Lead teachers and leadership team Lead the analysis of end of year student Meeting minutes that identify issue, Clear understanding of roles in addressing the members to understand and respond to achievement data and review of staff PLD learning. targets and individual staff roles in issue-whole school approach issues in student writing so that the Lead the collaborative identification of roles for addressing targets. numbers of students at or above NS addressing school target for writing. Teachers and students able to talk about increase by 10% whole school and 20% Board reports –writing focus writing-the teaching, purpose and the Maori and Pasifika students Enable (resourced release time for this) further outcomes. data gathering and analysis Leadership team’s key findings from observations of teachers, teacher Improved NS data as in the objectives. Observations of teachers/students (use of swivl) feedback forms, students work samples, plans for teaching. (Analysis Role clarification and implementation of tasks Talking with students (and teacher focus shows varied practices across teachers on track. groups) learning areas and classes, deficit Engage with sharing and analysis of writing thinking evident at start). Identified need for PLD support for facilitation samples across learning areas in syndicate of knowledge building. groups Responses from focus groups including Writing progressions adapted to our context, Analysis of planning/teaching data Māori, Pasifika members): used with whanau group (who assisted in 1)Students, 2) Teachers adaptation for students), especially samples of Schedule meeting times - full meeting (one a term) 3) Whanau 4) Leadership (analysis writing used by teachers and students for or a focused 10 minutes for teacher/leadership of group responses and changes to feedback. team led practices and PLD-student Analysis and reporting from teachers progressions) Sharing writing samples Peer coaching focus notes Plan for PLD as needed on writing and data analysis Texts for reference/PLD (lead group to run this) Writing progressions developed in PLD. Engaged xxxxx to lead whole staff PLD to build staff Notes from assessment staff meetings. pedagogical knowledge through coaching and critical reflection… (process has resulted in the development and use of writing progressions for students and for assessments-teacher judgments). Further writing samples analysed. Data used more to inform teaching. Appendix 4: Example Objective Recording Format: Inquiry Approach
Lead teachers and leadership team members to understand and respond to issues in student writing so that the numbers of students at or above NS increase by 10% whole school and 20% Maori and Pasifika students Lead the analysis of end of year student achievement data and review of staff PLD learning. Lead the collaborative identification of roles for addressing school target for writing. Enable (resourced release time for this) further data gathering and analysis Observations of teachers/students (use of swivl) Talking with students (and teacher focus groups) Engage with sharing and analysis of writing samples across learning areas in syndicate groups Analysis of planning/teaching data Schedule meeting times - full meeting (one a term) or a focused 10 minutes for teacher/leadership team led Analysis and reporting from teachers Sharing writing samples Plan for PLD as needed on writing and data analysis (lead group to run this) Engaged xxxxx to lead whole staff PLD to build staff pedagogical knowledge through coaching and critical reflection… (process has resulted in the development and use of writing progressions for students and for assessments-teacher judgments). Further writing samples analysed. Data used more to inform teaching. Meeting minutes that identify issue, targets and individual staff roles in addressing targets. Board reports –writing focus Leadership team’s key findings from observations of teachers, teacher feedback forms, students work samples, plans for teaching. (Analysis shows varied practices across teachers learning areas and classes, deficit thinking evident at start). Responses from focus groups including Māori, Pasifika members): 1)Students, 2) Teachers 3) Whanau 4) Leadership (analysis of group responses and changes to practices and PLD-student progressions) Peer coaching focus notes Texts for reference/PLD Writing progressions developed in PLD. Notes from assessment staff meetings. Clear understanding of roles in addressing the issue-whole school approach Teachers and students able to talk about writing-the teaching, purpose and the outcomes. Improved NS data as in the objectives. Role clarification and implementation of tasks on track. Identified need for PLD support for facilitation of knowledge building. Writing progressions adapted to our context, used with whanau group (who assisted in adaptation for students), especially samples of writing used by teachers and students for feedback. Appendix 4: Example Objective Recording Format: Inquiry Approach
Guide%20for%20Area%20and%20Secondary%20Principals.docx