Challenges for 2021

St Patrick's, as a whole school, have been involved in Everyday Theatre and School Drama for the past two years, Te Rito Toi after both lockdowns in 2020 and this year, we are fortunate enough to be a part of a pilot with Mitey through the Sir John Kirwan foundation. We became involved in School Drama in an effort to improve not only student relationships but also raise our literacy achievement following studies through the University of Sydney in conjunction with the Sydney Theatre Company where over a 7week period they noted a significant increase in student literacy. 

Te Rito Toi was a natural follow on for us returning to school after both lockdowns. Developed by Peter O’Connor, the site was built in an effort to help teachers work with children when they first return to school following major traumatic or life changing events. Fitting for post lockdown children where building relationships was the key to becoming learning ready. 

 And Mitey, which is part of the Sir John Kirwan foundation, where the focus is on the mental health and well being of the students. 

                   

                            

All of these agencies guide the development of both literacy and well being through Process Drama and the Arts. 

As a school we know that the use of process drama can elevate literacy scores specifically writing but the question now is how can we use it to increase achievement in reading as well? Or, are we getting that achievement however are the current methods of testing not indicating change? 

Over the past 2 years, at the beginning of 2020 8 out of 20 Yr 7 & 8’s were below in writing with 8 ‘At’ and 4 above. By the end of 2020 there was still 4 above, however, 7 out of the 8 are now at ‘At.’ 

All children had shown remarkable improvement. 

The challenge is now to sustain our achievement in writing and also to show improvement in reading. 

This year, as part of our Professional Growth Cycle, all of St Patrick's is going to inquire into the use of Process Drama to improve reading scores. Are we missing something during the process? 

My personal challenge, is to create an inquiry that responds to a question we have, as a whole school, “how do we further develop our use of Process Drama to increase reading levels which will benefit the whole school, not just a particular year level."

Learn, create, share is a valued part of the pedagogy and kaupapa of not only Manaiakalani but also St Patrick’s where young people are at the centre of their learning. Mitey and Process Drama places the Akonga at the centre of their learning exploring self, relationships and unbeknownst to the student, their well being. Each component, as part of arts, is entrenched in a creative aspect where ultimately sharing in a variety of ways is the endpoint. All learning, as is the norm is, planned, visibly online and available for ubiquitous learning so the students have connectedness to grow learning and knowledge. 

Through personal research I understand the importance of and the challenge to improve reading achievement. I also know the importance of the convergence of many disciplines, expertise, ideas, cultures and backgrounds to create the intersection where innovation can be formed. In a learning community when diversity of expertise comes together a far richer resource is produced where there is an expansion of creativity and the development of relationships that are mutually advantageous. Where there are changes in the efficiencies and an unlearning to relearn. To give up the old efficiencies and rethink practice moves educators along the innovation dimension becoming adaptive experts. Considered Intersectional innovation creates a richer educational resource that changes the face of classroom efficiencies. By adding in an indepth arts component it gives the opportunity to change efficiencies, rethink practice and move us further along the innovation dimension. 

 For this inquiry, I am hoping to discuss in more detail and depth the strength of Process Drama in elevation of reading levels with the University of Auckland specifically through the Drama Department and Peter O'Connor. 

As Process Drama (through Drama in Schools) and now Mitey (using the Mana Model) has been part of whole school Professional Development we have decided to link this to our Professional Growth Cycle with a focus on reading. There is going to be continuous collaboration, discussion with ongoing research into how we, as a school, can use this to improve our reading achievement across all year levels.