1. Policy, Assessment and Professional Learning
INRP Seminar
Lyon
Helen Timperley
University of Auckland

2. Policy Challenge Policy goal
To equip all New Zealanders with the knowledge, skills and values to be successful citizens of the 21st century
Reality
High average achievement but many students not achieving well

3. Literacy Professional Development Project
Contracted by Ministry of Education
Professional development provider
Employers visiting facilitators
Works with school leaders and teachers
To teach reading and writing more effectively (particularly to those not doing well)

4. Student outcomes: Writing
Average effect size gain (data from a moderated sample of 1,064 students)
1.2 – equivalent to 2 to 3 times the expected gain
For the lowest 20% of students, effect size approximately four times the expected gain over the two years.

5. Student Outcomes: Reading
Average effect size gain
0.9 – approx. equivalent to twice the expected gain
For lowest 20% of students effect size gain – approx. equivalent to four times expected gain

6. Teacher inquiry and knowledge-building cycle
to promote valued student outcomes
What knowledge and skills do our students need?
What knowledge and skills do we as teachers need?
What has been the impact of our changed actions?
Deepen professional knowledge and refine skills
Engage students in new learning experiences

7. Conclusions Professional development can address issues of equality
Requires formative assessment processes throughout the system in deliberate ways
Requires boundary spanners (people and processes) for it to happen
Student achievement information provides the touchstone for everyone’s learning