National workshop #1 DEREK SMITH Te Tapuae o Rehua Consortium

Workshop 1 content Supporting a Teaching as Inquiry model Using data to inform teaching and learning (ako) Pathways Revisiting NCEA Level 1 and 2: tasks/resources/pedagogy Progressions – preparing junior students (Y9 and 10) for success in NCEA L1, 2 and 3 in statistics/probability

Workshop focus "Leadership promotes teacher learning via communities that are focused on improving student success. To establish such communities, leaders may need to challenge or change cultures that are not focused on collegial discussion of the relationship between what is taught and what is learned.” Pg. 42 School leadership and Student Outcomes: Identifying What Works and Why: Best Evidence Synthesis Iteration. V. Robinson et al. Aim To focus on how to implement teaching and learning that leads to improved student outcomes through pedagogical leadership. Learning Outcomes Participants will: Examine how to use data to inform teaching and learning Use a teaching as Inquiry model to plan for change in their teaching and leadership Investigate ways to improve student success Use national key messages to inform teaching and learning

Using data to inform teaching and learning

The learner at the centre

Using data to inform teaching and learning Questions to ponder: 1.What do I know about the student? 2.What am I doing to help each student move forward? 3.What does one student at a time mean? 4.What data is there that I can use to get a picture of where each student is at?

NCEA 85% of 18 year olds will have achieved NCEA Level 2 or equivalent by the year 2017.

85 % of 18-year-olds with NCEA Level 2 or equivalent in

% of 18-year-olds with at least NCEA Level 2 or equivalent

% of 18-year-olds with at least NCEA Level 2 or equivalent %

% of 18-year-olds with at least NCEA Level 2 or equivalent %

% 85% 85% of 18-year-olds with NCEA Level 2 or equivalent in 2017

What do we need to achieve? Learner Group2011 (%) Current Gap (%) 2017 Projection (%) Remaining Gap (%) All 18 year olds (3,650) Māori (2,420) Pasifika (950) Pākeha (320) Male (3,000) Female (650)

Junior school Y7 – 10 Y How well do your mathematics and statistics programmes reflect the revised curriculum NZC (2007)? Number/Algebra Statistics/Probability Geometry/Measurement CL 2CL3CL4CL5C6 How well do your classrooms reflect the revised curriculum NZC (2007)?

Programme design based on the cohort in the school – flexibility and adjustment in learning programmes How well does your formative or summative assessments fit your programme design? Does junior assessments reflect their preparation for NCEA? Is your reporting to students, parents, BOT reflecting what is necessary for better informing and moving students forward?

In the focusing inquiry, teachers identify the outcomes they want their students to achieve. In the teaching inquiry, teachers select teaching strategies that will support their students to achieve these outcomes. The learning inquiry takes place both during and after teaching as teachers monitor their students’ progress towards the identified outcomes and reflect on what this tells them. Teaching as Inquiry

- reflective journals, portfolios, end-of-term evaluations, peer observations and discussions In the 2011 report, Directions for Learning: The New Zealand Curriculum Principles and Teaching as Inquiry, ERO found that in 72 percent of the schools processes had been put in place by school leaders that were either highly, or somewhat informative. - created routines and systems that prompted reflection about student achievement and teaching practice From TEACHING AS INQUIRY: RESPONDING TO LEARNERS page 5

The primary purpose of teaching and learning inquiry, as described in The New Zealand Curriculum, is to bring about improved outcomes for students through a cyclical process that is guided by the following questions: 1.What should students achieve? Where are our students in relation to these goals and priorities? What do students need to learn next? (focusing inquiry) 2. Which strategies, interventions or programmes will support students to achieve these outcomes? (teaching inquiry) 3. What learning happened for students as a result of these strategies, interventions or programmes, and what will teachers do next to ensure that students continue to progress? (learning inquiry)

APIEAPIE Assess Evaluate Plan Implement

An e 5 Instructional Model 1. Engage Develops shared norms Determines readiness for learning Establishes learning goals Develops metacognitive capacity 2. Explore Prompts inquiry Structures inquiry Maintains session momentum 3. Explain Presents new content Develops language and literacy Strengthens connections 4. Elaborate Facilitates substantive conversation Cultivates higher order thinking Monitors progress 5. Evaluate Assesses performance against standards Facilitates student self assessment

Mathematics – TIMSS 2011 (Year 5) On average New Zealand students performed in the bottom half of all participating countries internationally New Zealand mean score is countries performed significantly above New Zealand including England (542), the United States (541), Ireland (527) and Australia (516) 4 countries were similar to New Zealand 16 countries performed significantly below New Zealand

Mathematics – TIMSS 2011 (Year 5)  New Zealand (*) has a higher percentage of students not achieving the Low International Benchmark compared to the international median Cumulative percentages Low (400) Intermediate (475) High (550) Advanced (625) 85 * 58*23*4*4*

TIMSS (Year 5) Trends in mathematics No significant change since significant decrease for Asian students Significant decrease since largely due to decline in the content areas of geometry and measurement, and statistics NZ

Mathematics – TIMSS 2010 (Year 9) On average New Zealand students performed in the top half of all participating countries internationally New Zealand mean score is countries performed significantly above New Zealand including the United States (509), England (507) and Australia (505) 4 countries were similar to New Zealand 23 countries performed significantly below New Zealand

Mathematics – TIMSS 2010 (Year 9) New Zealand (*) has a relatively high proportion of very strong performers compared to the international median Cumulative percentages Low (400) Intermediate (475) High (550) Advanced (625) 84 *57*24* 5*

TIMSS (Year 9) Trends in mathematics No significant change overall compared with any previous year Compared with no significant change for any ethnic grouping or boys - significant decrease for girls - Algebra a relative weakness while statistics still a relative strength NZ

Student participation and Achievement NCEA results Now - A brief narrative summary about the 2012 NCEA results. Contrast 2011 results with 2012, Internals vs External results. Contrast and comment on Maori, Pacifika and non- Maori and/or boys vs girls results. Evidence gathering

Use of student learning data What student learning data has the department collected? How has this data been analysed? How has this informed the decisions around curriculum design and targets for particular learning programmes?

Not achievedAchievedMeritExcellence Number Algebra Measurement Geometry Statistics Probability Total number of students: European: Maori: Pasifika: Other: Year 9 and 10: All students Include a table analysis of all units of work - One line per unit of work. You could report using curriculum levels achieved or by N. A.M.E results if you have assessed using these criteria. e.g. You could use a table or graph to show these results

CL2CL3CL4CL5CL6 Number Algebra Measurement Geometry Statistics Probability

NumberAlgebraMeasurementGeometryStatisticsProbability NAMENAMENAMENAMENAMENAME All students Maori students Pasifika students Other students Boys Girls Year 9 and 10: Unit/Topic Analysis Include a table analysis of each unit of work – Analysis of All student data and disaggregated data – as in the table below. You could report using curriculum levels achieved or by N. A.M.E results if you have assessed using these criteria. e.g. You could use a table to show these results

NumberAlgebraMeasurementGeometryStatisticsProbability All students Maori students Pasifika students Other students Boys Girls

Not AchievedAchievedMeritExcellence Decile College Decile College Decile College Decile College Achievement standard number and short title Level 1 – Achievement Standards

Not achievedAchievedMeritExcellence All students Maori students Pasifika students Other students Boys Girls Level 1 – 2 – 3: Standard by standard analysis Include a table analysis of each standard – Analysis of All student data and disaggregated data – as in the table below. Please use numbers of students rather than percentages where numbers of students in subject is less than 30 students. (See below) e.g. STANDARD:

School Data Data Is Power John Hattie Part 1 Part 2

DATA FROM A SCHOOL – EXCEL SPREADSHEET Question: What can you make of the data presented from the end of topic assessments? What would be better? Improvements? PMI

Do now – Using your data that you have brought, analyse where a cohort is at and one of the classes in the unit of work assessed. Next steps…

Co-construction of learning Listening to student voices

Don’t forget about Literacy and Numeracy considerations

Aha moments Discussions Comments

Stanine 2012 (Year 10 - All including transients) 9Outstanding 7 - 8Above average 4 - 6Average 2 - 3Below average 1Low 9Outstanding 7 - 8Above average 4 - 6Average 2 - 3Below average 1Low

Do you see the class as all at a level ?

Or do you see the class as at two levels ?

Or do you see the class as at three levels ?

Problem time

Think of a number... ½ it Square it Subtract 3 What is the reciprocal Square root the number and add - 3 Subtract it from 3 What do you notice?

Think of a number... Multiply it by 2 Add 5 to this answer Multiply this answer by 50 Add 1763 to this answer Subtract the year you were born in from this answer What do you notice?

Think of a number... Multiply it by 5 Add this answer to the original number cubed What do you notice?