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