HETTANZ PD

HETTANZ Professional Learning

Pippa Lawlor – kaiarahitechnology@hettanz.org.nz  

Aims: Assessment and Moderation Focus.

We started with a Kahoot quiz, as a team of three, to help clarify assessment information. Here's what I learnt...

-      NZQA requires all internally assessed work to be kept for one year or when another sample of the students work is available.

-      External moderation by NZQA provides Feed forward. Depersonalise the feedback

-      Digitally generated or stored evidence can be submitted online for external moderation.

-      All work from the previous year must be kept in case it is required for external moderation – No –

-      It is intended that the results of a moderation report should be used in teacher appraisal – FALSE.

-      A further purpose of moderation is to improve assessor judgements

-      External moderation indicates the effectiveness of the school’s internal moderation – True – to pick up discrepancies.

-      All standards need to be internally moderated – True – anything you teach needs to be internally moderated to ensure it is fit for purpose.

-      The internal moderation cover sheet must be used to document internal moderation – FALSE – it’s recommended.

-      The main role of external moderation by NZQA is – Quality assurance

-      Every piece of student work needs to be verified – FALSE

-      Publically available tasks can be used unmodified – FALSE – authenticity in a public domain.

-      A standard will not be selected for external moderation if it has not been assessed in two years – TRUE – no results or grades submitted.

-      If a moderator alters a grade that grade must also be changed in the school’s database – FALSE

-      External moderation provides an assurance that assessment decisions re consistent nationally – TRUE

The above information came from the NZQA Website: Schools and Teachers > moderation > NCEA - The Myths

Assessment

Simon’s Golden circle

WHAT – is the outcome

HOW – is the process

WHY – is the reason

Thinking, Fast and Slow – Daniel Kahneman

Thinking fast
System 1 – fast, efficient, heuristic, intuitive, and sufficiently accurate for most assessments

Thinking Slow
System 2 – slow, inefficient, analytic, reasoned, and logic.

Experiential blindness – In a state where you do not recognise the information in front of you.

On your phone, using predictive and going with the first option a few times.

I complete assessments on time because… and keep tapping on the predictive text on the left.

Unpacking a Standard – What do we need?

-      The standard

-      The Clarifications

-      Moderators Report

-      Special notes

-      Assessment specifications/Conditions of assessment

-      The Teaching and Learning Guide

How to find the information you require: NZQA > schools and Teacher > subject resources > ...

Mint Education Website > Contacts > Resources >

Testing and Trialling

Testing > modelled against the specifications (a known set of results. When testing the result will be within the spec's parameters).

Looking > visual checks – directions or orientation

Right side/wrong side > on/off > range on the dial – stitch settings >

Checking seams > measure > what instrument is being used to measure?

Smell > not so much used in Textiles. Iron temp > burning fabric

Taste > not so much used in Textiles – descriptors in Food Tech

Hearing > during construction > is the machine thread up correctly?

Hands > feel/texture/nap/stretch/ease/trimming/clipping out/weight

TESTING

Inserting into the correct spot

Does the closure work?

Include physical and functional features in specifications.

This was a really fantastic opportunity to clarify my understanding of assessment tasks, NZQA information, clarifications and external moderating. Because I haven't had any formal training in NCEA, creating assessment tasks, or moderating, I sometimes feel a bit overwhelmed or like I am failing the students I teach. I've learnt everything on the go, with the support of some colleagues and other fantastic Waikato Textile's teachers.

Today's PL was very valuable in moving forward as a confident teacher of Textiles. I will be keeping in touch with Pippa and looking for more professional learning opportunities.

                

                

Staff PLD

FHO – Write that essay

-      2 year plan

-      Target group: Yr 9 & 10

Post writing Strategy

After writing, introduce two rules (sentence with 18 words; reading aloud). This is based on evidence from research.

They need to think about the size of their sentences. Helpful for reluctant writers and ‘over’ writers.

Reading aloud you can hear your pauses and often come across errors.

The perfect student: these strategies won’t work with students who already write well.

Activity Ideas

Series of short sentences that they can recraft using the two rules- needs to be relevant.

Use work from previous students - apply the two rules.

Use an example of their work to develop as a class - split sentences up; count how many words (highlight them); recraft; highlight first two words; look at sentence starters...

Success Criteria: Develop the control of a sentence

Term 2 Target: All year levels

There are more workshops coming up. At this point in time teachers from ENG and SOS will be given this opportunity. 

Further development opportunity for another teacher to focus on level two.

Another workshop on paragraphing will be available later in the year - maybe one teacher from 

What do we do now - use these two strategies in our classes!! Discuss with our HOF's if we would like to participate in any workshops.

BMA
Pastoral entries.
We need to input pastoral notes correctly - we need to make sure we are putting the note into the correct category and including the correct teacher code/s. In group entries, make sure we do not use the students names - initials are OK. Professional language needs to be used. 
I feel like my KMAR entries are done correctly. 

MCH

Collaborative inquiry - second one can be moving on from the first (digging deeper).

We are using the six standards and links to Mahi Tahi.

Gathering evidence for our teacher appraisal. We have been sent the appropriate docs by email.

Gathering evidence shows that we have participated. Evidence that demonstrates how we meet the standards we keep ourselves.
Everyone will be observed twice, there will be PD on how to do this. Observe for 5 mins; write furiously for 10; observe once more,  note any changes/extra info.
Gathering evidence; making sense of the information gathered; discussed with the person you have observed.
Term three and four - digging deeper.

Term 4 Co-Construction

The last round of co-construction for 2018!! The format has slightly changed with the meetings being held today and a presentation of information given tomorrow in the Whare.

I have been given the roll as facilitator, which I don't mind - just not terribly impressed with having to do the presentation down at the wharenui on the 13/11 - how on earth is this going to look and how much extra time do we need to spend on preparing this?! 

3:30

FHO ENG: Discussed e-asTTle testing and Y9 collective; low level student needs; high level learner extension; management strategies; multi-modal learning opportunities.

RNA MAT: Students of concern; self-management improving; extending high level learners; identifying low level learners and strategies to motivate/manage.

CJA SOS: Took student's books as examples and discussed their work ethic/self-management and behaviour in class - big changes throughout each term. A lot of students are needing a second book; low level learner engagement and how that looks in SOS; my strategies to motivate; multi-modal learning structure.

We discussed what Maaori achievement looks like in this core class and how we can enable these learners to succeed. We all agreed that there are some high level Maaori students in this class as well as low level. We have a mix of strategies to engage and motivate these learners. In some cases lack of attendance is a hindrance to their success. 

Presentation: We decided to use adjectives to describe the class each term. The adjectives will all start with B because the core class is 9B. FHO trying to think outside the box for our presentation instead of just rattling off goals and anecdotes. We came up with a range of adjectives starting with B that we think fit the way the class evolved (academically and socially) throughout the year. Quite looking forward to seeing how other core groups are presenting.  

It's always nice to be provided with little snacks after a long day - the food was blessed prior to the start of the meeting as per the routine. 

Update: 13/11
The final Co-construction was held down at the Aratiatia Marae. We gathered in the whare kai for some afternoon tea and then headed into the Marae for each group to share their learning and knowledge of each Year 9/10 core group.
There were a range of presentations - was very impressed with the singing, rapping etc.!
FHO, RNA and I had a list of adjectives beginning with B to describe the class each term - we got a few laughs!
The Marae was a really nice setting to bring us all together.

Textile's EOTC

I was able to take a group of year 12 and 13 students up to Auckland to visit the Zambesi work room on Tuesday, 23rd October.

We left school just after 8am and arrived at the work shop by 10:30, after being stuck in numerous delays on the Auckland motorway. 

We were shown around the work room by Liz Finlay (owner/designer) and able to gain first hand insight into how the industry operates - and in particular how Zambesi functions. The students were able to see everything from office work to pattern drafting and garment construction.

Liz was a truly fabulous host. She kept it very real - she didn't sugar coat anything!

We were fortunate enough to get to view the Zambesi Winter 2019 collection and spend time looking over garments and discussing elements of design as well as techniques undertaken to construct the garments. No photos were taken during that point of the visit!

 Before we left Auckland, we went to The Fabric Store to peruse the range of fabric and notions they have. The store was much larger than we anticipated and we met one of the Project Runway NZ contestants!

If we were to do this again, I would leave a lot earlier than 8am - to ensure that more time is spent in Auckland - and possibly visit a Zambesi store.

This was an amazing opportunity for the students and they were an absolute pleasure to take. I'm looking forward to doing this all over again, and possibly visiting other NZ labels.

This is a pic of the blog post on the Textile's blog. I shared the link with the FFC staff and have been getting really positive responses. I'm also hoping they will look at other aspects of the blog!! 

This is the slide show of the photos taken throughout the day

Collaborative Inquiry Reading: What Research Says Abut Collaborative Inquiry

What Research Says About Collaborative Inquiry

Jane L. David

Teachers can make better use of data when they work together than when they go it alone. But creating the conditions for such collaboration is a tall order.

What's the Idea?

In collaborative inquiry, teachers work together to identify common challenges, analyze relevant data, and test out instructional approaches. The idea behind this approach is that such systematic, collaborative work will increase student learning.

What's the Reality?

Teacher collaboration does not occur naturally; it runs against prevailing norms of teacher isolation and individualistic approaches to teaching. Without specific training, teachers often lack the necessary collaboration skills as well as skills in collecting data, making sense of the information, and figuring out its implications for action. With little time and competing agendas, schools often hold unreasonable expectations for what teachers can accomplish.

Another common mistake is to make raising test scores the primary goal, displacing the more important goal of gathering rich data that suggest what adjustments are likely to increase student understanding.

What's the Research?

A growing body of evidence suggests that when teachers collaborate to pose and answer questions informed by data from their own students, their knowledge grows and their practice changes. Borko (2004) describes teachers who met regularly to review student work in response to a common assignment. From their joint study of students' strategies, the teachers gained greater understanding of their students' reasoning and adapted their classroom practices to this new knowledge. Gearheart and Osmundson (2008) report similar findings. They studied grade-level teams of teachers who created student assessment portfolios. As a consequence of sharing and discussing their students' portfolios, teachers not only deepened their knowledge about how to assess student understanding but also used the assessment results to guide their instruction.

Teachers could conduct cycles of inquiry individually in their classrooms, but they rarely do so on their own. Collaboration seems to add both motivation and value. In their study of nine high schools, Igram, Louis, and Schroeder (2004) report that teachers are more likely to collect and use data systematically when working as a group. When working by themselvens, teachers tend to rely on anecdotes and intuition.

The kinds of data available to inquiry teams matter. If teachers do not view assessment data as timely, or if they feel that it does not accurately measure student learning, efforts to get them to use the data fall flat (Marsh, Pane, & Hamilton, 2006). In addition, data sources must be rich enough to provide a basis for considering alternative instructional approaches (Cochran-Smith & Lytle, 1999). Student work products or individual teachers' formative assessments are more relevant to instructional practices than standardized test scores are. Yet, district and even school initiatives to conduct inquiry often prescribe use of local or state standardized test data (Marsh, Pane, & Hamilton, 2006; Young, 2006). These data can point to problem areas, but they provide little guidance for improvement.

Several studies identify factors associated with effective inquiry teams. Two such factors are leadership and norms that support collaboration and data use (Marsh, Pane, & Hamilton, 2006; Young, 2006). Other factors that keep inquiry teams on track are sufficient chunks of time to meet, training in inquiry skills, protocols to guide data collection and discussion, and a skilled facilitator to keep the agenda focused on implications for instruction instead of "war stories" (Cochran-Smith & Lytle, 1999; Gearheart & Osmundson, 2008; Ingram, Louis, & Schroeder, 2004; Nelson, Slavit, Perkins, & Hathorn, 2008).

What's One to Do?

Collaborative inquiry is among the most promising strategies for strengthening teaching and learning. At the same time, it may be one of the most difficult to implement.

The biggest risk in moving to establish collaborative inquiry is to do so without providing the necessary leadership and support. To start, schools and districts need to create a shared understanding of the purpose and value of collaborative inquiry among teachers and administrators. Other essential conditions include time for teachers to meet regularly and adequate investment in training and facilitation. Common lessons and student tasks that are meaty enough to merit collective investigation can serve as a structure for discussion.

Becoming an effective inquiry team takes patience and persistence. Collaborative inquiry is not for the faint of heart, but it can be well worth the effort.

References

Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3–15.

Cochran-Smith, M., & Lytle, S. S. (1999). Relationship of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24(1), 249–301.

Gearhart, M., & Osmundson, E. (2008). Assessment portfolios as opportunities for teacher learning(CRESST Report 736). Los Angeles: University of California, Center for Research on Evaluation, Standards, and Student Testing.

Ingram, D., Louis, K. S., & Schroeder, R. G. (2004). Accountability policies and teacher decision making: Barriers to the use of data to improve practice. Teachers College Record, 106(6), 1258–1287.

Marsh, J. A., Pane, J. F., & Hamilton, S. (2006). Making sense of data-driven decision making in education: Evidence from Recent RAND Research. Santa Monica, CA: RAND.

Nelson, T. H., Slavit, D., Perkins, M., & Hathorn, T. (2008). A culture of collaborative inquiry: Learning to develop and support professional learning communities. Teachers College Record, 110(6), 1269–1303.

Young, V. M. (2006). Teachers' use of data: Loose coupling, agenda setting, and team norms. American Journal of Education, 112(4), 521–548

Thoughts after reading: Under the heading "What's the Reality?" I don't agree with the statement "collaboration does not occur naturally". In my experience, collaboration has been a natural occurring part of my learning and teaching. As a student teacher, I had  three associate teachers that I collaborated with in order to meet the needs of students who Iwas developing relationships with. Collaboration has occured at every level I have taught at. It occurs when planning as a team, sharing resources, in meetings, and whilst teaching. Making sense of data is much easier when you are guided by a colleague with more experience. 

Staff Only Day

Staff Only Day Agenda

September 3 2018

8:30 – 9:00 – staff briefing and update of kawenata partnership and surveys

9am – 11am – Moana Brown – Restorative Practices training

11am – 11:30am – shared morning tea

11:30 – 12:15 – GHA – best practices for effective external moderation 2019

12:15 – 1:00 – COL update and the Collaborative Inquiries of - In school teachers

1:00 – 1:30 – Lunch

1:30 – 3:30 – Faculty Focus

Tainui  - Kauanata (our school was one of the first five schools to join)

Video: Waikato Tainui – Aaron Wetere

TCO – Tribal aspirations for Education and Pathways

-      80% Te Reo fluent – (Tainui). With each language comes its own Tikanga. The customs and the language are intertwined.

-      Connected to their Marae and know their pepeha.

-      Transition in to a meaningful pathway from education to employment.

Who are the partners that have a role to play in doing better?

Completed Waikato Tainui survey. 

Moana & Janine – Restorative Practices

Activities about learning and engaging students

LI:

Working together – Whakawhanaunatanga

Expectations:

-      Listening with intention

-      Being respectfully honest

-      Being aware of others wellbeing

-      Keeping track of my learning

-      Kaimoana activity handout

 

External Moderation Processes

GHA 11:35 - 12

Purpose: assurance that marking is consistent and students are getting a fair deal; to maintain consent to assess we have to participate; opportunity.

Assessment Plan

We get to choose the standards to be moderated.

Reports posted on NZQA

Review of reports (what changes need to be applied?)

Plan for changes (consistently taught)

November: We get to select the standards to be externally moderated – 10% of the standards – level 3 standards are chosen first.

Choosing standards – choose standards that are new to the programme. Can send these away early for feedback. Make sure there are sufficient samples of student work. Random samples are chosen by the HoF. The teacher is not to remark the work. Keep the work accessible to the HoF or the PN. Digital work can be stored in Teacher Shared. 

Make sure there is a mark chosen before publishing.

Physical Evidence

Stored in a faculty work area as determined by HoF. Access to the assessment task.

Moderation Website – this needs to be kept up to date.

Senior Subject Guide

                                                          

  

COL - update and the Collaborative Inquiries of - In school teachers.

Drivers of change - moderation 

Collaborative inquiry - coaching and mentoring other people. The programme is designed to build stronger relationships with FFC contributing schools.

How does collaborative inquiry look at FFC?

How are we culturally responsive?

Kahui ako - MCH

-      Purpose is to work collaboratively to raise student achievement

Research has proven that collaborative teaching and learning has many positive outcomes.

Kahui ako will receive specific training

Explain how you make the perfect cup of tea – with a partner.

The CI process – MMA

-      More minds, more experiences, more direction, more purpose

-      Genuine interest

-      Challenge and be challenged

Interested in finding the driver of change

GHI - Student Engagement
Where did we start? Narrowing down the process; finding the focus; where do we want to be?

SMA - Collecting Evidence and Data on Engagment

Focus is on Year 10. Engagement based on: cognitive; behavioural; emotional. 

1:30 Faculty - AFI & CBO

Professional Learning, 6/6

Culturally Responsive Pedagogy                      3:30 – 4:10                      Cath Steeghs

What is the meaning of the artwork? The tiki is broken and lying on the ground; The mask of a white face is being held by a Maaori girl; whaanau is huddling in the background; Education is aimed at white people; She’s alone, whereas all the other people are supported in groups.

Cultural price for students at FFC? In comparison to other schools, I do not believe there is a lack of ‘culture’ at FFC. There are numerous opportunities for students to participate in cultural practices at FFC. The school culture is quite diverse, as well as the staff – How does FFC include culture in classes?

Where learning is interactive and dialogic (relating to or in the form of dialogue).

Te Kotahitanga (united with one purpose – enhancing student achievement)

New standards and enhancing student achievement.

What are the implications for my practice?

Student-Led Conferences                             4:20 – 5                           Richard Crawford

          What do effective learning conferences look like?

Why change the learning conference approach?

-          improving quality and quantity

-          strengthen relationships

-          moving towards student-led conferences

-          Moving towards Pouako centred conferences (?)