Reading and Writing National Standards workshop phase 2 Term

All material presented at this workshop are available to access online at: 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 Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: Test Outcomes Evidence 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 Learners Schools 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 Learners Schools 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 Partnerships Knowledge of the Learner …………………… Meeting the needs of English Language Learners Knowledge of Learning in Literacy Establishing Shared Expectations 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. 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: Overview An overview of the modules. Module: Knowledge of literacy learning School leaders and teachers develop a shared understanding of the reading and writing demands of their school curriculum. Module: Knowledge of literacy learning School leaders and teachers develop a shared understanding of the reading and writing demands of their school curriculum. Module: Building Effective Partnerships Partners (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 Partnerships Partners (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 learner Teachers 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 learner Teachers 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: Click here