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.

                

                

Education Perfect PLD

3:20 - 4:15

Brian from Education Perfect

Brian went through a range of ways we can use Education Perfect for Science/Maths/English. Next term we should be able to use this for Social Sciences - I have previewed a number of tasks that would be suitable for when we are looking at the Treaty of Waitangi. Some of the tasks may have been useful for the Antarctica unit.

Setting tasks

Analysing student achievement - Diagnostics

Setting assessments

Emailing parents results - most likely want to do this on an individual basis.

Double check ratio of questions to lessons - minimum of 5 questions is recommended. 

I have set up a 'test' for 10A Math

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.

Updating the Textile's Blog

This is the image that I am trying to upload as the title on the Textile’s Blog. I'm having trouble with the size of the JPEG/PNG and resizing it to fit. I've spent some time trying to alter it, but definitely need help! 

Teacher Only Day - Write that Easy

TOD 6/3

Write that essay programme – Sentence Workshop

Andrew - His job is to give us strategies to help our students demonstrate understanding on the page.

“Put the child at the centre of it”

What do our students struggle with?

-      Spelling – inventive or just terrible

-       Focus – disinterested

-      Confidence (giving up because they don’t feel like they get it -

-       Articulating – vocab – subject specific vocab

-      Structure – lack of grammar – surface or deeper

-      Retention

-      How to start – confidence and interest - fear of failure – task is too daunting.

-      Understanding – comprehension

-      Deeper thinking

-      Writing style

-      Organising ideas – paragraphs – blocks – sequencing information – logic

-      Repetition

-      Paraphrasing

We were given the task of writing for five minutes on any topic, and then share our writing with a partner. There were common experiences that our students go through - unsure what to write – change topics halfway through – terrible spelling.

Precision, focus, knowledge

Concentration of simple sentences – we want our students to have an arson to show they are fluent.

We analysed our own writing, putting a double line by full stops and counting how many words were in each sentence.

The best way to change a short sentence is to introduce different styles

-      A very short sentence – 5 words or less (use this in the middle or the end of their paragraph)

-      ‘W’ start sentence - Use a comma after the W phrase – the start of analytical writing.

-      Adverb Start Sentence – write the adverb then add a comma! ‘Interestingly, the chicken is not the smartest animal.’ This helps them bring their own voice to their writing. Adverb start: Interestingly, desperately, surprisingly, calmly, and solemnly.

-      Em-Dash sentence – use 5-6 words if not listing. Adds ‘colour’. The All Blacks – fierce, determined, unbeatable – had a bad day at the office. Helps you bring in your voice.

-      Explore the Subject Sentence – double comma rule. Introduce an idea: The road, which was a popular route with tourists, was only crossed by stupid chickens. This is an analytical sentence.

“It’s not just what you say, it is teaching your students how to say it…”

Recrafting – empower them with multiple opportunities

-      Read aloud

-      Count the words in isolated sentences

Conversation - communicate in phrases – complete thoughts.

The burden of content should be removed from the child – isolate the skill (application of different styles) – use a model and ask how they would recraft…

Collaborative Short Story – CJA, SWR, BMA, MMA

Federico Elf, who was the star football player for Melville United, was struggling because he had lost his “football undies”

Surprisingly, this agitated his mother Jayne on route to Gower Park.

Whilst arguing aggressively, Jayne’s inability to multi-task became evident.

She ran a red light.

“BANG”

With a sudden jolt, Frederico’s dreams of beating the Pink Flying Elephants team were shattered.

Calmly, Jayne – with a Y – rang an Uber and fled the scene, along with her screaming son.

Uber came through, along with Lone Star “Redneck Ribs”; successfully getting Frederico Elf to his game on time.

Moral of the story – there is no such thing as can’t!

RECAP
Providing strategies and the 12 ways will enable consistency across the board.

Encouraging student collaboration when writing is a useful starting strategy.

Break down habits in order to relearn new ones – high achieving students are less likely to fell failure.

Staff Meeting - PLD 18th

FFC NCEA Achievement Data 2018

RCR Goal – To achieve the “national standard”

There’s been a decline

What do we know about the students who did not achieve Level 1/2

-      Who are they?

-      Where are they now?

-      How can we help them to achieve these levels now?

Collaborative process – Co Construction - is now called Mahi Tahi

In groups of five…

Four seasons in order – no particular ‘order’ was given so we popped them into alphabetical order.

Firm, friendly fair – what comes first. We all thought about what our classes look like and

JHE – Fair, friendly, firm

SKE – Friendly, friendly, friendly

CJA – Firm, friendly, fair.

MVB – What does it look like as they enter the room? Friendly.

Inquiry – what does it mean?

Data; cyclic; wondering; evidence; questioning; building on weaknesses; deliberate action; reflective; collaborative;  

Individual vs collaborative - Regular reflective conversations in a collaborative inquiry has proven to be the best.

Genuine vs Determined – Was there pressure to succeed? is it still authentic?

Compliance vs appraisal – Inquiry is something I do to tick boxes rather than be intrinsically driven – increasing our capabilities as teachers; choosing an inquiry that is unknown;

Timely or last minute – setting a goal for the inquiry and managing your time effectively; create checkpoints to support and maintain.

Value added – Something that I meaningful and helps you develop your kills/understanding.

The Spiral Model – Scanning (as an individual); focusing (come together as a group to discuss); developing a hunch about the focus (why I that? How do I know that? What should it look like? Digging deeper (come back and collaborate throughout your investigation – readings/assessment); taking action (deliberate and purposeful action to improve); checking (have I made a shift in my practice or in the learner’s ability?

Checkpoints – catching up with the group or facilitator. There are specific ‘points’ to check when you meet up – there are templates we can used.

Scanning – Junior classes.
- Group formations
- What needs to be completed prior to the final group meeting?

Respond to email about which group by Wednesday morning.

Templates can be found on Teacher Shared.

Professional Learning TOD 2019

8:45
Clarity Education - Ande Ford - Collaborative Inquiry

Move toward:

- The children in our 'team belong to ALL of us

- Use inquiry to guide reflections

- Learning focused conversations at most team meetings

- Sharing ideas that worked

- Based on evidence

- Write up ONE inquiry for the whole team

- REGULAR discussions

- Not 'flash'

- Data driven

- External input/learning

"How do we engage our learners so they are motivated to learn?"

Purpose/self efficacy 

Why Collaborative Inquiry?

Collaborative is about what you are willing to do for yourself, others and your students. Trust is the foundation. 

COL's - 10:10
MMA
In groups of three we had to crete  secret handshake. Refined and then taught to another group - hilarious!!!

SMA - Collaborate Inquiry (Co-construction)
Coming up with a new name for 2019 - some people feel it doesn't need to change. This year will look slightly different, however it will flow from SCH and CST framework.
Working smarter not harder!!
We will only be in one group throughout the whole year - in smaller groups with the facilitator. four in school COL's teachers will facilitate assisted by SCH and CTE. We will have targets each term. Meetings will be three times a term - one will be individual with the facilitator. 

AFI - Group Formation
Expect an email week three - input about which group we would like to be a part of. Starts in week four. 

KGI - Observation Tool
Poutama pounamu observation tool 
Observation - You pair up with someone in your group and organise a time to observe each others junior classes
How it looks - first five mins what do you see and hear; next ten minutes writing and recording anything relevant; last five, sit back and observe - record anything you may have missed.
Observation analysis tool - this has been developed from the tool previously used. 
This can be used as appraisal evidence!!

MCH - Appraisal
The two observations will be used as evidence that relates to the practising teacher criteria. Will also need to add reflections. Walk throughs will also occur later in the year - we will receive more guidance throughout the year. 

RCR - "Teachers can make better use of data when they work together"  from the reading by Jane L David.

Professional Learning TOD 2019

29/01/19

MCH – discussed briefly about taking a 10MAT class once a week as I am one hour under. One 90-minute period extra, a week will entitle me to one day off a term. This will be discussed with RCR and a binding document written up.

RCR as a principal his primary focus is Student Achievement:

“Deliberate policy of what are we going to do about this – marketing and leadership. This is up to us as individuals.”

Enrolment based – Roll based data

Balloon blowing up 'game' - four participants with a card each, only one can talk (clubs). lungs (hearts), left diamonds, right spades. The person with the clubs card instructs the others on how to blow up a balloon and tie it up. The winner was the one with the largest balloon.

 

Scavenger hunt - in the same team, we were given a sheet with 13 pictures. We had to locate each of the items in the pictures and take a 'selfie'. This was quite amusing as there was some sabotage from other teams involved.

morning tea 10 - 10:10:40

BMA KMAR

“Uniform approach” to pastoral incidences - minor, major, crisis entries – this is to more accurately represent what is going on in our school. We need to make sure we are including our teacher code at the end of the note. Professional language is to be used at all times.

EOTC

Make sure the forms are completed early for the EOTC committee to review.

We have a generic permission slip, with a range of categories, to be filled out and signed by students and their caregivers. This will enable students to attend minor EOTC without having to fill out multiple forms. Anything over night still requires permission slips. 

First Aid certificate for staff. Could possibly take place after school or on a Saturday.

There are activity free weeks where we cannot take students out of school.

MCH Appraisals

Will be linked to collaborative inquiry - co construction. Two peer observations will take place. Docs can be found in Teacher Shared. Electronic links can be used. 

Learning Support at FFC - GHI
Identifies and supports students with high learning needs. Engages and support students, teachers and Whaanau. 
Autistic Spectrum Disorders now replace the term Aspergers. Take the Autism Test here.
RTLB: Resource Teacher for Learning and Behaviour
KMAR: profiles outlining students learning needs will be on KMAR. The little omega (Ω)

 symbol indicates they have particular learning needs along with recommendations etc. ORS funded students are required to have an IEP - Individual Education Plan. A mini IEP is also in place for other students. Any concerns need to be recorded on KMAR. Any concerns also need to be discussed with HOF's. 

Lunch 12:35-1:30

MCH - Pouako
Make contact with home asap in the first couple of weeks. Use this time to discuss attendance concerns with students - notify CBE when needed.
Senior leadership is going to be stepped up this year - Utilise their strengths!

RCR - Strengthening Culturally responsive pedagogy at FFC
Collaborative Inquiry - "has more impact on making greater change". 
Poutama Pounamu
Rongohia te Hau - A measurement tool that shows us where we were at any point in time.
Maaori achievement has declined. It is really important that we can tell the story of those that did not achieve. Where are they now?
A survey was conducted last year - observations of the data have been put into a report. "What is this data telling us and what questions does it raise?"

Mind Lab - Lisa
Postgraduate Certificate in Digital and Collaborative Learning
Their goal is to get young people in touch with creative technology. Student led, resilience, failure, confidence. 

"Gives students a lot more agency. building relationships with students because you are learning alongside them." 

To see testimonials click here