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Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.

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.

Published on: 02 Mar 2016

Qualities of a Literacy Leader

“The key factor is the mindframes that teachers and school leaders have about the quality of evidence of their impact, their understandings about the nature of this impact, and the way in which they decide on consequences from this evidence of impact.”

Hattie (2012, p. 167)