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 PLD learning. targets and individual staff roles in addressing the issue whole-school – issues in student writing so that the addressing targets. approach. numbers of students at or above NS Lead the collaborative identification of roles for increase by 10% whole school and 20% addressing school target for writing. Board reports writing focus. Teachers and students able to talk – Māori and Pasifika students. about writing the teaching, purpose – Enable (resourced release time for this) further Leadership team’s key findings from and the outcomes. data gathering and analysis: observations of teachers, teacher Observations of teachers/students (use of feedback students’ work samples, Improved NS data as in the objectives. Talking with students (and teacher focus groups). plans for teaching. (Analysis shows varied Engage with sharing and analysis of writing practices across teachers, learning areas Role clarification and implementation of samples across learning areas in syndicate and classes, deficit thinking evident at tasks on track. groups. start.) Analysis of planning/teaching data. Identified need for PLD support for Responses from focus groups including facilitation of knowledge building. Schedule meeting times full meeting (one a term) Māori, Pasifika, students, teachers, Writing progressions adapted to our – or a focused 10 minutes for teacher/leadership whānau, leadership (analysis of group context, used with whānau group (who team led: responses and changes to practices and assisted in adaptation for students), Analysis and reporting from teachers ongoing. PLD-student progressions). especially samples of writing used by – Sharing writing samples. teachers and students for feedback. Peer coaching notes. Plan for PLD as needed on writing and data analysis (lead group to run this). Texts for reference/PLD. Engaged xxxxx to lead whole-staff PLD to build staff Writing progressions developed in PLD. pedagogical knowledge through coaching and critical reflection (process has resulted in the from assessment staff meetings. 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 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 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 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 notes. Texts for reference/PLD. Writing progressions developed in PLD. 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
Secondary-and-area-school-principal-Kahui-Ako-Leader-performance-agreement-guide.docx