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East Community of Learners

Theory of Improvement - Conclusions
Systems/structures to support e.g. CoL time

Collaboration Data/Evaluation Teachers & Towards a shared curriculum

(Troy) (Joy) Capability (Ana or Mairi)
Develop effective Develop a rich picture of students experience of learning Build capability in all Develop a shared curriculum and
collaboration to enable using teacher and student observations (develop tool for schools within the understanding by:
improved student observations across all areas), collection of student voice, and CoLs three target Identifying what this looks like
outcomes by: feedback from schools. areas by: already in each school for their
Identify areas focus challenges.
Build Undertake a critical review of data processes across the COL of strength and Establishing coherent learning
relationships to ensure consistent valid practices. weakness. progressions
between all: Disseminating Clear achievement
principals, senior Tailor implementation based on schools focus goals; use rich information of indicators at key points in
management, pictures and achievement data to narrow the focus for each the strengths each challenge area.
ASTs, WSTs, school. of individual A shared language
teachers Plan for short cycles of improvement with specific, schools/teache Understanding of
Mutual manageable goals that can evolve, change and adapt rs to AST. transition points.
Accountability. through the cycles. Best practise is Building consistency of data
Mutual Buy In replicated gathered and analysis through:
from all Develop a shared understanding of visible learning practice across all Collaborative moderation
stakeholders. with reliable evidence of how it makes a difference to the schools within Consistent expectations
Identify potential effectiveness of teaching and learning. the CoL. for students and teachers
barriers and Use of learning
solutions/ Develop plan for growth/sustainability and transitions progressions to inform
strategies. teachers and learners
Clearly defined Ongoing Review process - Dynamic: evolving, constantly (learner agency)
roles and changing. Ongoing review and
expectations. monitoring of progress

Identify areas of success that can be replicated within and across schools.
P.N. East Community of Learners
Action Plan: Developing a Rich Picture

Teaching &
Learning Voice Observation

Principal Teacher
A Rich
Pathway 1 Leader / WST Student
= Picture
that allows
us to...
a Rich Identify trends &
Picture For each of these aspects, we need to patterns
identify how we will do it, what we will use,
who will be involved, how it will be
collated, and key guidelines/protocols. Develop shared
Pathway 2
Identify what is
Assessment Voice Data Moderation
Principal National ASTs & WSTs
Standards Identify further
Leader / WST WSTs & experts & external
NCEA Principal/Leaders support
Standardised WSTs & Teachers Plan for
Tools development of
Levels practice, learning
progressions &
P.N. East Community of Learners
Theory of Improvement: Implementation Plan 2017
Goal Solution What/ Actions/ Who When
Requirements Strategies

Consistent Consensus Develop shared Peter to discuss with Principals the End of Term 1
OTJs amongst understanding of purpose/rationale for this review.
and diagnostic testing - PLD For discussions
Consistent, between the Develop a consensus of Ana (with Lizzie/Troy) to meet with with principals
reliable schools on what diagnostic testing principals or relevant person to discuss consider:
process: making an looks like what they are doing re assessment and W, M or
OTJ OTJ Survey/share how schools OTJ process. Sci/Tech
guidelines Informed are collecting/analysing -
Towards the decision on identify 9.3.17 - Someone to map out the broader
Pathway of diagnostic differences/discrepancies picture of looking at the process; outline
learning testing - use WSTs (get them to principles and rationale of OTJs - PLD
progression Shared bring along their policy provider or Ana???
understand document for making the
ing of OTJ at their school to the 23.3.17(16.3.17) - All WSTs to bring what they
principles first meeting on the 23rd are doing to assess and make OTJs and
of OTJs March) share. ASTs to map together for Peter to
Use experts to share ways share with principals.
of approaching other
forms of collecting data. 6.4.17??? Use Cathie Johnson (NZCER) (for
Come to some sense of all goals) - joint meeting (maths/writing/
agreement of what this science) - diagnostic tools
looks like
Seek feedback Term 2: Use Jodie and Bobbi
Meet with principals to Hunter/Raewyn Eden/ Glenda Anthony
understand principles of (Maths PLD providers) to share about
OTJs making Maths OTJ. - Lizzie & Troy meet
with ASTs to share information; look at
diagnostics in those goals.

WSTs & ASTs to disseminate principles of

OTJs to staff.
P.N. East Community of Learners
Theory of Improvement: Implementation Plan 2017

Goal Solution What/ Who When

Requirements Actions/Strategies

Rich Picture of Clear and specific Investigate tools for gathering students AST (Joy & End of
Learning: information about experience of their learning. Lizzie) Week 4
Observations current teaching Shared Term 1 2017
of Students practice Develop questions for with other
Observations Clear and specific interviews and observations of both ASTs for
of Teachers information of students and teachers comment.
And collect student experience
student and of their learning Brief the Principals and DP / AP of the
teacher voice Look for mismatch intention, process and outcome.
to inform staff between intended
development in learning outcomes Sharing of student questionnaire with
each school as and received teacher before and after. Throughou
appropriate learning outcomes Nominated t Weeks 5 &
Start with the WTS; who then become AST 6, Term 1
Teachers do not feel model for the same process within their 2017
they are being own schools. Pilot and then process is
judged by the evaluated between WTS and ATS. Other
children teachers interviewed later based on self Nominated
or principal or WTS nomination AST
Based on schools
nominated foci Identify successes with each other
across schools. Good practise of success
The gathering of the that can be replicated.
data leads to
meaningful action
P.N. East Community of Learners
Theory of Improvement - Conclusions
Systems/structures to support e.g. CoL time

Relationships Data/Evaluation Teachers & Towards a shared curriculum

Key role of across Role of high quality data - including students experience of Building capability in all Coherent learning progressions /
school teachers - learning (a rich picture of each learner - in those areas in schools achievement indicators at key points;
working with within schools nominated focus areas - possibly developing a Teachers use each consistency - evidence of
school teachers consistent tool for observing students/teachers); others practice + collaboration; moderation - enhance
Address relational measurability context across sectors; transitions; promotes trust; good
components - what are Critical review of how we conduct our OTJs. identification and data/monitoring of progress;
these: threat, challenge, Establishing consistent tools for quantitative measurement - deployment of consistent expectations for students
different deciles; think e.g. same assessment tools - PAT etc. - developing capability expertise/strengths/ and teachers; a vehicle for
teachers, parents, for analysing/ using data. capability of teachers in developing student agency -
leaders (principals + Begin moderation processes schools - valuing all. development of a CoL shared
new leaders); clarity of Knowing we have made a difference; triangulation of data: curriculum; use of common
roles and expectations Effective evaluation - consistent and short cycles (termly), terminology
of those roles. common approach, intended outcomes, subject/context, Challenge doc states need/intent for
Accountability: Mutual short cycles of improvement, interim measures, types of sci/tech pathways.
accountability: to measures - obs, samples, narratives, formal measurement Identify what this looks like already in
parents, children, each tools use of target groups? Needs to be driven by formative each school.
other - peers, all assessment processes.
community, as schools,
How what we know about students is carried through
our profession, MOE
Buy in from all transitions.
teachers Planning for Growth/Sustainability - Review process - Dynamic:
evolving, constantly changing
Tailoring implementation; schools determine focus; narrow
the focus
Short cycles of improvement with specific, manageable goals
that can evolve, change and adapt through the cycles.