Assessment for Learning - Professional Development Teacher Only Day

 Working with Lizzie Bayliss - Education Group

What is Assessment for Learning:

Latin verb - 'assidere' meaning 'to sit with'.  Implies assessment is done with and for students, not done 'to' them.  Below is an assignment I wrote giving an explanation for what Assessmet

ASSESSMENT FOR LEARNING

Assessment for Learning (AfL) is not an entirely new concept, in fact formative assessment is the precursor to the ideology that is now referred to as AfL (Wiliam, D. 2011). AfL is student driven and involves a collaborative approach to learning, allowing for a more fluid differentiated teaching and learning approach. Assessment for learning has been defined as a process where teachers and students work beside each other to ‘seek, reflect and respond to information gathered through dialogue, demonstration and observation’ to strengthen the learning process (Klenowski. p.264. 2009). AfL tends to learning as it is happening, in teachable moments not only between teacher and student but student to student. It allows teachers and learners to identify misconceptions and adjust and modify learning as it happens, melding learning, teaching and assessment as an ‘integrated entity’. It transforms classroom learning from traditional (teacher directed), to an open learning space that is student centered.

The purpose behind AfL is to develop autonomous, self regulated learners through enhanced student engagement, resulting in increased student achievement. Autonomy in learning develops ‘expertise’ for students to synthesise, adapt and use across the curriculum (Willis. p.2. 2011). AfL promotes a social, collaborative learning platform, where participants (students and teachers) learn ‘beside’ each other, developing communication and metacognitive skills while gaining a collective knowledge as a community of learners. It is reciprocal, student focused and facilitative in construct. Cowie & Bell (1999) termed assessment in an AfL classroom as ‘interactive’, it often doesn’t involve an assessment task, but real time learning situations.

In assessment for learning, students and teachers ‘seek’ aspects of learning requiring further exploration during learning. Teacher and student (or student and peer) ‘reflect’ on the significance of the requisite learning and together share feedback/feedforward regarding next steps. Students then ‘respond’ to the feedback, making adjustments and actioning new learning into the task. The focus is on the learning as opposed to performance (James et.al. 2011) - the process is task oriented and focuses on task proficiency and understanding.

The ‘seek’ element is neither formal, nor necessarily recorded. Information can be gained through discourse, observation or practical endeavour. It is not necessarily restricted to a single student, but can range across a group in how they are working together, whether discussion is on point and understanding of the concept or task is shared across the group. Upon noticing misconceptions, teachers and students set about ‘reflecting’ on what and how they can address it. Teachers rely on their pedagogical content knowledge to facilitate the learning, to guide students through new learning that can be embedded and synthesised as the learning progresses. Noticing and recognising misconceptions requires teachers to use their prior knowledge of students and their knowledge of the context they are teaching in, to ensure clarity in delivery and understanding. Explicit work expectations and feedback are most important in assisting students to set and evaluate goals during learning. The most effective feedback is cognitive, as opposed to outcome based, as it ‘provides students with information that links cues and achievement’ (Butler & Winne. p.251. 1995). It is an ongoing process which promotes motivation and purpose in the learning.

Students ‘respond’ to the information and feedback received, modifying their application, actioning advice and guidance given by the teacher or peer. Klenowski (2009) notes what works best in advice and guidance is not to provide complete solutions, but to give an indication of how to improve - thus encouraging students in mindful problem solving.

The process of AfL requires scaffolding by teachers and is best carried out through modelling ‘seeking, reflecting and responding’ in everyday practice, embedding it into the classroom culture.

Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of educational research, 65(3), 245-281.

Cowie, B., & Bell, B. (1999). A model of formative assessment in science education. Assessment in Education: Principles, Policy & Practice, 6(1), 101-116.

James, M., McCormick, R., Black, P., Carmichael, P., Drummond, M. J., Fox, A., ... & Swaffield, S. (2007). Improving learning how to learn: Classrooms, schools and networks. Routledge.

Klenowski, V. (2009). Assessment for learning revisited: An Asia-Pacific perspective.

Wiliam, D. (2011). What is assessment for learning?. Studies in Educational Evaluation, 37(1), 3-14. University of London. England

Willis, J. (2010). Assessment for learning as a participative pedagogy.

Assessment Matters 2, 65-84.

Curriculum Voices Group Hui #2

 The Curriculum Voices Group is a diverse group of people from across Aotearoa to draw on a range of voices and perspectives.  The role of the group is to provide guidance and feedback on design, development and implementation of the refreshed curriculum.  Key words delivered at Hui #2 were - Bicultural/Inclusive, Clear and Easy to Use. 

Implementation of the curriculum is taking place over a 5 year period, all eight areas are to be delivered across that time starting with the new Aotearoa Histories Curriculum and Social Sciences.  There will be a refreshed vision, and key competencies, Mātauranga Māori, literacy and numeracy will be woven throughout.  Curriculum levels will be replaced by phases in a progression framework.  Achievement objectives will be replaced by progress statements.  There are number of groups involved in the curriculum refresh process.  There are the writers, the working group, the review & testers, the focus groups.  All of these groups feedback, ideas and suggestions are shared and discussed with the voices group.  Sessions during Hui #2 included the direction of the refresh, the draft bicultural and inclusive framework components, draft social sciences feedback, preparing for the change, feedback from the office of the children's commissioner, literacy and Math strategies and comms and engagement.

Being part of the Curriculum voices group has given me and our school the opportunity to add clarity to what's ahead.  In sharing my learning with staff I likened it to having a seat at the table as opposed to being on the menu.  We have an opportunity to be part of this curriculum refresh, being done 'with' instead of done 'to', which is often how educators feel when new key documents are released to schools.  

Trauma informed practice - Teacher Only Day

 Teachers often reflect on what the job entails.  There has been many conversations across the motu of the different roles teachers have in their day - educator, mum/dad, nurse, psychologist, friend, mediator, seamstress, athlete, artist, judge, jury, writer, policeman...the list is endless.

We know as educators, the ability of a child to learn is determined by a number of things but where it starts for the teacher is in the well being and relationships they develop with each student in front of them.  If students don't have these things sorted first, they probably wont meet their true potential.

Today our TOD focused on working with kids who have suffered trauma.  We worked with the MoE Learning Support team - Sara, Hannah and May.  To be honest I was a little nervous leading into the day as I know the content of trauma can be difficult to navigate. We all have stories to tell of our experiences of working with kids who have suffered trauma and some teachers themselves may have suffered trauma in the past which is not the knowledge of all, I was unsure how this would be managed.  I trusted the skills and expertise of the professionals facilitating the session.

The facilitators navigated through a range of content, beginning with culturally sustainable connection to us.  Staff were made to feel comfortable, working in an environment created by the facilitators that was both open and safe.  By opening themselves up, sharing their culture and heritage through pepeha and experience, we felt safe in being able to share our thoughts and ideas openly with each other.  Working in a predominantly Pacifica/Maori community, it was important that the content was culturally appropriate.  Our 3 facilitators navigated this exceptionally well, giving guidance and advice that connected to our community and more specifically to the teachers - much of this was done through whakatauki and activities with a cultural twist.

The content delivered specific to trauma is content that I believe every teacher should know and learn about.  The neurological impacts, what behaviours manifest through it, the impacts those behaviours have on the child, how we recognise them, what we can do to manage and in some cases negate behaviours.  The content was delivered with four objectives in mind - Awareness (Matauranga), Learn (Ako), Support (Tautoko) and Protect (Paruru).  We learned about; developmental trauma, culturally responsive practice within trauma informed practice, the adverse childhood experience (ACE) study, Protective and Compensatory Experiences study (PACES), how the brain is affected, fight/flight/freeze, Social and emotional learning through Whare Tapawha and Pacifica perspectives.

Our staff finished the day sharing some of their new learning, the things that impacted them most and their
biggest takeaways.  They learned to walk in the sunshine, not in the shadows - focus on the brightness each child brings, not the darkness they encounter.  This workshop was engaging, informative and hugely reflective.  It gave staff tools for their kite to use and reflect on.  What our students go through outside of school is for the most part unknown to us and out of our control.  We focus on what is in front of us and how we can grow our tamariki to be the best they can be.  This is one PLD that we all walked away from feeling reflective, enlightened and humbled.

What Principals need & What Principals need to be!

Tautai o le Moana - Staff Briefing

Following the Tautai o le Moana fono I attended and reported in my earlier post, I wanted to share my learning with our staff.  I was thinking, if anyone asked staff what changes had happened at our school since my participation in the initiative, they would say 'nothing' or 'I don't know'!  I felt that the Tauati journey started with me.  I spent the year coming to grips with where I sat with my knowledge and understanding of what Pacifica success looked like at our kura and what way finding looked like and felt like for me.  So while I spent the year on my own journey, it is now time to bring way finding to our staff.  This is the slide deck I created to share in our first Tautai staff PLG and hopefully will give some clarity to staff as to what way finding may look like for us and our community.  This is the first of many way finding/Tautai meetings we will have, wish us well on our journey together:-)

TAUTAI O LE MOANA - WELLINGTON HUI 2021

From the 7-9 April 2021, the Tautai o le Moana 2020 cohort attended their last residential hui to meet the new 2021 cohort and to listen to Dr Rae Si'ilata deliver the findings in the Tautai o le Moana Report.  Tautai o le Moana is a project driven in partnership between the NZ Pasifika Principals' Association (NZPPA), the New Zealand Principals' Federation (NZPF) and the Ministry of Education (MoE). It is MoE funded and designed and delivered by the NZPPA.  Dr Rae Si'ilata was contracted to follow and document the journeys of those participating in the pilot cohort of 2020.  The hui itself was hosted by the Tautai o le Moana design team who included Filivaifale Jason Swann, Helen Varney, Sose Annandale, Sepora Mauigoa and Ala'imalo Falefatu Enari who were supported by Fa'atili Iosua Esera, Geoff Siave and of course researcher Dr Rae.

The new 2021 cohort started their induction the day before the 2020s arrived, so a meet and greet took place on the evening of the 7th giving time for both cohorts to meet and get to know each other.  After an early breakfast the following day, the group settled in to the days work, starting with a round with all participants sharing one take-away from Tautai so far.  This session was reflective of the whakawhanaungatanga and manaakitanga that has be consistent through out all hui and talanoa sessions which have taken place across the initiative so far.  There was a lot of emotion, revelation, determination and realisation...all things that participants in the first cohort experienced during their time in the project.

Following this was a presentation from the Principal of Sutton Park Primary School,  Fa'atili Iosua Esera.  Fa'atili shared his experience and knowledge of culturally sustainable practice through his journey in teaching.  His forty years in education gave all those in attendance an inside view in teaching tamariki in a variety of different settings across Aotearoa, tapping into the cultural and environmental attributes and influences brought by them to their learning.  He unpacked and emphasised the strength relationships bring to learning not just teacher to student but teacher to whanau and teacher to community.  His career success is highlighted through his ability to make connections with those he serves across all divides, always espousing empathy, interest and commitment to student/whanau success.

We were privileged to watch the Rangikura School culture group who entertained us with a performance
reflecting a multitude of Pasifika and Maori culture.  There were close to 30 students in the group who without a doubt mesmerised all those present.  This group exemplified passion and commitment to their performance.  Eddie Uluilelata, Principal of Rangikura school had a great team tutoring and supporting the group, a mix of teachers, student leaders and whanau.   Eddie explained that the students presenting were only a group of the larger team which is 120 strong.   It was without a doubt a privilege to watch them and to present them with loli lei at the conclusion of their set.  This performance was an example of a strong local curriculum at work.  It was exciting to see and hear such high value being placed on the cultural literacies, movement, language, and identity.  Students were able to clearly show and articulate their purpose, the learning and the reward for presenting to us.  Such a wonderful thing to witness.

Following lunch, the group farewelled the 2021 cohort.  This concluded with a the 2020 cohort sharing a small taonga, tuakana teina style, where each new member was buddied up with a member of the previous year's cohort. It was rewarding to be able to share what the Tautai experience meant to me and to listen to what it meant to other tautai in my cohort.  While we didn't have time to share our whole journey with our teina, we were able to pass on a representation of it through our chosen taonga.  My taonga to my teina - Clara Tuifao and Lou Reddy - was a reflection through a whakatauki I found connected to my experience.  I challenged them to pay it forward to their teina when the next cohort 2022 begins next year.

The following day was spent with Dr Rae Si'ilata who shared the findings of her report on the Tautai o le Moana initiative 2021 cohort.  It was humbling to see the work that her and her team had forged into the document.  It was also humbling to realise what a wonderful privilege it was to be part of it.  From the directors, creators, participants and research team involved, it is safe to say that we were all part of what we know is something that will benefit many principals, teachers and indeed Pacifica learners in the long term.  It was very much an awakening of mind and spirit, a reflective moment to change and move forward as a way finder in the education of the akonga and kaiako in my kura.  It showed me not only the importance of identity, language and culture in the education of our children, but it gave me licence to challenge how we do things and why we do things at Nga Iwi School.  It gave me opportunity to look deeply at my village and see a way forward, giving clarity to our community's vision of success.  I was a little saddened when the workshop finished as I don't want to stop learning and reflecting in this space but I also realised that I have gained a huge network of Principals across New Zealand who are way finders too...and who are there, just a phone call away, when I have questions, need support or just want to talanoa.  

Nga mihi nui, fa'afetai tele lava to all the Tautai team for this wonderful journey you have put me and all other participants on. 

Reflective entry 8: Evaluate the outcomes of a digital and collaborative innovation in your practice from an educational research perspective. (Fepuleai. M, Macfarlane. K. 2020)

 Our research journey started out with the hunch that real-time reporting could improve the reading outcomes for culturally diverse students in our school.  We aimed to implement our research in term one of this year however we were unable to do this as planned due to COVID 19 lockdowns. This entry will reflect on what we have managed to achieve so far and the impact of COVID 19.

Our first step towards live reporting was to establish guidelines with staff on a teacher only day held just prior to school starting.  This went ahead as planned.  Staff were introduced to the concept of Real-time reporting and the benefits we hoped would come from it.  We asked teachers to think about our stakeholders (students, whānau, teachers, community) and identify:

1. What each group needs to ensure they can participate in real time reporting effectively.

2. How we support each group to be ready to participate in live reporting.

Staff worked in small groups to write their ideas on an ideaz board which can be seen here.  It is our experiences that where staff are asked to share ideas verbally very few people will speak.  Ideaz Board gave people a chance to speak to each other in smaller groups and share without being singled out, resulting in more ideas being shared then previously experienced in meetings.  This was a great learning opportunity for us and something which would be good to include in future meetings.  Many of the comments in the teacher section highlighted that teachers are still unsure about what real-time reporting looks like in practice.  As a staff we need a shared understanding of what real-time reporting looks like before we implement it. This is something we can establish collectively in future meetings. 

‘When written in Chinese, the word crisis is composed of two characters – one represents danger, and the other represents opportunity’ (Hood, 2020)

Although the Covid 19 lockdowns meant many of our plans to implement real-time reporting were disrupted it presented opportunities for learning and brought about some positive outcomes.   Seesaw was our main platform for learning while in lockdown, leading to teachers having to quickly upskill.  This resulted in collaboration between teachers as those that were more confident using the tool supported those who were not.  Learning from Lockdown (Hood,2020) stated that many schools reported increased collaboration over lockdown and this was certainly the case for us.  The collaboration has continued after lock down, with teachers sharing what they are doing on seesaw and celebrating their successes. 

Our whānau also had a steep learning curve with Seesaw. For many parents it was their first time engaging with the platform and in Room 12 there was a high uptake, with 17 out of 24 students engaging in online learning using the platform.  McWilliams and Patton (2015) stated that Real-Time reporting promotes connections among and between people, ideas and settings and we have seen this beginning to develop between whānau, students and teachers.  For example just before the first three day lockdown Kirsty had taught a lesson on the Treaty of Waitangi. A parent gave the following comment on a post related to this:

‘It was great to hear A talk about his oar art and his current understanding about “the Maori people went to war coz other people try take the land”...when I grow up I want to be Maori and go to war”. We can’t wait to see his knowledge of tangata whenua and The Tiriti o Waitangi develop as he gets older’

The post had generated discussion between the student and whānau, connecting school and home.  The comment allowed Kirsty to gain an insight into what the student had taken away from the lesson.  It also started conversations with the parent when Kirsty saw them at school, further strengthening relationships between home and school.  

Of course there were some areas that need to be addressed, such as lack of access to devices.  We were able to hand out devices to whānau for the lockdown, but now students are back at school we need to develop a system whereby whānau can come in and use school devices.   Another insight gained from lockdown was the value of face to face meetings.  During lock down Kirsty attempted to hold a zoom meeting with parents from Room 12 to go through the basics of Seesaw.  Out of 24 parents, two attended, with one of these two leaving mid call due to difficulties with connections and having to soothe their youngest child.  This made us realise that for our community Zoom is not the right forum for meetings.  We need to make time to develop authentic relationships with whānau in order for real-time reporting to be a success.  This is something we will continue to work on.  

Mindlab has allowed us to widen our focus and look directly at those ‘wicked problems’ that have been sitting at the back of our minds for a long time.  Through this we are seeing changes in our practice which are starting to have an impact on kaiako, whānau and akonga.  We look forward to continuing to challenge the status quo, working with and for our families as we move towards real-time reporting.  This is not the end of our journey, it is the beginning. 

 

Hood, N (2020) Learning from lockdown. Retrived from https://theeducationhub.org.nz/wp-content/uploads/2020/08/7440-TEH-learning-from-lockdown-document3.pdf

McWilliams, L., & Patton, C. (2015). How to share data with families. Educational Leadership, 73(3), 46-49.