1. Reading and Writing National Standards Phase 2 Workshop (Updated 2 July 2010)

2. All material presented at this workshop are available to access online at: www.teamsolutions.ac.nz Click here

3. Purpose: For school leaders to develop an understanding of how to support their teachers to make overall teacher judgements (OTJs) of students’ progress and achievement in reading and writing. This will include: Key messages from the Reading and Writing Standards Clarification of the terms MoE support materials available for schools Establishing current position re OTJs Comparing curriculum expectations & standards Applying knowledge of OTJs and moderation processes Reflection on next steps for your school

4. Key messages In your group share your current understandings of the reading and writing standards. Select one key message to share back.

5. Key messages

6. The Theoretical Basis

7. Concept of OTJs In groups discuss what you understand by the terms: Teacher judgement Overall teacher judgement Moderation

9. Definitions An overall teacher judgement involves drawing on, and applying the evidence gathered up to a particular point in time, in order to make an overall judgement about a particular student’s achievement. Moderation can help to improve the dependability of an overall teacher judgement. Moderation is the process of teachers sharing their expectations and understanding of standards with each other in order to improve the consistency of their decisions about student learning. National Standards Fact Sheet available on Ministry of Education website http://nzcurriculum.tki.org.nz/National-Standards/Key-information/Fact- sheets/Overall-teacher-judgement

10. Teachers are continually adjusting their teaching to match learning needs, based on what they notice. Making an overall teacher judgement is a different action. What needs to happen differently? Read the first column, Reading and Writing Standards pg 13. Think about what needs to happen differently and share your ideas with someone else.

11. Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: Test Outcomes Evidence gained from assessment tools, including standardised tools: Focussed Classroom Observation An Observation Survey of Early Literacy Achievement Student books and tasks Running Records GLoSS NumPA Student peer assessment Conferencing Interviewing Questioning Explaining Discussing An Observation Survey of Early Literacy Achievement PAT STAR e-asTTle/AsTTle V4 IKAN, GLoSS, NumPA Overall Teacher Judgement Sources of evidence to support decision-making

12. Overall teacher judgement: What needs to happen differently? Some thoughts: awareness of the need to gather a range of evidence observations and conversations for this purpose need to be planned, deliberate, focussed and defensible ELP 5-8 pg 54-55 ELP 1-4 pg 56-57 There is a need to include: student involvement reference back to NZC, NS and LLP teacher knowledge of literacy learning and knowledge of the learner shared expectations and understandings (moderation)

14. Self Review Tool – what sources of evidence have we used? Now think about your own school. Place the post-its on the review tool to decide at what level you are currently operating. Use the following questions to guide you.

15. Questions to guide you: How do we know that our evidence is dependable? How do we accommodate student diversity as we gather, interpret and use assessment information? How do we determine how much information we need to make an overall teacher judgement? Is there a shared understanding of what the standards mean? Is active student participation a regular and valued part of each overall teacher judgement? How does our school manage the moderation of overall teacher judgement? From Professional Learning Module: Knowledge of the Learner

16. Examining the evidence Principles we need to apply when considering evidence Relevance – is it relevant? What makes it relevant? Alignment – does it contribute to ‘best fit’ decision making? Independence – is it reflective of student’s independent work? “When making overall judgements, it is not enough for teachers to consider how well a student is reading and writing. Teachers need to specifically consider how well each student is using reading and writing as interactive tools to enable them to learn in all curriculum areas” Reading and Writing Standards pg 13

17. Examining the process Consider the process of making an overall teacher judgement. What was useful? What was not so useful? What will you need to consider for your school? What else do you need to know? When and why would we need to moderate overall teacher judgements? Record your thoughts on the template

18. Reading and writing as interactive tools If students are to use reading and writing as interactive tools across the curriculum, and if we want to use this reading and writing as a source of evidence to support OTJ, we need to be aware of The expertise, attitudes, skills and knowledge students will need at this level The opportunities provided by the text for students to learn and demonstrate these skills

19. Selecting and using texts and tasks ‘The King’s Birthday’ (Part 1, no. 2 2002) Social Science Achievement Objective (level 2) “Students will understand how cultural practices reflect and express people’s customs, traditions and values” Activity: 1.Read the text 2.Identify the Social Science strand (NZC p.30) 3.Check the key characteristics of texts (Reading and Writing Standards) and identify the ‘best fit’ 4.Find the relevant page in LLP and identify the reading demands that link to the text and the AO 5.Write 2 specific learning intentions that link the reading demands with the AO

20. Making connections between curriculum levels & standards

21. Looking forward: Refer to Self Review Tool What does this mean for your own school? What does this mean for your teachers, school leaders, school systems?

22. All material presented at this workshop are available to access online at: www.teamsolutions.ac.nz Click here