NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school NSW Curriculum and Learning Innovation Centre Leadership FoR and of 3-6 literacy learning

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Acknowledgement of Country We acknowledge the traditional Custodians of this Land, where the Aboriginal People have performed age-old ceremonies of storytelling, music, dance and celebration. We acknowledge and pay respect to the Elders past and present, and we acknowledge those of the future, for they will hold the memories, traditions and hopes of Aboriginal Australians. We must always remember that under the concrete and asphalt this Land is, was, and always will be traditional Aboriginal Land. 2

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Professional Teaching Standards Use and maintain effective and efficient record-keeping systems to monitor students’ learning progress Demonstrate a commitment to continuous professional learning by exploring educational ideas, issues and research.

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Leading Focus on Reading 3-6 in your school program Module 1 1 x 2hr Module 1 1 x 2hr Between-module tasks Module 4 1 x 2hr Module 4 1 x 2hr Module 3 1 x 2hr Module 3 1 x 2hr Module 2 1 x 2hr Module 2 1 x 2hr Leadership FoR and of 3-6 literacy learning Leadership FoR and of 3-6 literacy learning Culture FoR 3-6 comprehension Culture FoR 3-6 comprehension Leading FoR 3-6 differentiation Leading FoR 3-6 differentiation Leading FoR 3-6 success Leading FoR 3-6 success

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school During this session, you will: identify and explore the different types of assessment engage in using NAPLAN analysis as a form of assessment understand and value the variety of class and whole-school assessment evaluate current assessment practice. 5

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school 6 Making connections...

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Teachers need to be clear about what they are assessing and why. Assessment provides information for those involved in the teaching and learning process to compare what is known and can be demonstrated against standards. Assessment provides vital information at the point of planning, along the way and at the end of a cycle in preparation for the next teaching and learning cycle. Assessment takes many forms in schools and classrooms. (NSW Curriculum K-12) Assessment

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Assessment for learning: is an essential and integrated part of teaching and learning reflects a belief that all students can improve involves setting learning goals with students helps students know and recognise the standards they are aiming for may involve students in self-assessment and peer assessment provides feedback that helps students understand the next steps in learning and plan how to achieve them involves teachers, students and parents reflecting on assessment data.

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Assessment of learning The process of communicating information about student achievement and progress gained from the assessment process is typically referred to as ‘assessment of learning’. Teachers use the information gathered from ‘assessment for learning’ to summarise student achievement for the assessment of learning.

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Types of evidence observation video footage tracking and monitoring records NAPLANsurveys work samples interactions

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Forms of assessment Formative assessment Summative assessment Diagnostic assessment Qualitative data Quantitative data

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Types of evidence observation video footage tracking and monitoring records NAPLANsurveys work samples interactions Formative Qualitative Formative Qualitative Summative Diagnostic Quantitative Summative Diagnostic Quantitative Formative Diagnostic Summative Qualitative Formative Qualitative

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school As a leader of ‘Focus on Reading 3-6’ in schools, we need to analyse the data in relation to comprehension. There are a number of ways to integrate this data in relation to comprehension: similar skills outcomes type of text difference from state dominate comprehension strategy needed. NAPLAN

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Item analysis -Reading Year 5 QuestionNAPLAN TextDescriptionsyllabus School % Correct State % Correct State Difference Comprehension Strategy / skills 10The AntLinks information across two sections of a simple information text.RS Visualising / making con 16Learning To TrackGeneralises about a key attribute of a character in a narrative text.RS Predicting 23Athletics versus GardeningIdentifies the strategy used to conclude an argument in a paired persuasive text.RS Making Connections 30Cooper's StationInfers the relationship between characters in an imaginative text.RS Grammar 25Making Flat Glass Identifies a synonymous match to directly stated information in an information text. RS Predicting / monitoring 27Making Flat GlassLocates directly stated information in an information text.RS Predicting / visualising 26Making Flat GlassConnects ideas between the text and a diagram in an information text.RS Making Connections Interrogating the data examine the both Years 3 and 5 NAPLAN tests analyse what comprehension strategies were needed to answer each question. ‘Super Six’

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Triangulation Triangulation strengthens any type of data. Triangulation simply means verification from three sources. Types of triangulation include: Data triangulation- stakeholders, sources (class, school, system) Environmental triangulation – classroom, library, home For example – My students are now engaging in sustained discussions about the texts they read. The video footage I have been collecting demonstrates this. This has also been observed by other teachers and parents.

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school “…the leaders best placed to help their schools adapt to and deal with changing needs and demands are, and will be, ones that focus on and sustain continuous learning of their teachers, themselves, their communities and the school itself as an organisation. Only then can they really realise the potential they have to achieve their ultimate purpose: pupil learning of the highest quality.” (Louise Stoll, 1999, Enhancing internal capacity: leadership for learning) Leadership of learning Learning for leadership + Sum it up’ recording sheet Task

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Leadership of learning Leadership of learning Aspects of teacher learning that need to be considered by school leaders: What are the implications for you as a school leader working with teachers at your school? Learning for leadership Learning for leadership If leaders want teachers to learn, they too must learn – continuous and ongoing learning for leadership. How will you be seen as a leader in your school?

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Supervision practices Do current supervision practices support teaching, learning and assessing processes? Are there any current supervision practices that are working well ? Why? Are there any current supervision practices that you would like to change ? How might you do this?

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Evaluating assessment tools Links to English K-6 syllabus Quality Teaching model Principles of assessment Varying modes of implementation Critical aspects of literacy development To what degree does the assessment address:

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Matrix for school self evaluation Highlight current school practice

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Action plan Using the action plan, discuss how your school can make the change from ‘current practice’ to the ‘desired practice’. What assistance will be needed by other stakeholders in your school? How will this evidence be used to improve student outcomes? Task

NSW Curriculum and Learning Innovation Centre Phase 1 Module 2 Leading FoR 3-6 in your school Bibliography Gioun, L. (2002) Triangulation: Establishing the validity of qualitative studies, University of Florida. Hoyt, L. (2009) Revisit, reflect, retell: Time tested strategies for teaching reading comprehension, Heinemann, Portsmouth, New Hampshire, UK. What is mandatory, retrieved from Principles of assessment and reporting in NSW public schools, State of New South Wales through the NSW Department of Education and Training, School Based Assessment and Reporting Unit, Curriculum K–12 Directorate, Principles of assessment for learning, viewed 29 May 2009 Self-directed learning resource, Learning Resource Centre, Learning Development, (2001) Triangulated data, University of Wollongong, Wollongong, NSW. Smart School Measurement, Assessment and Reporting Toolkit, Stoll, L. Enhancing internal capacity: Leadership for learning, National College for School Leadership, viewed 29 April 2009, Stoll, L., Bolam, R., MacMahon, A., Thomas, S., Wallace, M., Greenwood, A. and Hawkey, K. (2006) Professional Learning Communities: source materials for school leaders and other leaders of professional learning, Innovation Unit, Department for Education and Skills, NCSL and GTC, London, viewed 24 April 2009 Stoll. L. (1998) School culture, Department of Education, University of Bath, UK.