‘The only time my education was interrupted was while I was at school.’

1. ‘The only time my education was interrupted was while I was at school.’ Winston Churchill

2. Kapiti Collective ICT PDLead Teams April 2010

3. The day Nuts and Bolts • Purpose of the Kapiti Collaborative (KC) • The Contract • Role of the Lead Team • Action Plans What do we think we do? • Survey findings Evidence Based Teaching • Principles and practices Assessment Literacy • Self review of current practice Data Collection • Aiming for consistency

4. Key objective To improve the quality of learning programmes and student achievement by effectively analysing assessment data to inform and improve teaching practice within and across schools.

5. COLLABORATION EFFECTIVE PEDAGOGY EFFECTIVE ASSESSMENT PROFESSIONAL LEARNING

6. The Kapiti Collective was initiated after a successful four year ICT PD programme involving 15 primary and secondary schools in the Kapiti and Otaki areas. During this programme schools in the contract made extensive progress in implementing ICTs into classrooms and raising teaching and learning standards.

7. The Kapiti Collective (KC) goal is to create an extensive link between primary and secondary schools in the Kapiti district. The initiative will assist in the development of community-wide quality teaching practice by the sharing of data and ideas, the analysis of barriers to learning with the focus on good practice of teaching and learning programmes.

8. All KC schools to access ultrafast broadband • Fibre optic cable and ultra fast broadband has been put into both secondary schools in the collective. • A memorandum of understanding has been developed between Norrcom( Local IT company) and the KC to offer wireless ultrafast broad band to all schools in the agreement. It is believed that this project will dramatically increase the download and upload speeds for all schools in the collective. • This will allow an improved capability to collect and collate assessment information within and across KC schools. • The two secondary schools inthe Collective have also made an application to be on the NEN trial.

9. To develop consistent assessment practice within and across KC schools to allow for valid comparisons of data to be made in order to raise student achievement • Standardized data will be collected, area wide, initially from PATS using the NZCER website. • Student wellbeing data will also be collected using “Me and My School” • asTTle and other data will be considered in the second year.

10. All KC schools will begin to use and share longitudinal student (Year 7,8,9,10) achievement and engagement data in order to raise student achievement. A major focus of the professional development programme is the collection and analysis of data to identify areas of effective practice and areas for future development.

11. Develop relevant focused professional development programmes based on evidence gathered from KC – i.e achievement and student engagement data. Analysis of data from assessment and student engagement survey will inform professional development programme planning including: • Lead Team meetings to focus the development to the needs of individual schools. • Buddy meetings and teaching observations between Secondary and Primary teachers to promote collegiality and understanding of each others’ roles and practices. • A range of relevant speakers to create discussion and debate.

12. To investigate the use of e-portfolios for students in the KC. • Initiate a working group between the schools to look at the effectiveness of e-portfolios as a link between home and school. • Establish a pilot programme to develop processes for school and classroom implementation. • Research the effectiveness of e-portfolios as a communication tool.

13. Role of the Principal • ensure the programme is not competing with other professional development demands • participate in the professional development programme • support Coordinator and Lead Teachers • ensure adequate resourcing of the the activities of the programme • monitor school’s progress towards achieving the programme goals • keep BOT and school community informed

14. Role of the Coordinator • lead professional development within their schools • contribute to the writing and reviewing of action plans and policy • attend professional development meetings • submit milestone reports for their school • support classroom teachers

15. Role of Lead Teachers • assist with professional development within schools • assist Coordinators with milestone submissions • participate in professional learning activities • assist with the review and monitoring of action plans and policy

16. Action Plan Begin to identify areas of focus in relation to the needs of your school and the key objectives of the KC project.

17. Survey Findings • Browse the survey summary and select one finding that is worthy of discussion and further focus for your school and/or the cluster. • Discuss your school’s current position in relation to this finding. • Determine the implications of that finding for further action, either within your school or for the cluster as a group to consider.

18. Imagine your class has the lowest average achievement and you are part of a group having a learning conversation. Write a script that details how you would like that learning conversation to go. What would you like to be said to you and how would you like it to be said if your students were not achieving as well as students in other classes.

19. Evidence Based Practice The most powerful way to raise student achievement is to foster excellence in teaching so that teachers have not just a positive effect but a ‘marked and meaningful’ one. (Hattie, 2003) How well are my students doing? How effective is my teaching in impacting on students’ learning?

20. Evidence Based Practice is about making the ‘log-in-the-head’ more explicit and systematic, while making better use of the more formal assessments in order to improve teaching practice.(Timperley & Parr, 2004)

21. NAG2(b) through a range of assessment practices, gather information that is sufficiently comprehensive to enable the progress and achievement of students to be evaluated; giving priority first to:i.student achievement in literacy and numeracy, especially in years 1-8; (c) on the basis of good quality assessment information, identify students and groups of students:i.who are not achieving;ii.who are at risk of not achieving;iii.who have special needs; and iv.aspects of the curriculum which require particular attention;(d) develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above;

22. Expert Jigsaw Numbered Groups of 8 • Key features/Purpose and focus • Relationships /Collaboration • Enquiry/Leadership • Accountability/Building capacity and support • PLCs/Learning Conversations • Maximising valid information/Attitude of Inquiry • Collecting and Analysing/Choosing benchmarks • Changing expectations/Interpreting evidence

23. Expert Jigsaw/2 • In number groups, read and discuss your aspect. • Identify key ideas and main message to take back to your original group. • Use Final Word Strategy when reporting back in original groups.

24. Principles of EBP • Curriculum and evidence of student achievement to inform teaching decisions • Day to day teaching, not additional programmes • Ongoing collection of evidence and monitoring • Examining data - identifying successful teachers • Inclusive process - collective ownership

25. Questions for School Leaders How well am I challenging and supporting my teachers in questioning the effectiveness of their teaching? How well am I helping my teachers to become more effective?

26. Action Plan • In school groups, identify any areas that need to be included in your action plan. • Identify an objective for this/these areas.

27. Assessment Literacy The Connected Curriculum: A Resource for Schools Lester Flockton NZEI Te Riu Roa, 2009

28. Key assessment messages • All assessment has a formative component. • Assessment for learning and reporting ‘formative in a summative climate’ • We cannot measure pupils’ abilities with the same confidence as we can measure their head size. • Multiple measures • Reliability, validity, fairness • Policy matches practice • Lots of observing, questioning, listening, discussing

29. Self Review • Using the Integrated column select one indicator from page 1 or 2. • Record in the centre of the yellow sheet. • In the spaces around identify evidence of this indicator you would expect to see in a school. • Share with another group.

30. Reviewing the Action Plan • Identify assessment literacy areas requiring focus for Action Plan • Evidence Based Practice • Learning Network • Assessment Literacy

31. COLLABORATION EFFECTIVE PEDAGOGY EFFECTIVE ASSESSMENT PROFESSIONAL LEARNING

32. Giving and receiving… • What knowledge and expertise can we contribute the cluster? • What knowledge and expertise do we hope to obtain from the cluster? • Are there any urgent needs that you would like addressed so you can contribute effectively to the cluster?

33. Next steps… • Action plan completed and emailed to Kaye by 14 May kaye.brunton@gmail.com • Individual contact made by NZCER to determine each schools’ needs for their websites • Entering of PAT data before next Lead Team days on 16/17 June • Critiquing and reviewing of school-wide processes for collecting, analysing and using assessment information. • Checking into KC website weekly