PLD Facilitated Support to Engage Teachers in Linking Family & Whānau to Classroom Literacy Pedagogy
In response to the Ministry of Education (MOE) focus on enhancing the provision of Professional Learning and Development (PLD), the Literacy Team Facilitators of the Literacy Language Learning Te Waipounamu team have been engaged in a multiyear process of self-study and inquiry around improving their individual and collective PLD practices. Through this ongoing inquiry, research, and evaluation process the team has identified appreciative inquiry and ‘smart tools’ as “high leverage moves” within their PLD. In this paper, we provide a documentary account of one particular area of the team’s embedded inquiry, namely the use and impact of using the ‘Student Inquiry Protocol’ as a framework for engaging and supporting teachers to make explicit links to family/whānau as part of their literacy pedagogy practices. This protocol is used within the Teacher Inquiry process that underpins the PLD. Through this account we highlight the positive outcomes of this approach for both teachers and students.