Student Led Learning Walk T1 2019

This example shows evidence of  effective practice and a next step in practice  
 in order to achieve improved student outcomes.

PYP Evidencing Learning workshop

Professional Learning Day                 Date: 24 April 2019

Areas of professional learning: Developing assessment capable learners

Standards for the Teaching Profession (Our Standards)
Te Tiriti o Waitangi partnership Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.
Professional Learning Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.	X
Professional relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
Learning-focused culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.	X
Design for learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.	X
Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.	X

Reflections and new learning: Session 1-The assessment capable teacher-what does this mean? How do I rate my self on the 1-5 continuum (see survey below) Session 2 The position of assessment-what assessment is already taking place at SHS-mostly external, but consider observations, discussions, photos, students taking action….etc Session 3 Evidencing learning-documenting, measuring, monitoring and reporting-how did I place myself? Bigger on the monitoring than anything else-found out this was the PYP way! Session 4 Assessment capable students-great readings, liked the before and after questioning and the bridge between prior and post reading Session 5 Self assessors to self-adjuster-s-does self assessment lead to self adjustment? What learning and modelling needs to takes place, how does feedback need to be modelled and practised? Voice, choice and ownership

1a. Supports students to become assessment capable	2
1b. Where do you see this indicator in your own practices? What are you currently doing?	Reading Recovery-daily running records, assessment is routine, expected, child is aware and prepared for this daily assessment
2a. Uses data and evidence to inform planning and teaching strategies	3
2b. Where do you see this indicator in your own practices? What are you currently doing?	Every RR lesson and current teaching and child's progress is based on the learning demonstrated in the previous lessons. ELL language assessments to inform teaching direction and gaps in language. Spelling/Maths assessments to see where gaps in understanding are
3a. Understands the purpose of assessment and selects appropriate tools and strategies	3
3b. Where do you see this indicator in your own practices? What are you currently doing?	Understand the importance, use a variety of tools,
4a. Collaborates to design and moderate assessments, analyse results and plan next steps	3
4b. Where do you see this indicator in your own practices? What are you currently doing?	Tend to use a range of 'prescribed' methods and tools rather than self designed, but source from a wide variety. Use a range of oral tasks or interviews to record thinking and limited 'written' assessment
5a. Gives effective feedback and communicates learning progress	4
5b. Where do you see this indicator in your own practices? What are you currently doing?	Reading Recovery-eedback is direct, prompt, specific and designed to make the child reflect and use the strategies they need to for success. Reading assessments are shared with students to analyse reading strategies, self-monitoring and decoding.
6a. Shares evidence and data with students and the learning community	3
6b. Where do you see this indicator in your own practices? What are you currently doing?	6 year nets, Reading Recovery data and progress - shared with student, teacher and parents), Spelling and maths - shared with teachers and students compare own progress using 'pre and post' comparisons.
7a. Reflects on evidence and data to improve own practice	3
7b. Where do you see this indicator in your own practices? What are you currently doing?	Certainly have to do this in Reading Recovery, self and peer review is a crucial part of this teaching. Child is expected to make a certain rate of progress in a limited time and teachers are accountable to deliver this.
8a. Plans multiple opportunities for success	3
8b. Where do you see this indicator in your own practices? What are you currently doing?	Try and provide multiple opportunities-written, partnerships
9a. Supports student reflection through modelling	3
9b. Where do you see this indicator in your own practices? What are you currently doing?	I often use the "Are you right and how do you know?" modelling. I find that students seem to look for affirmation from the teacher and are not as confident explaining 'how they know' or how to check. They can tend to wait for the teacher to check/correct and tell them if they are right. It's OK to change an answer, this is the process of reflection...

How this reflection and new learning will impact on my practice: Keep reiterating that errors are an opportunity to learn Allow students ways of selecting their assessment tools

Also consider and reflect on the following IB reflection questions.

• How is learner agency supported through my assessment practices?

Help students become more aware of their current state on the learning path and feel confident to take on the challenge by measurable increments and successes.

• In what ways am I inquiring into my personal assessment practices and can see possibilities for modification?

Develop feedback skills and practices that provide an opportunity to consider the processes.

• How can I ensure my assessment practices are informing the learner, learning and teaching and the learning community

Ensure that data and assessment information is shared with the class teacher (seesaw posts)

This example clearly shows improved student outcomes through strengthening learner agency and assessment capable learners.