Leadership and Assessment Professional Learning and Development
Review of 2012and plan for 2013
Aims• Overview the scope of the CPL professional learning• Discuss progress within the teaching capabilities in
2012• To understand the PLD focus and plan for term 1,
2013• Inquiry focus • To review Learning Focussed Relationships and
Active Reflection
Scope of the CPL work• Teacher capability – Based on the matrix of six capabilities– Leads to student capability
• Leadership capability– Based on the matrix of five capabilities from the
Leadership BES
• Evidence-based evaluation
Archway of Student and Teaching Capabilities
Clarity about what is to be learnt
• Curriculum understanding• Learning Intentions• success criteria• relevance• Exemplars/modelling
AssessmentKnowledge of assessment , assessment tools and use of assessment information
Promoting Further Learning
Giving effective feedback to students
Active Reflection• About learning and the
learning culture
• Self and peer assessment
Shared clarity about next learning stepsShared knowledge of ‘where to next’
Effective Learning
Building Learning-Focused RelationshipsA foundation of an environment that is focused on and cultivates shared ownership of learning
Teacher capabilities 2012
LFR Clarity Ass Lit PfL Act Reflection Next steps1
2
3
4
Teacher capability shifts 2012
Beginning of year End of year
Stag
e
Teacher focus for term 1
• Active reflection
• Learning focussed relationships
Recap on LFR• Shared understanding of the teacher and student role and opportunity to
negotiate this
• Based on mutual respect – expectation that students can and should have ownership of their learning
• The teacher and learner are motivated to ensure high quality learning happens – they know what they are learning and how they will know when they have learnt it.
• There is a sense of urgency and importance about the teaching and learning
• Teacher and students reflect on how the learning is going and adjust the teaching and/or the learning accordingly
How does the teacher deliberately plan to create an environment in which all students
know how to be great learners?
Learning-Focused Relationships
Find out how students perceive learning in your class
• Have somebody interview a small group of students from your class at different times of the year
What does your teacher say is important about learning? What do good learners do?
• Brainstorm the above as a class
• Student surveys
What do you think your students would say? Would it be about learning? Or behaviour? Or caring? Or completing activities?
Recap on Reflection• “Powerful learners are reflective. They are
able to step back and take stock of progress. They are able to mull over their actions and consider how they might have done things differently. Good learners are self aware, able to contemplate their actions to continually ‘grow’ their learning power.”
• Guy Claxton, from “What’s the Point of School?”
Self assessment and reflection ask and answer the question:
“How is my learning going?”
• Self assessment against criteria addresses the ‘what’ of the learning and the learning process.
• Reflection takes it further by assessing the ‘why’ and ‘how’ of the learning and what to do as a result.
Reflection
Addresses the ‘how’ and ‘why’ and the ‘what next’ of the learning.
How did I learn this?Was it easy or hard?What helped me?How would I do it next time?Do I need to change my way of learning?Where do we go from here?
Exploring the implications of ‘active’ reflection in the classroom
Making time for reflection
Planning opportunities for reflection
Training yourself and your students in reflective techniques
Reflection for students works best at the end of a lesson:
• to consolidate the learning• to recap on the ‘why’ of the learning• to give students opportunities to discuss
strategies for learning, and possible ‘tricky’ bits
• to establish a ‘where to from here’
and a recap at the beginning of a lesson is very effective too.
Some possible reflective questions
• What were you learning and why?• How did the learning go? What were the tricky
bits and why?• What new learning can we celebrate?• What helped the learning to happen?• Who needs more help and what needs to be
re-taught?
from Clarity in the Classroom by Michael Absolum
Possible process for active reflection
• Re-cap the learning intention and success criteria• Ask a reflective question• Give students 15-30 secs thinking time to:
• let them think!• create the expectation that all take part
• Give students opportunities to respond:• Whole class• In groups• In pairs
You will probably have to train students to reflect well (or at all!)
• If it’s a new process in your classroom, tell them what’s happening and why
•Model the type of answers you expect:
• To give students possible and appropriate responses to reflective questions
• To show students that all learners find things difficult
Improved capability of leaders, teachers, students, facilitators to ensure continuous improvement, resulting in:
Accelerated progress for students who are not succeeding.
Māori enjoying educational success as Māori. High levels of achievement for all students through the
intent of the New Zealand Curriculum, particularly in literacy and numeracy.
What educational outcomes are valued for students, teachers, leaders, facilitators? How are we doing in relation to those outcomes?
Refocus
Improved valued outcomes for students·Improved teaching·Improved leadership·Improved facilitator practices
What has been the impact of our changed practices?
Implement new or improved practices designed to enhance
student learning.
Individual inquiry into effectiveness of practice.
Engage in learning to develop our capabilities as students, teachers
and leaders/facilitators.
Including:
·Assessment for learning capabilities
·Leadership dimensions·Ka Hikitia principles
What capabilities do we need to achieve our valued outcomes?
•What capabilities do we as students need to be more self-regulated learners?•What capabilities do we as teachers need to better promote the learning of students? •What capabilities do we as leaders/ facilitators need to better promote the learning of teachers to bridge the gap for our students?
Inquiry
What capabilities do we need to achieve our valued outcomes?
What will happen when, in Term 1• After school seminars – dates on school
calendar
• In – class observations, week 3 of this term
• PLGs every three weeks – dates on calendar
• Inquiry