NSW Curriculum and Learning Innovation Centre

1. NSW Curriculum and Learning Innovation Centre Leadership FoRand of 3-6 literacy learning

2. Acknowledgement of Country We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration. We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians. We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land.

3. Professional Teaching Standards Standards addressed at Professional Competence in this workshop include: 3.2.8 Use and maintain effective and efficient record-keeping systems to monitor students’ learning progress. 6.2.7 Demonstrate a commitment to continuous professional learning by exploring educational ideas, issues and research.

4. Leading Focus on Reading 3-6 in your school program Module 1 1 x 2hr Module 2 1 x 2hr Module 3 1 x 2hr Module 4 1 x 2hr Leading FoR 3-6 success Leadership FoRand of 3-6 literacy learning Leading FoR 3-6 differentiation Culture FoR 3-6 comprehension Between-module tasks

5. During this session, you will: identify and explore the different types of assessment engage in using NAPLAN analysis as a form of assessment understand and value the variety of class and whole-school assessment evaluate current assessment practice.

6. Making connections ...

7. Teachers need to be clear about what they are assessing and why. Assessment provides information for those involved in the teaching and learning process to compare what is known and can be demonstrated against standards. Assessment provides vital information at the point of planning, along the way and at the end of a cycle in preparation for the next teaching and learning cycle. Assessment takes many forms in schools and classrooms. (NSW Curriculum K-12) Assessment

8. Assessment for learning: • is an essential and integrated part of teaching and learning • reflects a belief that all students can improve • involves setting learning goals with students • helps students know and recognise the standards they are aiming for • may involve students in self-assessment and peer assessment • provides feedback that helps students understand the next steps in learning and plan how to achieve them • involves teachers, students and parents reflecting on assessment data.

9. Assessment of learning The process of communicating information about student achievement and progress gained from the assessment process is typically referred to as ‘assessment of learning’. Teachers use the information gathered from ‘assessment for learning’ to summarise student achievement for the assessment of learning.

11. Forms of assessment • Formative assessment • Summative assessment • Diagnostic assessment • Qualitative data • Quantitative data

12. Formative Qualitative Formative Formative Qualitative Qualitative Summative Summative Diagnostic Quantitative Qualitative Summative Formative Diagnostic Diagnostic Quantitative

13. As a leader of ‘Focus on Reading 3-6’ in schools, we need to analyse the data in relation to comprehension. There are a number of ways to integrate this data in relation to comprehension: similar skills outcomes type of text difference from state dominate comprehension strategy needed. NAPLAN

14. Interrogating the data • examine the both Years 3 and 5 NAPLAN tests • analyse what comprehension strategies were needed to answer each question. ‘Super Six’

15. Triangulation Triangulation strengthens any type of data. Triangulation simply means verification from three sources. Types of triangulation include: Data triangulation- stakeholders, sources (class, school, system) Environmental triangulation – classroom, library, home For example – My students are now engaging in sustained discussions about the texts they read. The video footage I have been collecting demonstrates this. This has also been observed by other teachers and parents.

16. “…the leaders best placed to help their schools adapt to and deal with changing needs and demands are, and will be, ones that focus on and sustain continuous learning of their teachers, themselves, their communities and the school itself as an organisation. Only then can they really realise the potential they have to achieve their ultimate purpose: pupil learning of the highest quality.” (Louise Stoll, 1999, Enhancing internal capacity: leadership for learning) Task Learning for leadership Leadership of learning + Sum it up’ recording sheet

17. Aspects of teacher learning that need to be considered by school leaders: What are the implications for you as a school leader working with teachers at your school? Leadership of learning Learning for leadership If leaders want teachers to learn, they too must learn – continuous and ongoing learning for leadership. How will you be seen as a leader in your school?

18. Do current supervision practices support teaching, learning and assessing processes? Are there any current supervision practices that are working well ? Why? Are there any current supervision practices that you would like to change ? How might you do this? Supervision practices

19. Evaluating assessment tools To what degree does the assessment address: Principles of assessment Links to English K-6 syllabus Quality Teaching model Varying modes of implementation Critical aspects of literacy development

20. Matrix for school self evaluation Highlight current school practice

21. Task Action plan Using the action plan, discuss how your school can make the change from ‘current practice’ to the ‘desired practice’. What assistance will be needed by other stakeholders in your school? How will this evidence be used to improve student outcomes?

22. Bibliography Gioun, L. (2002) Triangulation: Establishing the validity of qualitative studies, University of Florida. Hoyt, L. (2009) Revisit, reflect, retell: Time tested strategies for teaching reading comprehension, Heinemann, Portsmouth, New Hampshire, UK. What is mandatory, retrieved from <www.curriculumsupport.education.nsw.gov.au/timetoteach/index.htm> Principles of assessment and reporting in NSW public schools, State of New South Wales through the NSW Department of Education and Training, 2008. School Based Assessment and Reporting Unit, Curriculum K–12 Directorate, Principles of assessment for learning, viewed 29 May 2009 <http://www.curriculumsupport.education.nsw.gov.au/timetoteach/policy_doc/principles_ar.pdf> Self-directed learning resource, Learning Resource Centre, Learning Development, (2001) Triangulated data, University of Wollongong, Wollongong, NSW. Smart School Measurement, Assessment and Reporting Toolkit, <https://products.schools.nsw.edu.au/smart/schoolYearTestTypeSelection.jsp> Stoll, L. Enhancing internal capacity: Leadership for learning, National College for School Leadership, viewed 29 April 2009, < http://www.ncsl.org.uk/media-604-df-enhancing-internal-capacity.pdf> Stoll, L., Bolam, R., MacMahon, A., Thomas, S., Wallace, M., Greenwood, A. and Hawkey, K. (2006) Professional Learning Communities: source materials for school leaders and other leaders of professional learning, Innovation Unit, Department for Education and Skills, NCSL and GTC, London, viewed 24 April 2009 <http://www.innovation-unit.co.uk/images/stories/files/pdf/nlcbooklet08.pdf> Stoll. L. (1998) School culture, Department of Education, University of Bath, UK.