Lead teachers and leadership team Lead the analysis of end-of-year student Meeting minutes that identify issue, Clear understanding of roles in members to understand and respond to achievement data and review of staff PLD learning. targets and individual staff roles in addressing the issue – whole-school issues in student writing so that the addressing targets. approach. Lead the collaborative identification of roles for numbers of students at or above NS addressing school target for writing. Board reports – writing focus. Teachers and students able to talk increase by 10% whole school and 20% about writing – the teaching, purpose Māori and Pasifika students. Enable (resourced release time for this) further Leadership team’s key findings from and the outcomes. data gathering and analysis: observations of teachers, teacher feedback forms, students’ work samples, plans for Improved NS data as in the objectives. Observations of teachers/students (use of swivl). teaching. (Analysis shows varied practices Talking with students (and teacher focus groups). Role clarification and implementation across teachers, learning areas and classes, Engage with sharing and analysis of writing of tasks on track. deficit thinking evident at start.) samples across learning areas in syndicate groups. Identified need for PLD support for Responses from focus groups including Analysis of planning/teaching data. facilitation of knowledge building. Māori, Pasifika, students, teachers, Writing progressions adapted to our whānau, leadership (analysis of group Schedule meeting times – full meeting (one a term) context, used with whānau group (who responses and changes to practices and or a focused 10 minutes for teacher/leadership assisted in adaptation for students), PLD-student progressions). team led: especially samples of writing used by Analysis and reporting from teachers – ongoing. Peer coaching focus notes. teachers and students for feedback. Sharing writing samples. Texts for reference/PLD. Plan for PLD as needed on writing and data analysis (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 judgements). 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% Māori 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 – ongoing. 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 judgements). 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, students, teachers, whānau, 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 whānau 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-for-ppa-26418.docx