nsw curriculum and learning innovation centre phase 1 module 2 leading for 3-6 in your school nsw...

NSW Curriculum and Learning Innovation Centre

Phase 1 Module 2 Leading FoR 3-6 in your school


Leadership FoR and of 3-6 literacy learning



Acknowledgement of Country

We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration.

We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians.

We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land.

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Standards addressed at Professional Competence in this workshop include:

Professional Teaching Standards

3.2.8 Use and maintain effective and efficient record-keeping systems to monitor students’ learning progress.

6.2.7 Demonstrate a commitment to continuous professional learning by exploring educational ideas, issues and research.



Leading Focus on Reading 3-6 in your school program

Module 1

1 x 2hr

Between-module tasks

Module 4

1 x 2hr

Module 3

1 x 2hr

Module 2

1 x 2hr

Leadership FoR and of 3-6 literacy

learning

CultureFoR 3-6

comprehension

Leading FoR 3-6

differentiation

Leading FoR3-6 success



During this session, you will:

• identify and explore the different types of assessment

• engage in using NAPLAN analysis as a form of assessment

• understand and value the variety of class and whole-school assessment

• evaluate current assessment practice.

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6

Making connections ...



Teachers need to be clear about what they are assessing and why.

Assessment provides information for those involved in the teaching and learning process to compare what is known and can be demonstrated against standards.

Assessment provides vital information at the point of planning, along the way and at the end of a cycle in preparation for the next teaching and learning cycle.

Assessment takes many forms in schools and classrooms.(NSW Curriculum K-12)

Assessment



Assessment for learning:

• is an essential and integrated part of teaching and learning

• reflects a belief that all students can improve

• involves setting learning goals with students

• helps students know and recognise the standards they are

aiming for

• may involve students in self-assessment and peer assessment

• provides feedback that helps students understand the next

steps in learning and plan how to achieve them

• involves teachers, students and parents reflecting on

assessment data.



Assessment of learning

The process of communicating information about

student achievement and progress gained from the

assessment process is typically referred to as

‘assessment of learning’.

Teachers use the information gathered from

‘assessment for learning’ to summarise student

achievement for the assessment of learning.



Types of evidence

observation

video footage

tracking and monitoring

records

NAPLANsurveys

work samples

interactions



Forms of assessment

• Formative assessment

• Summative assessment

• Diagnostic assessment

• Qualitative data

• Quantitative data



Types of evidence

observation

video footage

tracking and monitoring

records

NAPLANsurveys

work samples

interactions

Formative

Qualitative

Formative

Qualitative

Summative

Diagnostic

Quantitative

Summative

Diagnostic

Quantitative

FormativeDiagnostic

Summative

Qualitative

FormativeQualitative



As a leader of ‘Focus on Reading 3-6’ in schools, we need to analyse the data in relation to comprehension.

There are a number of ways to integrate this data in relation to comprehension: • similar skills• outcomes• type of text• difference from state• dominate comprehension strategy needed.

NAPLAN



Item analysis -Reading Year 5

Question NAPLAN Text Description syllabusSchool % Correct

State % Correct

State Difference

Comprehension Strategy / skills

10 The Ant Links information across two sections of a simple information text. RS 2.6 48 64 -16Visualising / making

con

16 Learning To Track Generalises about a key attribute of a character in a narrative text. RS 2.7 43 55 -12 Predicting

23 Athletics versus Gardening Identifies the strategy used to conclude an argument in a paired persuasive text. RS 3.8 9 19 -10 Making Connections

30 Cooper's Station Infers the relationship between characters in an imaginative text. RS 2.5 28 37 -9 Grammar

25 Making Flat GlassIdentifies a synonymous match to directly stated information in an information

text. RS 2.6 30 37 -7Predicting / monitoring

27 Making Flat Glass Locates directly stated information in an information text. RS 2.6 30 36 -6Predicting / visualising

26 Making Flat Glass Connects ideas between the text and a diagram in an information text. RS 2.6 33 38 -5 Making Connections

Interrogating the data

• examine the both Years 3 and 5 NAPLAN tests

• analyse what comprehension strategies were needed to

answer each question. ‘Super Six’



Triangulation Triangulation strengthens any type of data.

Triangulation simply means verification from three sources.

Types of triangulation include:

Data triangulation- stakeholders, sources (class, school, system)

Environmental triangulation – classroom, library, home

For example – My students are now engaging in sustained discussions about the texts they read. The video footage I have been collecting demonstrates this. This has also been observed by other teachers and parents.



“…the leaders best placed to help their schools adapt to and deal with changing needs and demands are, and will be, ones that focus on and sustain continuous learning of their teachers, themselves, their communities and the school itself as an organisation. Only then can they really realise the potential they have to achieve their ultimate purpose: pupil learning of the highest quality.”

(Louise Stoll, 1999, Enhancing internal capacity: leadership for learning)

Leadership of learning

Learning for leadership+

Sum it up’ recording sheet

Task



Leadership

of learning

Aspects of teacher learning that need to be considered by school leaders:

What are the implications for you as a school leader working with teachers at your school?

Learning for

leadership

If leaders want teachers to learn, they too must learn – continuous and ongoing learning for leadership.

How will you be seen as a leader in your school?



Supervision practices

• Do current supervision practices support teaching, learning and assessing processes?

• Are there any current supervision practices that are working well ? Why?

• Are there any current supervision practices that you would like to change ? How might you do this?



Evaluating assessment tools

Links to English K-6 syllabus

Quality Teaching model

Principles of assessment

Varying modes of implementation

Critical aspects of literacy development

To what degree does the assessment address:



Matrix for school self evaluation

Highlight current school practice



Action plan

Using the action plan, discuss how your school can

make the change from ‘current practice’ to the

‘desired practice’.

What assistance will be needed by other stakeholders

in your school?

How will this evidence be used to improve student

outcomes?

Task



BibliographyGioun, L. (2002) Triangulation: Establishing the validity of qualitative studies, University of Florida.

Hoyt, L. (2009) Revisit, reflect, retell: Time tested strategies for teaching reading comprehension, Heinemann, Portsmouth, New Hampshire, UK.

What is mandatory, retrieved from <www.curriculumsupport.education.nsw.gov.au/timetoteach/index.htm> Principles of assessment and reporting in NSW public schools, State of New South Wales through the NSW Department of Education and Training, 2008.

School Based Assessment and Reporting Unit, Curriculum K–12 Directorate, Principles of assessment for learning, viewed 29 May 2009 <http://www.curriculumsupport.education.nsw.gov.au/timetoteach/policy_doc/principles_ar.pdf>

Self-directed learning resource, Learning Resource Centre, Learning Development, (2001) Triangulated data, University of Wollongong, Wollongong, NSW.

Smart School Measurement, Assessment and Reporting Toolkit, <https://products.schools.nsw.edu.au/smart/schoolYearTestTypeSelection.jsp>

Stoll, L. Enhancing internal capacity: Leadership for learning, National College for School Leadership, viewed 29 April 2009, < http://www.ncsl.org.uk/media-604-df-enhancing-internal-capacity.pdf>

Stoll, L., Bolam, R., MacMahon, A., Thomas, S., Wallace, M., Greenwood, A. and Hawkey, K. (2006) Professional Learning Communities: source materials for school leaders and other leaders of professional learning , Innovation Unit, Department for Education and Skills, NCSL and GTC, London, viewed 24 April 2009 <http://www.innovation-unit.co.uk/images/stories/files/pdf/nlcbooklet08.pdf>

Stoll. L. (1998) School culture, Department of Education, University of Bath, UK.

nsw curriculum and learning innovation centre phase 1 module 2 leading for 3-6 in your school nsw...

Documents

hr module

module tasks module

learning cycle

school assessment

learning goals

school nsw curriculum

learning process

literacy learning slide