Literacy+Development

Tuesday 9th August 2011

Click here for agenda 

Blind Testing
 * 1) If unsure about writing sample believe in yourself - go with your gut feeling initially
 * 2) Teachers from all levels moderated their pieces of writing from lowest to highest
 * 3) Find an example of a level 1 after 2 years at school, level 2 after 4 years at school writing, level 3 after 6 years at school
 * 4) We then shared our version of these samples with teachers from years 2,4,6 to see if they are had similar exemplars - yes we were on the right track!!!
 * 5) Once these have been determined allocating writing samples to match these samples that is the easy part
 * 6) It is the samples on either side of these levels that require the moderating. Moderate the curly ones!!!

If it sounds like a good piece of writing it probably is!!!!!

What do we know about good writing? If is sounds like a good piece of writing it probably is - go with your initial gutt reaction What do we need to support our decision making? Use the literacy indicators and literacy poster What do we know / need to know about moderating/levelling writing? See above especially points 3,4,5,6

Reflective Feedback

Teacher response? Changes to practice? What was easy/difficult as a leader? Challenging conversations? Where to next?

Literacy pd has made me focus - "What Do My Students Need? How can I fill the gaps!!!! Looked and revisited a variety of teacher techniques
 * How have I influenced others around me? Trialled pd that I have been involved in, discussed and shared learning with team, what has worked well, what we have changed. Students are involved in regular writing opportunities. Whole class shared writing approaches are regularly planned and implemented. Writing across all areas of the curriculum are valued and linked directly to students written language learning opportunities e.g. topic time.
 * How have I influenced students? Consistently using the terminology to be a "good writer" you have to .... or "Good writers" do ....... huge emphasis on how students can be good writers
 * What changes have I made? Re-introduced whole class shared writing on a more regular basis. Have made all students go back to "attempt" an independent approach to writing initially. Before I used to keep students on the mat and work with those that I initially felt needed it. However, now I encourage them all to go back and attempt to begin the writing process. Using "Thinking Aloud" strategies with the class all the time!!!! Students are now creating their own success criteria based on what makes a good writer, what can they see in the piece of modelled writing that they will need to do in their own writing. This can be applied across all areas of the curriculum
 * What was a challenge? Collecting and sorting all the information that I have to support and improve my teaching and putting it together in a "plan" so it is effective. Consistently am questioning whether I am on the right track
 * Read Chapter 8 - Best Evidence Teaching Professional Leading and Development by Helen Timperley

Giving Effective Feedback in my leadership role

When observing teachers it is not about you give the feedback it is about the "Teacher as an Inquirer" - teachers need to be constantly reflecting on different ways that they can improve their teaching..... (see yellow professional development folder)
 * Hand out received suggesting effective feedback Sutton (1998)
 * Getting Clarity
 * 4 Keys to Giving Quality Feedback
 * Evaluation - Levellers

Feedback to give teachers when it is difficult to find the obvious .... What would you consider your next step would be? What do you find a challenge? What do you think you need to work on? If there was one thing that you wouldn't want me to observe what would it be? What do your students needs? How can you fill these gaps?

Read Chapter 6 Learning Conversations "Using Evidence in Teaching Practise"

Joy Alcott Spelling "Kids need to know about sounds!!!!"
 * Opportunity to teach sounds
 * Teachers need to know the gaps
 * linking with your shared reading books
 * big books
 * poems
 * handwriting