National workshop #1

1. National workshop #1 Derek Smith Te Tapuae o Rehua Consortium

2. Workshop 1 content • Supporting a Teaching as Inquiry model • Using data to inform teaching and learning (ako) • Pathways • Revisiting NCEA Level 1 and 2: tasks/resources/pedagogy • Progressions – preparing junior students (Y9 and 10) for success in NCEA L1, 2 and 3 in statistics/probability

3. Workshop focus "Leadership promotes teacher learning via communities that are focused on improving student success. To establish suchcommunities, leaders may need to challenge or change cultures that are not focused on collegial discussion of therelationship between what is taught and what is learned.” Pg. 42 School leadership and Student Outcomes: Identifying What Works and Why: Best Evidence Synthesis Iteration. V. Robinson et al. • Learning Outcomes • Participants will: • Examine how to use data to inform teaching and learning • Use a teaching as Inquiry model to plan for change in their teaching and leadership • Investigate ways to improve student success • Use national key messages to inform teaching and learning • Aim • To focus on how to implement teaching and learning that leads to improved student outcomes through pedagogical • leadership.

4. Using data to inform teaching and learning

6. The learner at the centre

7. Using data to inform teaching and learning Questions to ponder: What do I know about the student? What am I doing to help each student move forward? What does one student at a time mean? What data is there that I can use to get a picture of where each student is at?

8. NCEA 85% of 18 year olds will have achieved NCEA Level 2 or equivalent by the year 2017.

9. 85 % of 18-year-olds with NCEA Level 2 or equivalent in 2017 90 85 80 75 70 65 60 55 2011 2012 2013 2014 2015 2016 2017

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

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

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

13. 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

14. What do we need to achieve?

15. How well do your mathematics and statistics programmes reflect the revised curriculum NZC (2007)? • Number/Algebra • Statistics/Probability • Geometry/Measurement Junior school Y7 – 10 Y9 - 10 CL 2 CL3 CL4 CL5 C6 How well do your classrooms reflect the revised curriculum NZC (2007)?

16. Programme design based on the cohort in the school – flexibility and adjustment in learning programmes How well does your formative or summative assessments fit your programme design? Does junior assessments reflect their preparation for NCEA? Is your reporting to students, parents, BOT reflecting what is necessary for better informing and moving students forward?

17. Teaching as Inquiry In the focusing inquiry, teachers identify the outcomes they want their students to achieve. In the teaching inquiry, teachers select teaching strategies that will support their students to achieve these outcomes. The learning inquiry takes place both during and after teaching as teachers monitor their students’ progress towards the identified outcomes and reflect on what this tells them.

18. In the 2011 report, Directions for Learning: The New Zealand Curriculum Principles and Teaching as Inquiry, ERO found that in 72 percent of the schools processes had been put in place by school leaders that were either highly, or somewhat informative. - created routines and systems that prompted reflection about student achievement and teaching practice - reflective journals, portfolios, end-of-term evaluations, peer observations and discussions From TEACHING AS INQUIRY: RESPONDING TO LEARNERS page 5

19. The primary purpose of teaching and learning inquiry, as described in The New Zealand Curriculum, is to bring about improved outcomes for students through a cyclical process that is guided by the following questions: What should students achieve? Where are our students in relation to these goals and priorities? What do students need to learn next? (focusing inquiry) 2. Which strategies, interventions or programmes will support students to achieve these outcomes? (teaching inquiry) 3. What learning happened for students as a result of these strategies, interventions or programmes, and what will teachers do next to ensure that students continue to progress? (learning inquiry)

21. Assess Evaluate Plan Implement A P I E

22. An e5 Instructional Model 1. Engage • Develops shared norms • Determines readiness for learning • Establishes learning goals • Develops metacognitive capacity 2. Explore • Prompts inquiry • Structures inquiry • Maintains session momentum 3. Explain • Presents new content • Develops language and literacy • Strengthens connections 4. Elaborate • Facilitates substantive conversation • Cultivates higher order thinking • Monitors progress 5. Evaluate • Assesses performance against standards • Facilitates student self assessment

23. Mathematics – TIMSS 2011 (Year 5) • On average New Zealand students performed in the bottom half of all participating countries internationally • New Zealand mean score is 486 • 29 countries performed significantly above New Zealand including England (542), the United States (541), Ireland (527) and Australia (516) • 4 countries were similar to New Zealand • 16 countries performed significantly below New Zealand

24. Mathematics – TIMSS 2011 (Year 5) • New Zealand (*) has a higher percentage of students not achieving the Low International Benchmark compared to the international median

25. TIMSS (Year 5)Trends in mathematics • No significant change since 2006 - significant decrease for Asian students • Significant decrease since 2002 - largely due to decline in the content areas of geometry and measurement, and statistics NZ

26. Mathematics – TIMSS 2010 (Year 9) • On average New Zealand students performed in the top half of all participating countries internationally • New Zealand mean score is 488 • 14 countries performed significantly above New Zealand including the United States (509), England (507) and Australia (505) • 4 countries were similar to New Zealand • 23 countries performed significantly below New Zealand

27. Mathematics – TIMSS 2010 (Year 9) • New Zealand (*) has a relatively high proportion of very strong performers compared to the international median

28. TIMSS (Year 9)Trends in mathematics • No significant change overall compared with any previous year • Compared with 2002 - no significant change for any ethnic grouping or boys - significant decrease for girls - Algebra a relative weakness while statistics still a relative strength NZ

29. Evidence gathering Student participation and Achievement NCEA results Now - A brief narrative summary about the 2012 NCEA results. Contrast 2011 results with 2012, Internals vs External results. Contrast and comment on Maori, Pacifika and non- Maori and/or boys vs girls results.

30. Use of student learning data What student learning data has the department collected? How has this data been analysed? How has this informed the decisions around curriculum design and targets for particular learning programmes?

31. Total number of students: European: Maori: Pasifika: Other: Year 9 and 10: All students Include a table analysis of all units of work - One line per unit of work. You could report using curriculum levels achieved or by N. A.M.E results if you have assessed using these criteria. e.g. You could use a table or graph to show these results

33. Year 9 and 10: Unit/Topic Analysis Include a table analysis of each unit of work – Analysis of All student data and disaggregated data – as in the table below. You could report using curriculum levels achieved or by N. A.M.E results if you have assessed using these criteria. e.g. You could use a table to show these results

35. Level 1 – 2 - 3 Achievement Standards

36. Level 1 – 2 – 3: Standard by standard analysis Include a table analysis of each standard – Analysis of All student data and disaggregated data – as in the table below. Please use numbers of students rather than percentages where numbers of students in subject is less than 30 students. (See below) e.g. STANDARD:

37. School Data http://www.youtube.com/watch?v=XBv95uMFudE Data Is Power http://www.youtube.com/watch?v=77UPUxB2b7o John Hattie Part 1 http://www.youtube.com/watch?v=sng4p3Vsu7Y Part 2 http://www.youtube.com/watch?v=3pD1DFTNQf4

38. DATA FROM A SCHOOL – EXCEL SPREADSHEET Question: What can you make of the data presented from the end of topic assessments? What would be better? Improvements? PMI

39. Do now – Using your data that you have brought, analyse where a cohort is at and one of the classes in the unit of work assessed. Next steps…

40. Co-construction of learning Listening to student voices

41. Don’t forget about Literacy and Numeracy considerations

42. Aha moments Discussions Comments

48. Do you see the class as all at a level ?

49. Or do you see the class as at two levels ?

50. Or do you see the class as at three levels ?