ERO School Evaluation Indicators (Part I)

Effective Practice At Waihi College

The Education Review Office have recently published a trial document called "School Evaluation Indicators: Effective Practice for Improvement and Learner Success".  As the name suggests this is the office's concise guide to what things they want to see happening in our school to produce effective results.  

The guide has an express purpose of providing a "common language for the interaction and dialogue between a school and ERO about development since the last review."  These are effectively the a-b-c's of effective management and running of a NZ school.  This is the first of two publications (the second companion resource is due out in September this year) that schools can use to confirm their progression and development.  

A common observation I've been able to make in my time in teaching is that when ERO announce their dates for review schools are ready (they had in their last review an indication of how many years until the next review).  At Waihi College our 2014 report indicated that three years would be the time for the next review.  In my experience teachers sharpen up their paperwork and a generally geared up for a review, but there is always an unknown element.  Teachers would say "what wheelbarrow will ERO come pushing this time around?" - that there are things that the review team would 'spring' on schools.  The School Evaluation Indicators  is a document which will take away any surprise element for an ERO visit - it effectively spells out, in great detail, what things they'll be be asking.  

This document is an easily digestible 42 pages which begins in theory.  They base their indicators on several things;  25 years of reviews, modern education research, the NZ Curriculum document, legislation, National Administration Guidelines (NAG's), best evidence synthesis, OECD reports and input from Helen Timperley and Viviane Robinson.  Personally I feel comfortable with the indicators themselves, and feel that they're grounded in sound educational theory.  

I've ordered several extra copies for staff (three for the Learning Leaders), there is one available in Alistair's office and one from mine.  

I've been able to link blog posts to the Registered Teacher Criteria, I will from here on attempt to link (where appropriate) future posts to the appropriate School Evaluation Indicators.  

This post relates to RTC #5. show leadership that contributes to effective teaching and learning

and School Evaluation Indicator - Domain Two : Leadership conditions for equity and excellence and Domain Five : Professional Capability & Collective Capacity.  

 

Parent Teacher Interviews

Parent Teacher Interviews

Next Wednesday we will have our annual parent teacher interview day.  Administratively this day has been made much easier with the invention of online booking through www.schoolinterviews.co.nz (which is good for parents and staff admin).  But the time old tradition of interviews have continued with the same old barriers.

• Parental Reluctance.  There exists a tendency for parents who were themselves struggling at school to avoid interaction with the institution (especially us teachers).  How can we best encourage/invite these types of parents in to school to talk education?
• Students Painting A Different Story.  The realities of modern parenting is that often the messages from the students are taken as canon by the parents.  

Good Guidelines for Running An Interview.

1.  Know your students.  This sounds obvious but being ahead of the curve is very important.  Are you able to pin point their progression in their learning?  Where are they excelling/struggling?  What interest levels do they have?  What things increase their engagement?
2.  Know who's coming.  Look at your bookings and organise all your information for interviews.  It pays to have assessment results and classroom work handy.  Being able to speak to parents with reference to the students work is powerful.  It adds greatly to your perception of credibility if you're organised.
3.  Listen first.  It's a good thing to begin "thanks for coming in today/tonight you've had a chance to read X's report, before we begin were there any issues that you'd like me to cover?"  Some parents will have a bee in their bonnet and it's important that you listen and process their issue (this doesn't mean getting bombed upon - see point #6 below).  
4.  Talk about time factors.  Have a clock handy acknowledge the booked time, how long you've got available, check that you've got their contact details should the interview go too long.  
5.  Ask about their observations/hopes/plans.  The parents are potentially very powerful drivers of learning for the student.  It is important to know where they're at and build upon this.  A parent that says X is a bit bored is probably asking for extension material.  A parent that says X is not enjoying this subject this year is probably saying that your not X's preferred teacher.   
6.  Keeping it professional.  There are parents out there that will be unreasonable and cross boundaries.  Be prepared to finish up an interview early.  Saying "I don't think that we're getting ahead here, lets reschedule this meeting for later when we've got more time".  Standing up is a non aggressive way of finishing an interview.  Do communicate with your colleagues/management about your interviews... have someone to support you.  
7.  Thank the parents for their time.  

This post relates to RTC # 1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga i)  engage in ethical, respectful, positive and collaborative professional relationships with: whānau and other carers of ākonga" 

Ohinemuri Schools' Festival of Education

Mind Frames of Change

Yesterday the Learning Leaders and I were lucky enough to head over to the inaugural Education Festival held at Paeroa College.  Our intent was to go and see the keynote address by Lynda Shanks from Cognition Education in Auckland.  Cognition are the educational providers for John Hattie's Visible Learning Plus.

Here is a summary of the key messages I took away from Lynda's presentation...

There are three main messages of change presented; 1.  What are visible learners?  2.  What are the mind frames of the teachers (are we change agents in education)?  3.  What system reform is required in schools?

The notion of building up a shared language of learning was key.  The question - when your students are asked "what was learning like today?" would they say "fun" or "busy" or would they be able to describe their learning?  This question was supplemented with video of students verbalising their experiences in the classroom.  

How is it that we collectively as Waihi College staff are going about embedding the language of learning within our students?  Do we have a 'way' of learning that is uniform, do our students know it, and is it best practice?

Lynda went through Stephen Covey (recommended author or the The 7 Habits of Highly Effective People) basic change model.  How is it that we as educators know that we've actually made an impact on the learning of our students?

• See - School Culture, personal beliefs, and traditions.  
• Do - School structure/policies/rules/programmes.
• Behave - the results and effects (e.g. achievement results).

Lynda then moved into the purpose of the workshops on the day.  She encouraged all of us to see ourselves as the change agents for our schools.  To begin this through a series of self reflective questioning.  

1. How am I doing with my students?
2. Where am I going to next in my practice?
3. How am I going to get there?
4. What can I control as a teacher?
5. Do we challenge all of our students in our classes?
6. Do we plan lessons from different points of view (the most able or those struggling)?
7. Do we fall into the habit of labeling students? 

Overall the presentation was great.  Lynda is clearly a communicator who is grounded in the experiences of the the classroom.  

This post relates to  RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment.