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Searching for the Holy Grail

Searching for the Holy Grail

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Searching for the Holy Grail. Building Confident, Competent Teachers in a Supportive Learning Environment. Ko te tamaiti te putake o te kaupapa. The child – the heart of the matter. Glen Taylor School. Background Information. Positioned on the lowest socioeconomic scale - PowerPoint PPT Presentation

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Page 2: Searching for the Holy Grail

Building Confident, Competent Teachers in a Supportive Learning Environment

Page 3: Searching for the Holy Grail

Ko te tamaiti te putake o te kaupapa

• The child – the heart of the matter

Page 4: Searching for the Holy Grail

Glen Taylor School

Page 5: Searching for the Holy Grail

Background Information

• Positioned on the lowest socioeconomic scale

• Demographic – 58% Pasifika, 24% Maori, 18% other cultures (growing Burmese refugee population)

Page 6: Searching for the Holy Grail

The component parts

School systems

Pedagogy

School culture

Page 7: Searching for the Holy Grail

System Level

• Good assessment tools• Good achievement

information• Aspirational School

targets set in response to achievement information

• Understanding of the purpose of assessment – who is it for?

• A relentless focus on raising student achievement

• Urgency about teaching• Appraisal goals

Page 8: Searching for the Holy Grail

School culture

Beliefs• Deficit thinking is

challenged• High expectations (2 years

worth of learning in 1 year)• We believe in our students• No secrets

Principles• We strive to develop learning

partnerships with students • To create a learning

environment that develops students’/ teachers’ self esteem as learners.

• Teaching as inquiry.• We are an assessment for

learning school we give time to this

Page 9: Searching for the Holy Grail

Archway of teaching and learning capabilities

Page 10: Searching for the Holy Grail

Teacher Capability Matrix

• Building learning-focused relationships.

• Being clear about what is to be taught.

• Assessment literacy.

• Promoting further learning.• Active reflection.• Clarity about next learning

steps.

Page 11: Searching for the Holy Grail

Classroom Learning Environment

• An ethos that encourages students to developmental belief about their intelligence

• Make it clear that learning requires effort• Explain that effort requires connections in

your brain• Discourage student behaviours that involve

learned helplessness (withdrawing effort, giving up, refusing to try)

Page 12: Searching for the Holy Grail

Importance of Goals

• They help the learner to know themselves• They can help students make connections

between the learning intention and their goal• Help them to understand that your

socioeconomic status does not dictate your intelligence

• Goals provide a framework for feedback

Page 13: Searching for the Holy Grail

Goals and Learning - Students

• Students understand their own data and can share in the identification of next learning steps

• They connect the next steps with their learning goals.

Page 14: Searching for the Holy Grail

Goals and Learning (Teachers)

• Effect sizes of Y4-8 teachers is calculated• Videoed baseline teaching practice is used to

position teachers on a Teacher Capability Matrix and identify next steps

• Formative appraisal process

Page 15: Searching for the Holy Grail

Student-led Conferences

They:• Ensure that AFL pedagogy is sustained• Demonstrate our deeply held beliefs about

assessment and who it is for• Enable us to use our students to educate their

parents about curriculum levels, national expectations and national standards

Page 16: Searching for the Holy Grail

Students’ views on the value of Student Led Conferences

• What did you do to make sure that someone from your family came?

• My parents work at night, so I talked to them and said, ‘if you want to go to work that’s okay, but if you want to know about my learning, take some time off and come to my student-led conference.’

• How did you feel talking to your family about your learning?• I was a bit embarrassed because I hadn’t gone up in Writing

and I had to explain that, but since then I’ve gone up 5 sub-levels, from 2B to 3A.

Page 17: Searching for the Holy Grail

Contd

• Do you think your parents learnt anything from the conference?

• They learnt I wasn’t dumb. If I don’t have homework my parents make up some for me to do.

• When I ask for help, Dad used to say, “in a minute,” but he never helped me, now he helps me.

• Did anything change in your learning, your attitude to school or your behaviour after the conference?

• I thought about my behaviour. I’m really good during Maths because I’m good at Maths, and I like it. I’m not so good at Reading and I know I talk during Reading time. I decided that

Page 18: Searching for the Holy Grail

Contd

• if I was going to improve in Reading, I had to behave during Reading time like I do at Maths time. I’m trying to do that.

Page 19: Searching for the Holy Grail

School Culture

• A lean organisation with a focus on learning• Learning is an urgent business – begins on the first day of the

school year and ends on the last day• Everyone is a learner• Every teacher is expected to deliver high quality learning

programmes all of the time• Teaching as inquiry is included in every syndicate meeting• Staff meetings focus on professional development• Appraisal is a formative process, not summative• Unannounced walkthroughs and observations are part of

what we do

Page 20: Searching for the Holy Grail
Page 21: Searching for the Holy Grail

Ko te tamaiti te putake o te kaupapa

• The child – the heart of the matter