reading and writing national standards workshop phase 2 term 2 2010
TRANSCRIPT
Reading and Writing
National Standards workshop phase 2
Term 2 2010
All material presented at this workshop are available to access online at:
www.teamsolutions.ac.nz
Click here
Purpose:
This will include:• Key messages from the Reading and Writing Standards
that need to be remembered when making overall teacher judgements
• Clarifying terminology and understanding about overall teacher judgements
• How to ensure that teacher judgements are defensible
• A consideration of the need to make overall teacher judgements in relation to curriculum expectations
• Where to next?
For school leaders to develop an understanding of how to support their teachers to make overall teacher judgements of students’ progress and achievement in reading and writing.
Key messages
What key messages did you take from reading and writing workshop in phase 1?
Overall teacher judgements
What do you consider to be an overall teacher judgement?
Sources of evidence to support decision-making
Observation of ProcessEvidence gained from informal assessment opportunities:
Learning ConversationsEvidence arising from Learning Conversations:
Test OutcomesEvidence gained from assessment tools, including standardised tools:
• Focussed classroom observation
• An observation survey of early literacy achievement
• Student books and tasks• GLoSS• NumPA• Student peer assessment
• Conferencing• Interviewing• Questioning• Explaining• Discussing
• An Observation Survey of Early Literacy Achievement
• PAT• STAR• e-asTTle/AsTTle V4• IKAN, GLoSS, NumPA
Overall Teacher
Judgement
Teachers are continually adjusting their teaching to match learning needs, based on what they notice.
Making an overall teacher judgement is a different action.
What needs to happen differently?
Overall Judgement
• Drawing on evidence up to a point in time• Using the same evidence gathered day to day• Make an informed, balanced judgement• Consider how it lines up with the relevant standard
• Consider how well the student is using reading and writing as interactive tool
• It involves the student• It involves moderation
Examining the Evidence
Principles we need to apply when considering evidence• Relevance - Is it relevant? What makes it relevant?• Alignment - Does it contribute to ‘best fit’ decision making?• Independence - Is it reflective of student’s independent work?
“When making an overall judgement , it is not enough for teachers to consider how well a student is reading and writing. Teachers need to specifically consider how well each student is using reading and writing as interactive tools to enable them to learn in all curriculum areas”
Source: Reading and Writing Standards, p13.
Examining the process
Consider the process of making an overall judgement• What was useful?• What was not so useful?• What else do you need to know?• What will you need to consider for your school?
What else do you need to consider? • Appropriate assessment tools • Moderation - Why and when will we need to moderate? eg, the borderline students, the students with uneven achievement. What systems will need to be in place?
• Good assessment practice
Selecting and using texts and tasks
Reflective questions:
• What sources of information do we use?• How do we know that our evidence is dependable?• How do we accommodate student diversity as we
gather, interpret and use assessment information?• How do we determine how much information we need
to make an overall teacher judgement?• Is there a shared understanding of what the
standards mean?• Is active student participation a regular and
valued part of each overall teacher judgement?• How does our school manage the moderation of
overall teacher judgements?
From Professional Learning Module: Knowledge of the Learner
Clarifying curriculum level expectations and how they match with the standards.
Looking forward
Refer to Self Review Tool
• What does this mean for your own school?
• What does this mean for your teachers, school leaders, school systems?
OTJs: What needs to happen differently?
Some thoughts:•awareness of the need to gather a range of evidence•observations and discussions need to be planned, deliberate and focussed
There is a need for:•student involvement•reference back to NZC, NS and LLP•sound teacher knowledge of literacy learning and knowledge of the learner
•shared expectations and understandings (moderation)
Professional Learning Modules
Module: Meeting the needs of English Language LearnersSchools recognise the diversity of English language learners and provide them with the language learning support needed to enable them to access the New Zealand Curriculum at age-appropriate levels as soon as possible. This is achieved through policies, processes, teaching and assessment practices, professional development, the equitable use of resources, and effective communications with families.
Module: Meeting the needs of English Language LearnersSchools recognise the diversity of English language learners and provide them with the language learning support needed to enable them to access the New Zealand Curriculum at age-appropriate levels as soon as possible. This is achieved through policies, processes, teaching and assessment practices, professional development, the equitable use of resources, and effective communications with families.
Effective
Practice
Building Effective Partnershi
ps
Knowledge of the Learner……………………
Meeting the needs of English Language Learners
Knowledge of
Learning in
Literacy
Establishing Shared Expectatio
ns
Instructional
Strategies
Engaging Learners with Texts
Module: Engaging learners with text
Teachers use and combine knowledge of their
students, of expected outcomes, of the
curriculum, and of the opportunities that
specific texts offer to support students to
develop and use reading and writing as interactive
tools in all curriculum areas.
Module: Engaging learners with text
Teachers use and combine knowledge of their
students, of expected outcomes, of the
curriculum, and of the opportunities that
specific texts offer to support students to
develop and use reading and writing as interactive
tools in all curriculum areas.
No module – refer to Effective Literacy
Practice Y1-4, Y5-8.
No module – refer to Effective Literacy
Practice Y1-4, Y5-8.
Module: Establishing Shared Expectations
School leaders, teachers, students, parents,
families, whānau, and boards of trustees
understand the expectations in reading, writing, and mathematics
at each year level as outlined in the National
Standards.
Module: Establishing Shared Expectations
School leaders, teachers, students, parents,
families, whānau, and boards of trustees
understand the expectations in reading, writing, and mathematics
at each year level as outlined in the National
Standards.
Module: OverviewAn overview of the modules.
Module: Knowledge of literacy learningSchool leaders and teachers develop a shared understanding of the reading and writing demands of their school curriculum.
Module: Knowledge of literacy learningSchool leaders and teachers develop a shared understanding of the reading and writing demands of their school curriculum.
Module: Building Effective PartnershipsPartners (students, teachers, school leaders, boards
of trustees, families, whānau, communities, and providers of educational support) work together to
provide opportunities to improve student progress and achievement in reading, writing, and mathematics.
Module: Building Effective PartnershipsPartners (students, teachers, school leaders, boards
of trustees, families, whānau, communities, and providers of educational support) work together to
provide opportunities to improve student progress and achievement in reading, writing, and mathematics.
Modules: Knowledge of the learnerTeachers and students understand the need for overall teacher judgments in relation to the National Standards and the process of making and using such judgments.
Modules: Knowledge of the learnerTeachers and students understand the need for overall teacher judgments in relation to the National Standards and the process of making and using such judgments.
All material presented at this workshop are available to access online at:
www.teamsolutions.ac.nz
Click here