1. NOT PROTECTIVELY MARKED Aspiring Leaders for Teaching and Learning Session 4: How to get AfL & Inclusion to make the difference to Personalised Learning Jacky King 20 th March 2014

2. NOT PROTECTIVELY MARKED Learning Objectives By the end of the session Aspiring Leaders (and Coaches where present) will have: Been introduced to the concepts of for, as, and of Assessment Begun to gather ideas for different ways of assessing pupils formatively. Considered the link between formative assessment and personalisation of lessons. Considered the importance of tackling teacher underperformance.

3. NOT PROTECTIVELY MARKED The Sneetches by Dr. Suess You have been given a sticker with a Star on it or a Plain sticker. You have been either a Star-bellied Sneetches or a Plain-bellied Sneetches Now watch the video! http://www.youtube.com/watch?v=XMolzESn4oI

4. NOT PROTECTIVELY MARKED Write down your immediate thoughts when you hear the word Assessment FREETHINK

5. NOT PROTECTIVELY MARKED Assessment is… … the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgements to improve future student learning.

6. NOT PROTECTIVELY MARKED Assessments should…  Include a variety of contexts - where, who, when, what?  Be real tasks and occur in natural everyday settings  Be interesting and motivating  Be simple and use materials / language at pupils level  Be done over time  Provide information to benefit the pupils learning

7. NOT PROTECTIVELY MARKED Assessment Strategies Individually then in pairs please think about assessment strategies used in your school / classroom. Please write each one separately on a post it note

8. NOT PROTECTIVELY MARKED Assessment Purposes Assessment of learning (summative) Assessment for learning (formative) Assessment as learning (formative)

9. NOT PROTECTIVELY MARKED Assessment for learning (formative)  Usually informal,  Is and integral part of classroom practice  Involves the pupils  Can occur many times in every lesson  Provides descriptive feedback to shape learning  Teaching is adapted to meet need

10. NOT PROTECTIVELY MARKED Assessment as learning (formative)  Self assessment  Peer assessment  Pupils reflect on and monitor their own progress  What did I learn?  How did I do it? (Think about how they learn)  What next? (Set own goals)  How can we support pupils with differing SEND to do this?

11. NOT PROTECTIVELY MARKED Assessment of learning (summative)  A measure of what know and can do  Overview of previous learning  Periodic - At a given point in time  Identifies if goals are met  Usually takes place at end of learning activity  Scored or graded  Comparison with others  Ensure consistent judgements and moderation

12. NOT PROTECTIVELY MARKED Assessment of learning (summative) Now please put the assessment strategies you came up with (and any more) into the same categories

13. NOT PROTECTIVELY MARKED Where have all the Levels gone? NfER:27 September 2013 In the wake of the Government’s decision to abandon National Curriculum levels as part of its reforms, the education sector must develop shared point of reference for assessment standards to avoid uncertainty creeping into standards in pupil achievement. This is the key message in the latest of the NFER Thinks series of policy papers, Where have all the levels gone? The importance of a shared understanding of assessment at a time of major policy change. Whilst many in the profession are glad to see the back of levels, the importance of a shared language and understanding of standards should not be underestimated because it provides a crucial benchmark against which to measure pupil progress. Without this shared understanding, the sector risks a return to assessment localism in its worst sense – with no agreed external reference point – which could undermine confidence in standards in pupil achievement.

14. What’s the purpose of the Assessment?

15. Assessment of learningAssessment for/as Learning Checks what has been learned to date Checks learning to decide what to do next Is designed for those not directly involved in daily learning and teaching Is designed to assist teachers and pupils. Is presented in a formal reportIs used in conversation about learning Usually gathers information into easily digestible numbers, scores and grades Usually detailed, specific and descriptive feedback in words (instead of numbers, scores and grades) Usually compares the student's learning with either other students or the 'standard' for a grade level Usually focused on improvement, compared with the student's 'previous best' and progress toward a standard Does not need to involve the student in outcome Involves the student -- the person most able to improve learning

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17. Formative assessment: a new definition “An assessment functions formatively to the extent that evidence about student achievement elicited by the assessment is interpreted and used to make decisions about the next steps in instruction that are likely to be better, or better founded, than the decisions that would have been taken in the absence of that evidence.” (Dylan Wiliam, 2009) Formative assessment involves the creation of, and capitalisation upon, moments of contingency in the regulation of learning processes.

18. Discuss!

19. NOT PROTECTIVELY MARKED Examples of Techniques Learning intentions “sharing exemplars” Eliciting evidence “mini white-boards” Providing feedback “match the comments to the essays” Students as owners of their learning “coloured cups” Students as learning resources “pre-flight checklist” Paired marking Two stars and a wish Traffic lighting KWL grids (Know, Want to find out, Learned) Learning logs Plenary sessions.

20. NOT PROTECTIVELY MARKED The research indicates that improving learning through assessment depends on five, deceptively simple, key factors: the provision of effective feedback to pupils; the active involvement of pupils in their own learning; adjusting teaching to take account of the results of assessment; a recognition of the profound influence assessment has on the motivation and self-esteem of pupils, both of which are crucial influences on learning; the need for pupils to be able to assess themselves and understand how to improve. Beyond the Black Box

21. NOT PROTECTIVELY MARKED At the same time, several inhibiting factors were identified. Among these are:  a tendency for teachers to assess quantity of work and presentation rather than the quality of learning;  greater attention given to marking and grading, much of it tending to lower the self-esteem of pupils, rather than to providing advice for improvement;  a strong emphasis on comparing pupils with each other which demoralises the less successful learners;  Teachers’ feedback to pupils often serves social and managerial purposes rather than helping them to learn more effectively;  Teachers not knowing enough about their pupils’ learning needs. Beyond the Black Box

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25.  Clear targets / outcomes  Time to respond  Give choices  Shared answers or voting (avoid embarrassment of getting it wrong)  Use strengths / preferred learning styles  Use discussion & interaction (including between pupils)  Observe and guide (adapt teaching)  Over time / revisit  Change activity when an observation is made of a pupil’s unexpected knowledge, skills or behaviour  Prior learning  Scaffold learning after pupil demonstrates a misconception  Ensure pupils understand what the goals are so they can strive to succeed  Chance to share work / reflect  Is “authentic” Effective Formative Assessment

26. Aspects of formative assessment Where the learner is going Where the learner isHow to get there Teacher Clarify and share learning intentions Engineering effective discussions, tasks and activities that elicit evidence of learning Providing feedback that moves learners forward Peer Understand and share learning intentions Activating students as learning resources for one another Learner Understand learning intentions Activating students as owners of their own learning

27. NOT PROTECTIVELY MARKED Thumbs up – Thumbs down Debate

28. NOT PROTECTIVELY MARKED You have one minute to write down how being assessed makes you feel. Please put one idea down on one piece of paper. We will then collect our ideas together as a Community of Learning. It is important that we continue to remember what assessment processes have been like for us. If we can recall these feelings then it will allow us to engage in a more empathic way with our children and young people, but also their parents and carers and families. What does being assessed feel like?

30. NOT PROTECTIVELY MARKED http://www.youtube.com/watch?v=wKLo15A80lI For individuals Increased lifetime salary (13% for a degree) Improved health (60% reduction in ill health for a degree) Longer life (1.7 years of life per extra year of schooling) For society Lower criminal justice costs Lower health-care costs Increased economic growth (Dylan Wiliam) Raising Achievement Matters

31. NOT PROTECTIVELY MARKED 1.Routine manual 2.Non-routine manual 3.Routine cognitive 4.Complex communication 5.Expert thinking/problem-solving Dylan Wiliam 2010 Which of the following categories of skill is disappearing from the work-place most rapidly?

32. NOT PROTECTIVELY MARKED …but what is learned matters too… Skill category% change 1969-2010 Complex communication+14% Expert thinking/problem solving+8% Routine manual–3% Non-routine manual–5% Routine cognitive–8%

33. NOT PROTECTIVELY MARKED Low skilled jobs are vanishing… Over the last eight years, the UK economy has shed 400 no-qualification jobs every day

34. NOT PROTECTIVELY MARKED We just don’t use as many people as we used to

35. NOT PROTECTIVELY MARKED Three Generations of School Effectiveness Research Value-added approaches School-level differences in value-added are relatively small Teacher-level differences in value-added are large Conclusion: An effective school is a school full of effective teachers Raw results approaches Different schools get different results Conclusion: Schools make a difference Demographic-based approaches School factors account for only 7% of the variation Conclusion: Schools don’t make a difference

36. NOT PROTECTIVELY MARKED Class Sizes Adding 150,000 weak teachers to the system will reduce student learning by 5 months a year. So we could spend an extra £5bn and lower student achievement… Reducing class sizes by 30% (from 30 to 20) results in an extra 4 months of learning per year At a cost of £20,000 per classroom per year Plus the cost of building 150,000 new classrooms And only if the teachers are on average as good as the teachers we have

37. NOT PROTECTIVELY MARKED … a BIG difference To see how big the difference is, take a group of 50 teachers Students taught by the best teacher learn twice as fast as average Students taught by the worst teacher learn half as fast average And in the classrooms of the best teachers Students from disadvantaged backgrounds learn as much as those from advantaged backgrounds Students with behavioural difficulties learn as much as those without The value of having had an outstanding Reception teacher can be detected in the annual salaries of 35-year-olds Economic value contributed by an outstanding Reception teacher each year: £200,000

38. How many Teachers and Teaching Assistants are there in schools? All schools: Teachers:2000: 405,800 2011: 438,000 Teaching Assistants:2000: 79,000 2011: 219,800 And what about special schools?  Please write your guess on a piece of paper before holding it up. Teachers: 2000: 14,300 2011: 15,000 Teaching Assistants: 2000: 12,700 2011: 23,900

39. NOT PROTECTIVELY MARKED Improving Teacher Quality  Improve the effectiveness of existing teachers A classic labour force issue with 2 (non- exclusive) solutions  Replace existing teachers with better ones

40. NOT PROTECTIVELY MARKED Improving Teacher Quality Please list the strategies on separate pieces of coloured paper and we’ll then share our findings. How do we improve the effectiveness of existing teachers? Talking Partners: In pairs please discuss the strategies

41. NOT PROTECTIVELY MARKED Improving Teacher Quality Source of variationExtra weeks of learning per year Advanced content matter knowledge0 Further professional qualifications (MA)0 Experience (10 years)2 Pedagogical content knowledge4 But what makes the difference in teachers? Teachers make a difference

42. NOT PROTECTIVELY MARKED Impact on Achievement If we could replace the least effective 15,000 teachers with average teachers, the net impact on student achievement at GCSE would be an increase of one-fortieth of a grade in each subject. Raising the bar for entry into the profession so that we no longer recruit the lowest performing 30% of teachers would increase achievement at GCSE by one grade

43. NOT PROTECTIVELY MARKED Impact on Achievement If we could replace the least effective 15,000 teachers with average teachers, the net impact on student achievement at GCSE would be an increase of one-fortieth of a grade in each subject. Raising the bar for entry into the profession so that we no longer recruit the lowest performing 30% of teachers would increase achievement at GCSE by one grade – by 2030

44. NOT PROTECTIVELY MARKED Belbin inventory Company worker; Innovator; Shaper; Chairperson; Resource investigator; Monitor/evaluator; Completer/finisher; Team worker Key ideas: People rarely sustain “out of role” behaviour, especially under stress Each role has strengths and allowable weaknesses Each teacher’s personal approach to teaching is similar Some teachers’ weaknesses require immediate attention For most, however, students benefit more by developing teachers’ strengths

45. NOT PROTECTIVELY MARKED “Out of Role” Behaviour People rarely sustain “out of role” behaviour, especially under stress Please fold your arms…. How have you done it? ? Right over left or left over right? Try the opposite way What do you notice? Habits are hard to break – they feel normal and natural. Now try it with overlapping your fingers…

46. NOT PROTECTIVELY MARKED Professional Development The most powerful teacher knowledge is not explicit That’s why telling teachers what to do doesn’t work What we know is more than we can say And that is why most professional development has been relatively ineffective Improving practice involves changing habits, not adding knowledge That’s why it’s hard And the hardest bit is not getting new ideas into people’s heads It’s getting the old ones out That’s why it takes time But it doesn’t happen naturally If it did, the most experienced teachers would be the most productive, and that’s not true

47. NOT PROTECTIVELY MARKED Pareto Analysis Pareto improvement A change that can make at least one person (e.g., a student) better off without making any- one else (e.g., a teacher) worse off. Obstacles to Pareto improvements In professional settings, it is incredibly hard to stop people doing valuable things in order to give them time to do even more valuable things e.g., “Are you saying what I am doing is no good?”

49. NOT PROTECTIVELY MARKED Support What is needed from teachers A commitment to: The continuous improvement of practice focus on those things that make the most difference to student outcomes What is needed from leaders A commitment to: creating expectations for the continuous improvement of practice ensuring that the focus stays on those things that make the most difference to student outcomes providing the time, space, dispensation and support for innovation supporting risk-taking

50. NOT PROTECTIVELY MARKED How would you feel if every other day your boss said ‘your teaching isn’t as good as everybody else’s’?

51. NOT PROTECTIVELY MARKED Time for Coachees and Coaches to Catch up....

52. NOT PROTECTIVELY MARKED Learning Objectives By the end of the session Aspiring Leaders (and Coaches where present) will have: Been introduced to the concepts of for, as, and of Assessment Begun to gather ideas for different ways of assessing pupils formatively. Considered the link between formative assessment and personalisation of lessons. Considered the importance of tackling teacher underperformance.

53. NOT PROTECTIVELY MARKED Next Session Date Monday 19 th May 2014 (1.30pm – 4.30pm) Session 5 (afternoon): Linking Data to High Performance (CASPA, Performance Guidance, And Target Setting) Facilitators: Jacky King & Jill Ewan, SEN Adviser Venue: Bradbury Centre Fiveways School, Yeovil

54. Your feedback on today even better if what went well Individual learning point