How do we show we are
making progress ?
Make sure the statements use Sinek’s headings : WHY, HOW, WHAT -
Teacher Agency
Learner
Agency (Draft from discussion to date)
Maths Flexible
Grouping #1
Maths Flexible
Grouping #2
ECE
Wellbeing Agency
❖
PURPOSE (the why): We aim to engage school communities to collectively
invest in practices and environments that enhance learning outcomes
❖
WHAT ARE OUR KEY GOALS?
To create a shared
understanding of what wellbeing encompasses
and why it’s a chosen focus
To create a digital
platform to share ideas and resources (the how)
To ensure that the
experiences, voices and visions of those involved are realised
❖
WHAT DO WE KNOW FROM PREVIOUS YEARS?
There’s a need to address
the various facets of wellbeing for both staff and students
There’s some great work
already happening that could be built upon and developed further (e.g.
Resilience Institute)
❖
WHAT ARE WE DOING NOW?
Creating a digital platform
to share ideas and resources
Building our understanding
of the why address wellbeing,
what
wellbeing is and how to improve it
❖
HOW DO WE KNOW WE ARE MAKING PROGRESS AND
WHAT ARE OUR MEASURES?
Improved staff and student
culture (qualitative data)
A shared language is
implemented and used
Initiatives have been
designed to address specific needs of staff and students (which arose from data
gathered)
NZCER Wellbeing Survey
Results
Personalised staff
wellbeing survey in development
Teacher Agency
❖
PURPOSE (the why):
To empower teachers to take
ownership of their professional growth
❖
WHAT ARE OUR KEY GOALS?
To increase awareness of
the complex elements that contribute to the concept of teacher agency
To build a shared
understanding and language surrounding teacher agency
To increase targeted
aspects of teacher agency in alignment with each schools’ strategic direction
❖
WHAT DO WE KNOW FROM PREVIOUS YEARS?
Building a shared language
around teacher agency is an important first step
A shared language is
required to facilitate an increased understanding of the concept of teacher
agency
Actions to improve levels
of teacher agency are most effective when they align with the strategic
direction of the school
Raising the agency of
teachers can be helped or hindered by structures, systems, and conditions set
up senior leadership in schools
The importance of
principles of adult learning (andragogy) when influencing teachers
❖
WHAT ARE WE DOING NOW?
Reviewing and modifying the
Teacher Agency Progression Matrix.
Analysing baseline data for
patterns and trends
Co-constructing shared
action plans that are specific to each school, its context and strategic
direction
❖
HOW DO WE KNOW WE ARE MAKING PROGRESS AND
WHAT ARE OUR MEASURES?
Regular sharing of progress
in our initiative meetings builds a narrative of success
Teacher interviews and
qualitative data along the way
Creation of exemplars for
the interactive matrix and teacher agency website.
Learner Agency
(Draft from discussion to date)
❖
PURPOSE (the why):
Why: Agency
involves the initiative or self-regulation of the learner.
Learners who have a belief that their
behaviour and their approach to learning will develop the capabilities to develop,
to live, and learn today and in the future.
Learner agency is fostered by teachers who
understand agentic learning and know how to support student autonomy.
❖
WHAT
ARE OUR KEY GOALS?
To create understanding of learner agency
To develop understanding of the role of schools and teachers in building
pedagogies to foster students agency.
To support learners to have agency over their
learning
To develop classroom systems that the serve
the needs and interests of the learner
❖
WHAT DO WE KNOW FROM PREVIOUS YEARS?
Building a shared language and understanding
within schools and across levels,
supports development of Learner agency.
Learner agency requires an understanding by
students, of the learning journey.
❖
WHAT ARE WE DOING NOW?
Schools identify their school specific areas
building on those identified in 2018.
Key Focus areas of inquiry for Learner Agency in 2019 from
work in term 1 are
Establishing
a common Language of Learning
|
Engaging
Students in planning, timetabling and Curriculum Design
|
De-privatising
assessment- “with not to. Assessment for learning.
|
How
Learner agency supports
horizontal
Connectedness
|
Teacher
dispositions, conditions to support learner agency.
|
Developing
Resilience and Wellbeing enhances Learner agency.
|
Then ISLs are
Engaging with school communities to identify
their focus for developing Learner
Agency that supports their Strategic Plan, Teacher and Learner needs.
Planning ways to support ISL’s to share their learning between schools.
As a group we will
Reflect on and review the ‘Learner Agency’
rubric developed and trialied in 2018
Create
a discussion document/ Rubric that feeds from the ‘Learner Agency’
Rubric, to identify some of the teacher
dispositions and pedagogies that support the development of Learner agency
❖
HOW DO WE KNOW WE ARE MAKING PROGRESS AND
WHAT ARE OUR MEASURES?
Schools are creating a case study to track their learning and
changes that reflect their learning area with a focus on Change
in teacher practise.
Change in learner
agency and educational outcomes in relation to the key competencies.
Maths Flexible Grouping #1
PURPOSE :
All
3 schools involved in this initiative are wanting their teachers to
investigate, and put into action, 21st century
pedagogical approaches to
teaching mathematics. In
particular, looking critically at the
research and practice around whether using problem-solving and more flexible
grouping enhances students attitudes towards,
and successes with mathematics.
WHAT ARE OUR KEY GOALS?
- Changing mindsets about mathematics in students, teachers & whanau
- Investigating whether problem solving and flexible grouping should be integral components of a classroom mathematics programme
- Developing a tool that all 3 schools can use to foster discussion around these ideas
WHAT ARE WE DOING NOW?
●
Regular
sharing of research and progress towards goals across schools.
●
ISL’s are
working with their teachers using the ‘Pedagogy Discussion tool’ .
●
This tool
is informing and guiding the focus and direction of teacher inquiries
●
Working
with external providers to enhance teacher knowledge on how to more effectively
use problem solving in mathematics.
●
Going
forward we are hoping to follow in the footsteps of the 2018 Maths initiative,
and get groups of students from each of our schools involved in a collective,
collaborative problem solving challenge event in term 3.
Maths Flexible Grouping #2
●
PURPOSE (the why):
●
OVERALL
Purpose: Auckland Central Community of Schools (ACCoS) Mathematics/Pangarau
Initiative 2 school teachers use effective maths teaching practices and
strategies in skilled and active ways
●
WHAT
ARE OUR KEY GOALS?
○
GOAL
#1: Practices
○
ACCoS school teachers make effective use of
the Learning Progression Frameworks in Mathematics (LPF-M) to enhance their use
of effective maths teaching practises[1].
○
GOAL #2: Strategies
○ ACCoS school teachers use the interventions and strategies
students need to develop mathematical expertise at the right time and for the
right reason.
○
E.g. NPS
Strategies focus: flexible grouping –
talk move strategies – engage with family and whānau
●
WHAT
DO WE KNOW FROM PREVIOUS YEARS?
Research
identifies
●
Students'
lack of mathematical engagement.
●
The
"gatekeeping role that mathematics plays in students' access to
educational and economic opportunities" (Cobb & Hodge, 2002, p. 249)
●
NEMP
identifies our Maori and Pasifika children continue to be at the lower levels
of proficiency. Our across schools data gathering confirms this too.
●
Initiative schools assessment data indicates a higher than national average in
mathematics and we want to know if we are extending our students.
●
All
schools agreed to a focussed pedagogical practice to help drive the shift.
Refer to Planning Phase 1 2018.
●
Across
the initiative 25% of learners have been identified as being eligible for ESOL
funding so a focus on effective ESOL principles by Rod Ellis needs to be included in action plans.
●
WHAT
ARE WE DOING NOW?
○ We have identified effective
strategies that have a proven effect size that we will focus on. Schools still to
confirm strategies of focus.
●
HOW
DO WE KNOW WE ARE MAKING PROGRESS AND WHAT ARE OUR MEASURES?
○
Newmarket
School will use SOLO Taxonomy rubrics
to help identify and measure learning progress. The others schools are still to confirm their focus
strategies in their action plans.
○ Across the initiative student assessment data will be used as has been agreed to by the
schools involved to identify areas of change in Mathematics. Regular
opportunities will be provided to involve students and their parents and whānau in learning conferences
and goal setting in relation to mathematics standards. This information will be
used to plan programmes and use of identified effective teaching strategies.
Link to more about us Mathematics/Pangarau Initiative 2
Link to more about us Mathematics/Pangarau Initiative 2
EGGS - Working with the
Learner
PURPOSE (the why):
● To continue developing
learner agency at EGGS.
WHAT
ARE OUR KEY GOALS?
● Develop teacher
agency/dispositions
● Build reciprocal learning
relationships AKO (teachers and students learn together)
● Develop critical engagement
● Support wellbeing
● Grow collaborative and
inclusive classrooms
WHAT DO WE KNOW FROM PREVIOUS YEARS?
● Learner agency is a complex
concept and it takes time for staff to process the implications of this for
their teaching practice.
● Teacher agency needs to be
built alongside student agency
● There are many different ways
to grow agency in different learning contexts.
● There can be tension between
practice which leads to high student achievement in assessment and practice
which develops learner agency.
● More work needs to be done to
align the planning of curriculum redesign with the pedagogies that have arisen
from the PLGs
WHAT ARE WE DOING NOW?
● We have 13 different PLGs
working on various aspects of practice which contribute to learner agency and
to our key strategic goals.
HOW DO WE KNOW WE ARE MAKING PROGRESS
AND WHAT ARE OUR MEASURES?
● When we can see teachers are
engaged in learning new teaching practices - teacher agency
● When teachers understand what
learner agency is and how to improve their teaching as they develop it.
● We will use teacher voice,
student voice and student achievement data as our measures
● The pedagogies arising from
the work of the PLGs is considered in the curriculum redesign of year 11.
ECE
❖
PURPOSE
(the why):
➢
We
aim to be leaders in transitioning children to school through the sharing of
best practice across ACCoS Early Childhood Providers and the New Entrant
Community.
❖
WHAT
ARE OUR KEY GOALS?
➢
Facilitate
opportunities to share best play-based learning practices (with a lens on the
key role of teacher in learning or ako).
➢
Explore how
schools and centres celebrate cultural diversity.
➢
Share ideas
on how to support the wellbeing of our students.
➢
Develop
collaboration through the development of professional relationships
❖
WHAT
DO WE KNOW FROM PREVIOUS YEARS?
➢
Feedback from
the work done in 2018 indicated a shared appreciation for the networking and
opportunities for ECE teachers and those from the early primary sector to
share.
➢
The group
expressed a desire to inquire further in to topics such as play-based learning, wellbeing,
supporting cultural capabilities and
ESOL learners.
➢
There is a
real benefit for all in having meetings at the various centres and in New
Entrant areas at our schools
❖
WHAT
ARE WE DOING NOW?
➢
An evening
meeting per term focusing on those areas. The first evening was a great success
and allowed for the 50 attendees to explore and share strategies to support
their ESOL learners.
➢
During ACCoS
release time going into other schools and early childhood centre and sharing
ideas and talking about transitioning into school (the first few weeks)
➢
Sharing of
the best practice within ACCOS, staff from our primary schools and early
childhood centres will share their learning and practice around the 2019 areas
of interest
❖
HOW
DO WE KNOW WE ARE MAKING PROGRESS AND WHAT ARE OUR MEASURES?
➢
End
of year review
[1] Effective
Mathematics Teaching Practices (National Council of Teachers of Mathematics
(2014, p10) Establishing mathematical goals to focus learning; Implementing
tasks that promote reasoning and problem solving; Using and connecting
mathematical representations; Facilitating mathematical discourse; Posing powerful
questions; Building procedural fluency from conceptual understanding;
Supporting productive struggle in learning mathematics and Eliciting and using
evidence of student learning
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