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- we need to know more about the inquiry process that happened.

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Can we gather other strategies that T are using at the moment around this - to add to the new strategies?

How might we find out about the teacher’s wonderings and feed that into the design moving forward?

What else might have helped with the start up of this inquiry?

How much does the EDI team member(s) need to lead in this process?

What skills sets/ competencies/ learning principles have been used or need to be embedded for this to be a successful inquiry both for the EDI member and the school team?

How do we define 'leadership'?

Are EDI members meeting with the admin/support staff in schools - are they part of the in-school inquiry?

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- connected with EDI principles.
- inquiry questions were good.

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Who and how were the aims, needs, and subjects identified?
I see it in all ways as an inquiry process. However, I need to know how and who initiated the inquiry subject and need “Language/English/Reading”

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- different resources
- feedback is visible
- highlighted the importance of reading (quality and quantity).

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not sure how much of this is the participants interest - more an imposition?
However,
personalized/ agency - what will you choose and so next and how will your team support you

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Builds on Prior Knowledge --"Learning is based on prior knowledge; it can go in different directions, depending on the needs (within the targeted goals)."
Connects with our beliefs around language learning
incorporates feedback
Boosts participants confidence

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When looking at student surveys, there is a large breadth of responses in the open response.  How do we make sense of that data and how do we use it?

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We have identified many connections with the EDI principles, and that shows that this is a development of an inquiry.

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1. reflection and feedback is visible and many opportunities
2. time line slide - core group - teachers, admin and EDI - co-construction - ownership is infused into the inquiry
3. It was initiated by the school and their question

There is collaboration with the school ‘leadership’ team in deciding next steps - reflection is built into the design

It includes input and data gathering

It is difficult to know how much is based on prior knowledge of participants -it has used MAP data as prior knowledge about students

Focuses on a T&L need and school context

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supports development of key competencies in participants (KASABS)
- Is the co-creation of the KASABS an objective or learning opportunity throughout the inquiry

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Is there any sort of differentiation for both for learners and teachers?

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1.starts with a team question / a wondering from the school
2.Create a school-wide reading culture that promotes learning and joy through reading
3.focuses on a teaching and learning need
4.Teacher and Student Survey
5. Student Data Highlights Doc
6.incorporates continuous reflection
7.Learning Session Reflection
8. learning is based on prior knowledge

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Is it providing more support for their individual learning?