PADDLING IN THE SAME DIRECTION INTRODUCING THE ELG PROGRAMME MAP

WEEKLY ELG LOGS Catherine Macaulay Dunedin

Brag sheet 6/5/2015 On last week, I went to AON Insurance Company to discuss with my renew insurance. J On last week, I talked to my tutor about how make an appointment with dentist. D I went to the RSA rooms in Mosgiel to attend the 100 th celebration of ANZAC Day. M I went to see Met. Opera film in English at the Rialto Cinema. M Last month I went to the community hospital and registered family doctor. T Last Sunday I went to the choir in the church of Maori Hills to singing. Monday I went to ANZ Bank to help a Columbian friend who doesn’t speak English. C I readed ‘ANIMAL FARM’ by George Orwell in English and Chinese together, and went to libarily talk with the other book readers in English to share my feeling. S

Evaluative Self-Assessment Improving our quality management systems

What Success Looks Like Evaluative Self Assessment We are more structured in how we Plan Monitor Analyse what we do Analyse how well we do it Make changes to achieve our goals Evidence outcomes for our learners

ESA – It’s our story It’s a clear framework and process We decide; Our goals Whose needs we are meeting; stakeholders and societal How we go about achieving that How we evidence our capacity

So how does it look? We have developed two models English Language Partners Organisational Outcomes Model ELG Programmes Model The Organisational Outcomes Model and Programmes Models are one page diagrammatic depictions of ELP’s pathway to achieve its goals.

Reflective Teaching Practice Reflective teaching means looking at what you do in the classroom Thinking about why you do it Thinking about if it works It is a process of self-observation and self-evaluation

Then do it all over again….. Once changes are implemented then the reflective and evaluative cycle begins again. What are you doing? How are you doing it? How effective is it? How are the students responding? How can you do it better?

NZQA EER Report 2012 on Outcomes NZQA findings about outcomes – what the report said: Lack of data long-term effects Lack of data regarding long-term effects in all three programmes Lack of data regarding learner progression Lack of data regarding learner progression to other ELP courses, other provider programmes, employment of other form of participation in society Some anecdotal evidence Some anecdotal evidence of some HT students advancing to employment Some learners progress through ELP programmes, data starting to be gathered in a systematic way Feedback Feedback from employers is anecdotal and not gathered systematically

Evidencing through Monitoring and Measuring What? Quantitative DataInformation expressed numerically Shows progress towards targets + Why? Qualitative DataInformation expressed in words as descriptions Richer understanding of the why? = So What? Do we need to make changes to meet our learner needs? Can we evidence outcomes for our learners? Triangulation of Data

ESA our Guiding Map to: Planning, Monitoring, Improvement Quality programmes and teaching Responsive provision Evidenced outcomes Ongoing sustainability Learner Success

Tertiary Evaluation Indicators