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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
Consider the following:
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
Formative evaluation (i.e. when teachers receive feedback on where they are going, how they are going and where to next, in terms of their impact on student learning) is one the most powerful influences on student achievement. As the leader it is important that you fully believe that your fundamental task is to support your teachers to evaluate the effects of their teaching on their students’ achievement. Once teachers become evaluators of the effects of their own teaching, then they are better placed to know what to do next to enhance student learning. These decisions will always be evidence-based. You will be setting up systems and processes to support teachers to mine their student data regularly to evaluate what has been learnt and what needs to be learnt next.
In your leadership role, the teachers are like your own class and your role is to constantly monitor and evaluate the effects of your leadership and the professional development opportunities you give and adjust your support accordingly. You may need to differentiate the learning opportunities for teachers, as they will have a wide range of strengths and needs, just as students do. There will be teachers who have strengths that they can model and share with other teachers, and as the literacy leader you will be identifying these teachers and setting up opportunities for them to share best practice.
‘It is a way of thinking that makes the difference’ (Hattie, 2012)
‘Learning thrives on error’ (Hattie, p 165). It is absolutely vital to create warm, empathetic and trustworthy climates where errors are welcomed as opportunities for learning. This is absolutely vital for students but it is just as important for leaders to establish this climate for teachers. Your role as literacy leader is to support the establishment and maintenance of a true professional learning community. To lead this successfully will entail you setting up the parameters and protocols for teachers to feel safe to evaluate the effects of their teaching, especially when a student’s progress is slow. Teachers need encouragement to uncover deep-seated beliefs about teaching and learning, to discard incorrect knowledge and seek new understandings through genuine inquiry. One way to ensure this is to have a relentless focus on reflection about their impact based on the evidence of students’ learning. Teachers may feel anxious about being observed, and so an effective literacy leader will set up an observation process that is clear, well planned and well understood in terms of purpose, criteria and process.
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