Action Research = Change

A key function of the RT:Lit is to work collaboratively with the classroom teacher using an inquiry model: ’Together they analyse the student’s strengths and needs, determine the subsequent needs of the teacher, plan and deliver the instruction, and monitor and evaluate the effectiveness of their approach’( PPM 2102. p 7). 

I am continually refining practice, up skilling and applying new strategies for better understanding of literacy practice and more importantly sharing this knowledge with other practitioners and classroom teachers. This collaborative inquiry model is a constructive aspect of our role as RT:Lits.  A deeper understanding of practice within our beliefs and assumptions noted by Cardno (2003) who believes that change needs to take place in the practice of the person carrying out the action research.  

I feel this aspect strengthens our interventions - providng we build in reflection of the actions within the intervention.  Understanding what worked , what didn't and why and what we would do differently next time.

Sometimes accepting that things don't always go as we wish or as we expected is in itself learning.