
teaching strategies that will progressively improve student development and understanding in
literacy learning. Based on the needs of individual students and the learning styles of the
classroom, will determine what and how these teaching strategies may be used throughout the
lesson sequence. Over the duration of 5 weeks, I will collect data from each completed literacy
lesson, which will occur daily. After each lesson, the 24 students will be asked to select a traffic
light colour followed by a comment as to what instruction helped them or what they need more
help with. My mentor teacher will be asked to complete a questionnaire and provide an overall
summary of how she felt the lesson went or areas for improvement after each lesson. A critical
friend will provide feedback twice a week via a questionnaire. At the end of the week following
a brief chat with my mentor, I will review and consider the data collected and use this feedback
to critically reflect on my lesson planning and delivery, effective and ineffective teaching
strategies used and student understanding.

Observation (approx. 400 words)

How will you collect data? Choose techniques most suited to your strategy and situation. Explain your monitoring techniques. Why
have you chosen the particular techniques? Include at least one reference to action research literature.
How will you record your data? Your monitoring process should aim to include at least three observation techniques to ensure
triangulation. (ie. Questionnaire, Supervising Teacher feedback, frequency chart etc). Include data collection proformas as an
appendix.

‘Action research is a form of social practice. As such, it recognises that social practices like
teaching and learning take place among and between people’ (Grundy, 1995, p. 10). Whilst I
am reflecting on myself as an educator and my developed teaching practices and strategies, it
is essential for research I obtain several methods of feedback from observers and participants of
the project.

As my class consists of reception students that spread across a range of development and ability
levels, I have decided to provide a visual form of feedback which will also be accompanied by
audio statements. The visual feedback form (Appendix 1) provides an outline of a traffic light
where the student will be asked to select a colour based on how they feel about the literacy
lesson they have just participated in. The options will be explained to the class at the beginning
of each lesson and may be referred to continuously through the placement for clarification. Red
symbolizes challenge or struggle, expressing that elements of the lesson did not work for them or
they are still unsure of the content. Yellow/Orange symbolizes doubt or mixed emotion, where
students might suggest mixed feelings or opinions about the lesson or may have loved one aspect
of the lesson but required more attention to another. Green symbolizes satisfaction, where
students show they felt supported throughout the lesson and could understand the content
based on my instructions or activities. Rotating students with following statements from each light
colour will be audio recorded after the lesson to further comment on the lesson and the decision
behind their colour choice. Questions such as what did the teacher do to make you feel this way
and what could the teacher do next time to help you, may be considered and used as prompts
throughout feedback collection. All student feedback will remain anonymous.
Throughout each of the completed literacy lessons, my mentor will be asked to observe and
make notes about my lessons and reflect on what worked and what didn’t (Appendix 2). These
feedback forms will be collected and discussed at the end of each week through a sit-down
discussion with my mentor. A critical friend, who is the pre-service teacher from a neighbouring
classroom, will observe two lessons each week and complete a small questionnaire (Appendix 2)
which will also be considered throughout the end of week discussions. Grundy (1995) explains
that a ‘critical friend’ in action research is usually someone who works with the action researcher
whose role is to question assumptions and interpretations whilst offering support and opportunity
for collaboration (Grundy, 1995, p. 10)

Luttenberg et al. (2015) explains how reflection in action research means paying attention to and
being aware of what takes place (Davis & Sumara 2005; Phelps & Hase 2002). ‘It is a mental
process whereby a teacher thinks about things by going back over them’ (Tripp, cited in
Luttenberg et al., 2015, p. 90). As a form of self-reflection, I will be completing a written journal
that consists of a few predetermined questions (Appendix 3) as well as space for notes,
observations made in the lesson, general feedback and ideas for future progression and
direction. As it is written, it can be referred to at any point of time throughout the project and
used in the end of week discussions with my mentor for comparison.

Reflection (approx. 400 words)

What will you be looking for when you analyse your data?
How will you interpret your data (ie make sense of the patterns)?
Who else might be involved? How? Name your critical friend as at least one of the people who will be involved
Explain how you will use your analysis to inform your practice in the following action stage (ie. next data collection time).
Include at least one relevant reference about the importance of reflection.

Grundy (1995) stresses that reflection must be critical; ‘making a rational judgement on the basis
of the evidence about what occurred and how worthwhile it was’ (Grundy, 1995, p. 16). ‘Rather
than focusing on the negatives, reflection should take a dispassionate view of what went on in
order to make a rational assessment of the worthiness of what occurred’ (Grundy, 1995, p. 16).

When analysing the received data, I will be looking for consistencies and patterns across all of
the considered techniques. I will be looking for repeated comments whether they are positive or
negative, and make a tally of reoccurring statements. This will be completed at the end of each
week, so by the end of the project, majority of the data will be sorted and easy to locate. The
data will be sorted in a format similar to the traffic light feedback form, red for negative,
yellow/orange for mixed opinions and green for positive so it can be easily interpreted visually.
The positive comments will be taken and implemented in the following weeks lesson plans whilst
the yellow/orange and red comments will be thoroughly discussed with my mentor as to why
didn’t these practices or strategies work for some or how can they be changed to better suit the
class’s needs.

The people primarily involved in the reflection process will be my mentor and critical friend, Casey.
Casey is another pre-service teacher from UniSA who has been placed in the Early Years unit. Our
professional inquiry projects are similar in the sense that there will be multiple opportunities for
team teaching, collaborating and data reflection. Both accounts of feedback are important and
vital to the direction of my PIP and will be frequently reflected on throughout the placement.
 Luttenberg et al. (2015) explains how reflection can be used in two ways. It may be used in a
contemplative sense, mainly as a form of awareness (Phelps & Hase, 2002) or used in a more
active sense, as a lever for change (Ahmadian and Tavakoli, 2011). In both forms, reflection is
imperative for all educators as we must continue to view ourselves not only as teachers but as
learners too (Killen, 2015).

References
Include all references (min. of 6) using the Harvard referencing system.

Australian Institute for Teaching and School Leadership 2017, Australian professional standards
for teachers, AITSL, viewed on 20 July 2018, <https://www.aitsl.edu.au/teach/standards>.

Grundy, S 1995, Action research as professional development, Murdoch, W.A, Innovative Links
Project, pp. 1-23.

Killen, R 2016, Effective teaching strategies: lessons from research and practice, 7th edition,
Cengage Australia, Victoria.

Luttenberg, J, Meijer, P & Oolbekkink-Marchand, H 2017, Understanding the complexity of

teacher reflection in action research, Educational Action Research, 25:1, pp. 88-102, DOI:
10.1080/09650792.2015.1136230.

Medwell, J, Wray, D, Poulson L, Fox, R 1998, Effective teachers of Literacy, Education On-line,
viewed on 25 July 2018, < http://www.leeds.ac.uk/educol/documents/000000829.htm#ch4>.

Queensland Government Department of Education and the Arts 2008, Literacy-the key to
learning: framework for action 2006-2008, Department of Education and the Arts, pp. 3-9.

Shinn, Y.H 1997, Teaching strategies, their use and effectiveness as perceived by teachers of
agriculture: A national study, Retrospective Theses and Dissertations, Iowa State University.

+ Attach appendices of data collection tools

Appendix 1
Student Feedback- Traffic Light

What colour did you choose and why? (**if student can write)

_____________________________________________________________________________________
Appendix 2

Mentor/Critical Friend Questions

Date and Time of Lesson: ____________________

Name of person completing feedback: _________________

Name of pre-service teacher: ____________________

Questions

- Was the lesson and content relevant and engaging?

- Did the lesson appear sequenced, reflect on previous learning and discuss what they will
be learning next?

- Were you able to clearly identify the teaching strategies used throughout the lesson?

- Did you feel these worked or did not work for the students? Why?

- Did the students appear engagement or withdrawn from class discussions and activities?

- Were the teacher’s instructions throughout the lesson clear?

- What strategies would you recommend the teacher considering next time?

Overall reflecting statement:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________
Appendix 3

Guiding Journal Questions

Date of Journal Entry: _________________

Lesson Completed: ___________________

- How do I feel the lesson went overall? Do I feel confident or uncertain?

- Was I prepared enough?

- Was the content relevant, sequential and engaging?

- How did the students respond?

- Did students remember previous learning concepts and understandings?

- What strategies did I use? What worked and what didn’t?

- What were the children’s responses or actions that made me feel like something did or
didn’t work?

- How did I feel throughout the lesson?

- Did I receive support from my mentor at any point?

- What would I do differently next time? What would I do the same?

Overall reflecting statement:

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________