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Formative evaluation (i.e. when teachers receive feedback on where they are going, how they are going and where to next, in terms of their impact on student learning) is one the most powerful influences on student achievement. As the leader it is important that you fully believe that your fundamental task is to support your teachers to evaluate the effects of their teaching on their students’ achievement. Once teachers become evaluators of the effects of their own teaching, then they are better placed to know what to do next to enhance student learning. These decisions will always be evidence-based. You will be setting up systems and processes to support teachers to mine their student data regularly to evaluate what has been learnt and what needs to be learnt next.
In your leadership role, the teachers are like your own class and your role is to constantly monitor and evaluate the effects of your leadership and the professional development opportunities you give and adjust your support accordingly. You may need to differentiate the learning opportunities for teachers, as they will have a wide range of strengths and needs, just as students do. There will be teachers who have strengths that they can model and share with other teachers, and as the literacy leader you will be identifying these teachers and setting up opportunities for them to share best practice.
‘It is a way of thinking that makes the difference’ (Hattie, 2012)
‘Learning thrives on error’ (Hattie, p 165). It is absolutely vital to create warm, empathetic and trustworthy climates where errors are welcomed as opportunities for learning. This is absolutely vital for students but it is just as important for leaders to establish this climate for teachers. Your role as literacy leader is to support the establishment and maintenance of a true professional learning community. To lead this successfully will entail you setting up the parameters and protocols for teachers to feel safe to evaluate the effects of their teaching, especially when a student’s progress is slow. Teachers need encouragement to uncover deep-seated beliefs about teaching and learning, to discard incorrect knowledge and seek new understandings through genuine inquiry. One way to ensure this is to have a relentless focus on reflection about their impact based on the evidence of students’ learning. Teachers may feel anxious about being observed, and so an effective literacy leader will set up an observation process that is clear, well planned and well understood in terms of purpose, criteria and process.
Video collection
Clip 1 | Clip 2 | Clip 3 | Clip 4 | Clip 5 | Clip 6 | Clip 7
Before viewing
Clip 1: Pre-observation conversation
Clip 2: Identifying the impact of the teaching
Clip 3: Establishing shared theories and knowledge
Clip 4: Linking the theory to the practice generally
Clip 5: Self-regulation
Clip 6: Building theory to practice specifically
Clip 7: Impact of practice
After viewing:
Working with the Monitoring Meeting Interactions module
Teacher–Teacher Conversations - Click on the links below to access the video modules.
Clip 1 | Clip 2 | Clip 3 | Clip 4 | Clip 5
This clip is from a literacy monitoring meeting at Hutt Intermediate School. Teacher Jocelyn Pollock is a literacy leader at her school. The teachers (Debbie Wilson, Duncan Lints, Eric Pampalone, John Steere) bring student achievement data for specific students to this meeting to analyse collaboratively.
Watch the video and think about these questions:
This clip is from a monitoring meeting at Wainuiomata Primary School. Raewyn Walton is a literacy leader at her school. The teachers (Frances McCarthy, Robyn Rae, Diane Stevens) bring student achievement data for specific students to this meeting to analyse collaboratively.
Watch the video and think about these questions:What literacy knowledge does Diane need to have to analyse the data to this depth?
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