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Self regulation

Before viewing

  • Clarify your purpose
  • Discuss relevant prior knowledge and other experiences viewers are bringing
  • Consider the guiding question or identify your own questions
 

After viewing:

  • Identify the lever of change that will support your learning
  • Think about the next learning step for your team
  • Discuss the practice relevant for your discussion
  • Consider the underlying theory
  • Discuss the implications for your own practice.
  • Identify learning needs and goals, also consider challenges and supports for making changes to practice.
  • Discuss how you will monitor the impact of the changes you make.

Building theory to practice

Before viewing

  • Clarify your purpose
  • Discuss relevant prior knowledge and other experiences viewers are bringing
  • Consider the guiding question or identify your own questions
 

After viewing:

  • Identify the lever of change that will support your learning
  • Think about the next learning step for your team
  • Discuss the practice relevant for your discussion
  • Consider the underlying theory
  • Discuss the implications for your own practice.
  • Identify learning needs and goals, also consider challenges and supports for making changes to practice.
  • Discuss how you will monitor the impact of the changes you make.

Impact of practice

Before viewing

  • Clarify your purpose
  • Discuss relevant prior knowledge and other experiences viewers are bringing
  • Consider the guiding question or identify your own questions
 

After viewing

  • Identify the lever of change that will support your learning
  • Think about the next learning step for your team
  • Discuss the practice relevant for your discussion
  • Consider the underlying theory
  • Discuss the implications for your own practice.
  • Identify learning needs and goals, also consider challenges and supports for making changes to practice.
  • Discuss how you will monitor the impact of the changes you make.

Qualities of a Literacy Leader

Focusing on evidence

Before viewing

This clip is from a literacy monitoring meeting at Hutt Intermediate School. Teacher Jocelyn Pollock is a literacy leader at her school. The teachers (Debbie Wilson, Duncan Lints, Eric Pampalone, John Steere) bring student achievement data for specific students to this meeting to analyse collaboratively.

Watch the video and think about these questions:

  • How has Debbie engaged her colleagues in her own inquiry?
  • How does Jocelyn support Debbie to clarify and probe her evidence in more depth?
  • Why is this a critical component of Jocelyn; leadership role?
 

Phase 4: What has been the impact of our changed actions?

Remember the Mindframes.

What happened as a result of the teaching, and what are the implications for future teaching?

In this learning inquiry, the teacher as an evaluator investigates the success of the teaching in terms of the prioritised outcomes, using a range of assessment approaches. They do this both while learning activities are in progress and also as longer-term sequences or units of work come to an end. They then analyse and interpret the information to consider what they should do next. (NZC p. 35)

Leaders need to support their teachers to see assessment as feedback about their impact

Questions to stimulate reflection and sustainability of effective literacy practice

  • What impact have we had on student achievement? What is our explanation of this?
  • Have we met our targets? What is our explanation of this?
  • For which students have we had the most impact? What is our evidence for this?
  • For which students have we had the least impact? What is our explanation of this?
  • What might we do differently to improve outcomes for all students?
  • What is in place and is valued? What do we need to improve? What is essential to sustain? What can we plan to ensure this occurs?

Consider the following:

  • Implementation plan, assessment, monitoring and recording systems
  • Parent and whanau involvement
  • Children able to talk about learning, goals and next steps
  • Culture of trust
  • Use of self-review tools to reflect on rates of progress
  • Next steps – for leaders, teachers and students.

Qualities of a Literacy Leader

Qualities of the Literacy Leader

Bibliography

Absolum, M. (2006) Clarity in the Classroom. Auckland: Hodder Education

Clinton, J., Hattie, J., & Dixon, R., (2007) Evaluation of the Flaxmere Project: When families learn the language of school. Wellington: Ministry of Education

Fullan, M. (2005). “Professional Learning Communities Writ Large”. In On Common Ground, ed. R.DuFour, R. Eaker, and R. DuFour. Bloomington, Ind.: National Education Service.

Hattie, J.A.C. (2012) Visible Learning For Teachers. Oxon: Routledge

Ministry of Education (2003). Effective Literacy Practice in Years 1 to 4 and Effective Literacy Practice in Years 5 to 8. Wellington: Learning Media

Ministry of Education (2006). Effective Literacy Practice in Years 5 to 8. Wellington: Learning Media.

Ministry of Education (2007). The New Zealand Curriculum. Wellington: Learning Media

Ministry of Education (2008). The English Language Learning Progressions: A Resource for

Mainstream and ESOL Teachers. Wellington: Learning Media.

Ministry of Education (2008). Making Language and Learning Work 3: Integrating Language and Learning in Years 5 to 8. Christchurch: Cognition Consulting Ltd, University of Canterbury Education Plus, and Visual Learning.

Ministry of Education (2008) Ki Te Aoturoa Improving Inservice Teacher Educator Learning and Practice Te Whakapakari i te Ratonga Whakangungu Kaiwhakaako. Wellington: Author

Ministry of Education (2009). The New Zealand Curriculum Reading and Writing Standards for Years 1-8. Wellington: Learning Media

Ministry of Education (2010). The Literacy Learning Progressions. Wellington: Learning Media

Parr, J., Aikman, M., Irving, E., & Glasswell, K. (2004) An Evaluation of the Use and Integration of Readymade Commercial Literacy Packages into Classroom Programmes. Wellington: Ministry of Education

Parr, J. Timperley, H., Reddish, P., Jesson, R., & Adams R. (2007) Literacy Professional Development Project: Identifying Effective Teaching and Professional Development Practices for Enhanced Student Learning. Wellington: Ministry of Education

Robinson, V. (2009) School Leadership and Student Outcomes: Identifying What Works and Why: Best Evidence Synthesis Iteration. Wellington: Ministry of Education

Timperley, H., Wilson, A., Barrar, H., & Fung, I. Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education

Qualities of a Literacy Leader

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