Leadership and Assessment Professional Learning and Development

1. Leadership and Assessment Professional Learning and Development Review of 2012 and plan for 2013

2. 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

3. 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

4. Archway of Student and Teaching Capabilities • Clarity about what is to be learnt • Curriculum understanding • Learning Intentions • success criteria • relevance • Exemplars/modelling Assessment Knowledge of assessment , assessment tools and use of assessment information Promoting Further Learning Giving effective feedback to students Effective Learning • Active Reflection • About learning and the learning culture • Self and peer assessment Shared clarity about next learning steps Shared knowledge of ‘where to next’ Building Learning-Focused Relationships A foundation of an environment that is focused on and cultivates shared ownership of learning

5. Teacher capabilities 2012

6. Teacher focus for term 1 • Active reflection • Learning focussed relationships

7. 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

8. Learning-Focused Relationships How does the teacher deliberately plan to create an environment in which all students know how to be great learners?

9. 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?

14. 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?”

15. 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.

16. 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?

17. 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

18. 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.

19. 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

24. 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

25. 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

27. What educational outcomes are valued for students, teachers, leaders, facilitators? How are we doing in relation to those outcomes? What capabilities do we need to achieve our valued outcomes? What capabilities do we need to achieve our valued outcomes? • 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 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? Refocus What has been the impact of our changed practices? Inquiry • Improved valued outcomes for students • Improved teaching • Improved leadership • Improved facilitator practices Engage in learning to develop our capabilities as students, teachers and leaders/facilitators. Including: • Assessment for learning capabilities • Leadership dimensions • Ka Hikitia principles Implement new or improved practices designed to enhance student learning. Individual inquiry into effectiveness of practice.

28. 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