Here is this weeks notes...
Wednesday, May 18, 2016
Monday, May 9, 2016
Raising Student Achievement
Raising Student Achievement Through Targeted Actions
ERO produced a report at the end of 2015 which outlined for teachers (and school leaders) insights into effectively creating targets to accelerate students learning.
This document represents a substantive analysis into what specific actions school leaders are taking to review the impact initiatives are having upon student progress. The material specifically challenges management to justify their choices around measurable gains.
I found this report to be extremely useful as it works through multiple aspects of education from BOT (governance level), through leadership, teacher and students/parents. Many of the findings of the reports used case examples to juxtaposition success variations of strategies on less successful attempts.
The importance of data is evident throughout this report. The authors emphasising that schools are most likely to have the correct initiative/ideas in mind when planning change. But often the success of these initiatives/ideas is inhibited by some simple failings. The use of quality data (and by default reports) is a primary focus. ERO challenges schools to strive to build up the capacity within staff for making improvements. "The most significant difference between schools that succeeded and less successful schools was the explicit commitment to both equity and excellence." (p.36)
This post is related to RTC #6. "Conceptualise, plan and implement an appropriate learning programme - i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice." And ERO's School Evaluation Indicators Domain 2 Leadership of conditions for equity and excellence - "Leadership build capability and collective capacity in evaluation and inquiry for sustained improvement and innovation."
This document represents a substantive analysis into what specific actions school leaders are taking to review the impact initiatives are having upon student progress. The material specifically challenges management to justify their choices around measurable gains.
I found this report to be extremely useful as it works through multiple aspects of education from BOT (governance level), through leadership, teacher and students/parents. Many of the findings of the reports used case examples to juxtaposition success variations of strategies on less successful attempts.
The importance of data is evident throughout this report. The authors emphasising that schools are most likely to have the correct initiative/ideas in mind when planning change. But often the success of these initiatives/ideas is inhibited by some simple failings. The use of quality data (and by default reports) is a primary focus. ERO challenges schools to strive to build up the capacity within staff for making improvements. "The most significant difference between schools that succeeded and less successful schools was the explicit commitment to both equity and excellence." (p.36)
This post is related to RTC #6. "Conceptualise, plan and implement an appropriate learning programme - i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice." And ERO's School Evaluation Indicators Domain 2 Leadership of conditions for equity and excellence - "Leadership build capability and collective capacity in evaluation and inquiry for sustained improvement and innovation."
Sabbatical Information
Teacher Study Awards and Sabbaticals
Recently the Ministry has opened applications for teachers to apply for an opportunity to take a sabbatical break (or undertake a course of study).
These were part of recent collective bargaining gains and represent a tremendous opportunity for teachers to reflect and rejuvenate. Applications for the secondary awards close on the 7th June (day after Queen's birthday Monday).
The two full pay categories that staff can apply for are;
1. One term sabbatical - taken in a negotiated time/term in 2016. These are linked in part to teachers taking an opportunity to professionally develop (visiting schools or researching). Nationally there are 50 of these available.
2. Study award - these can be either part-time or full time for a year. Nationally there are 75 of these available.
Further information and applications forms are available online at www.teachnz.govt.nz
This post is related to RTC #4. "4. demonstrate commitment to ongoing professional learning and development of personal professional practice". And ERO's School Evaluation Indicators Domain 5 "Building professional capacity."
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