1. Karakia Whakataka te hau ki te uru Whakataka te hau ki te tonga Kia mākinakina ki uta Kia mātaratara ki tai E hī ake ana te atākura He tio He huka He hauhunga Tihe mauri ora Cease the winds to the West Cease the winds to the South Let the breezes blow over the land, Let the red-tipped dawn come with a sharpened air, A touch of frost, a promise of a glorious day

2. Upper Hutt Network Learning Cluster Refine school processes (refer MOE moderation series and TKI for more information) Increase participation of students in the moderation process Work with clusters of schools in or beyond region to further improve moderation Lead teacher workshop September 28 th Mangaroa School 2011

3. Agenda  Welcome  Discussions and feedback from in- school staff meetings and inter-school visits, outside the region visits  What has the process to date meant for our students? Where does the child fit? Roles and Responsibilities (See workshop 1 or wiki)  Moderating writing samples across the curriculum  My portfolio presentation – moderating online  Update Individual school action plan – Please bring your Action Plan X2  How far have we come? Where to next?  Closing – burning Issues

4. NL – New LearningNS – Next StepsFBF – Feedback for Facilitator Re moderation of reading - At above below etc. Inform our school re our learning today and go onto learning on line Informative – good fun tool – thank you Clarification of At/AboveExplore online assessment modules Some interesting discussion/discourse time allowed during the whole session Clarification of At and above Spread the message across the school - work with another school You’ll live!!!Bringing in NS into OTJs Where to locate tools online and frequently asked questions Ka Hikitia – Refining AsTTle matrix for writing assessment Libby great as always – Julie confirmed where to find info. Quiet voice was ok – cause we focussed on her. At/Above – in next year (at) group to be above Moderate OTJ. Talk to syndicate about PM re not for OTJ Clarity in my own head where to next with team. Next aspect for staff meeting how to get consistency of knowledge within team More ideas of where to find more info – eg. Assessment on line/ Team Up etc Great as always thank you Definition of Well below/Below, At /Above Revisiting on-line resources. Moderating OTJs Today’s session was great to clarify well below etc Definitions of Above/Below/At reading and writing How can I share my new info/learning with staff Good to have opportunities to make meaning of new learning - ensure we have time to do this We need to change our reading criteria At Above Junior level Green – At, Turquoise Above Change our reading criteria and educating the rest of our staff before end of year reporting Food nice, dark room informative. We have a lot of work to do Julie Beattie very informative (x2) Moderation against cluster very informative

5. In school staff meetings/syndicate meetings/your own practice/ developing and following action plan Moderation visit to your school Moderation visit to another school Emerging Issues Positive Challenging Interesting REFLECTION ON MODERATION VISITS AND IN SCHOOL WORK SINCE LAST WORKSHOP

6. Where does the Student fit?  View Pod cast Student Active participation in learning and assessment Complete learning tasks to the best of their ability Develop understanding of desired learning outcomes Participate in selecting evidence for moderation Use skills developed through self and peer assessment

7. Student work across the NZC  Make an overall teacher judgment BelowAtAbove Next steps for the student……… Next steps for the teacher………..

8. Action Plan  What are the next steps for:  You as the leader of this learning?  Your staff at school?  Transferring into other areas – Reading, Mathematics  Your Assessment Schedule for 2012? Update your action plan – please complete 2 copies – 1 for you – 1 for us – Consider the support you need, time, resourcing, further PD

9. How far have we come? Reflection Time  Criterion 12. Register Teacher Criteria  use critical inquiry and problem-solving effectively in their professional practice  Key indicators  systematically and critically engage with evidence and professional literature to reflect on and refine practice  ii. respond professionally to feedback from other members of the learning community  iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga.

11. Te Whare Tapa Whā (Durie, 1994) A kaupapa Māori holistic framework Identify what you do for your Hauora under the 4 dimensions. Identify the gaps both personally and professionally. Set obtainable goals

12. 12 Moderation processes High quality teacher judgments: appropriate, comparable and equitable Conversations about planning for moderation, sharing expectations; collecting and analysing evidence of student learning Comparison of that evidence against expectations, benchmarks or ‘standards’. Adjustment of judgments to align with common expectations, benchmarks or ‘standards’.

13. Feedback – Talking Partners  NL- New Learning  NS – Next steps  FB – Feedback for facilitator

14. The Muddiest Point ! The Muddiest Point is the most difficult part of your teaching/learning. - Moderation, OTJ’s It is the part where you get stuck!

15. Uses: Pupils share work with a partner and reflect on; 3 new things they have learnt what they found easy what they found difficult something they would like to work on /improve revisit Talk Partners Teacher benefit: Gains an overview of learning that has taken place Gives an immediate indication of pupils’ understanding and/or feelings An opportunity to change the focus of teaching – if necessary