Literacy Leaders Supporting Middle Leaders in Subject-Specific Literacy Practice Auckland 8 March

1. Literacy Leaders Supporting Middle Leaders in Subject-Specific Literacy Practice Auckland 8 March

2. Learning Intentions Literacy Leaders will: • Develop their awareness of the literacy and language demands inherent within learning areas at NCEA levels 1-3 • Review their capacity to use data effectively to determine students’ literacy and language strengths and needs at senior levels • Focus their attention on the literacy and language needs of priority learners: Māori, Pasifika, and learners with special educational needs. • Review and develop their ability to support middle leaders to respond effectively to the identified literacy and language needs of students.

3. 85% of 18 year old will have achieved NCEA Level 2 or equivalent in 2017 GOVERNMENT GOAL

4. 85% of 18-year-olds with NCEA Level 2 or equivalent in 2017 90 85% 85 78.9% 80 75 70 65 60 55 2011 2012 2013 2014 2015 2016 2017

5. What do we need to achieve?

6. Literacy and Language Progression Shanahan and Shanahan 2008

7. Subject-Specific Literacy • Students experience the curriculum through the lens of each subject • Each learning area has specific ways of processing and communicating knowledge which must be communicated to students • Developing literacy practices in the context of each subject builds an understanding of how knowledge is constructed and produced (e.g. Reading from different perspectives in History) • Texts and tasks increase in complexity and become more subject-specific as students move through senior school, requiring ongoing literacy learning.

8. Moje The strategies that good readers employ are: • Predicting • Previewing • Questioning • Monitoring • Visualising • Summarising These strategies are appropriate in every learning area but they are actualised differently

9. Working with other Middle Leaders

10. How we work together in PLD Evidence shows the most effective professional learning and development…. • is directly focused on raising student achievement • uses the inquiry process to sustain this focus • is a collaborative process • is based around gathering evidence of shifts • requires the embedding of processes and practices so that they become taken-for-granted features within school

11. Reading literacy proficiency levels PISA

12. Data Collection Sources of Evidence e.g. • Student achievement data (NCEA results, asTTle, PAT, subject-specific data,...) • Classroom observations • Interviews with teachers, middle leaders • Student voice • Learning area plans • Student learning pathways • School systems and processes – PLGs, reporting, community links

13. Collecting and using student voice What is student voice? • 321 RIQ • Survey • Interview • Focus group • Brainstorm • Exit cards

14. An example of a focus group • The school’s NCEA results were much stronger in the internals than in the externals (except in two subjects) • Some teachers believed the externals were too difficult for many students • Focus group of Y12 and 13 students with facilitator.

15. Data Analysis and Use • How is data used within a learning area? • Which pieces of data have the most influence over changing teacher practice and student outcomes? • What does the data tell you about the literacy strengths and needs of the students?

16. Teaching as Inquiry in the NZC

17. Teaching as inquiry • What is important (and therefore worth spending time on) given where the middle leaders are at • What evidence-based strategies are most likely to help middle leaders achieve this? • What happened as a result of the support? What are the next steps in my learning? In the learning of the middle leader?