Session 2 Collecting ‘baseline data’

On teachers and students

Goals:

• To gain a clear understanding of the baseline data gathering and feedback process.

• To strengthen your skills to observe ‘Clarity about what is to be learnt’

Why? Primarily, so you can support your teachers with their own inquiry

Our process

1. Principles2. Process3. Practical tips4. Practice

1: Principles

• Openness/ transparency

• Respect

• honesty

1: Principles of AkoThe concept of Ako describes a teaching and

learning relationship, where the educator is also learning from the student and where educators’ practices are informed by the latest research and are both deliberate and reflective. Ako is grounded in the principle of reciprocity and recognises that the learner and whanau cannot be separated.

Ka Hikitia 2008

2: Process

• The video

• Your observation notes

• Student interview responses

• Teacher interview responses

Process (cont’d)Documents, let’s number them in an order

that might be useful: Clarity observation sheetTeacher interview questionsStudent interview questionsTeacher capability matrixStudent capability matrixBaseline endpoint data gathering A3Assessment for learning Lead teacher notesFurther copies from: http://www.evaluate.co.nz/rubrics/

Process (Cont’d)

• Make a time to meet with the teacher and explain what you’re doing and why.

• Hand them a complete set of the documents

• Talk to them about what they could tell their students.

Process (cont’d)

The process:

• 10-15 min observation (video)

• 10-15 min student interview

• 10-15 min teacher interview

• Time to talk after the teacher interview about preparing for the next step

3. Practical Tips• Have a set of guidelines for the teacher to follow

• Talk about who owns the video and what its purpose is

• Check on student permissions

• Who to choose for student interviews

• Don’t over plan for the lesson, make it as real and normal as you can.

• Talk about watching the video with the teacher

3. Practical tips (cont’d)

• What guidelines would you give the teacher?

Guidelines example• Talk to your students about what’s going to happen

and why

• Choose the students to be interviewed , to be in your group for instruction

• Read through the observation sheet and interview questions before the day

• Relax, I am only providing a mirror for your own inquiry

Practical tips (cont’d) for Lead Teachers

1. Be prepared with all your documents organised in one place for each teacher

2. Keep duplicate records- one for your reference and one for them

3. Make sure you each have a copy of the teacher and student capability matrices

4. As soon after the lesson has been videoed as possible , get a copy of the video into the teacher’s laptop.

4. Guidelines to Observing Practice

• Observation Guidelines:

• 1. know where Learning Intention is on the sheet (3rd box down)

• 2. only write down what you see or hear

• 3. never use negatives,

Practice

Keep the purpose strongly in mind, you are gathering evidence for the teacher’s inquiry.

How did you go?

• What is going to make the biggest difference for the students?

• Where do you think this teacher sits on the teacher and student capabilities?

• What would you suggest her inquiry goal might be?

What next? After the video and interviewsTalk with the teacher about what they now need to do:1. Watch the video twice, fill in their own observation sheet

from this2. Listen to the student responses, see if they can improve on

your transcript3. Read through the teacher and student capabilities and tick

the bullet points that reflect the evidence you have.4. Bring this to the feedback meeting + their student

achievement info5. Remind them that if they do all this in preparation for the

next meeting, they will find the meeting very useful and possibly enjoyable.

Feedback on baseline dataSet a non contact time aside to meet with the teacher (approx 1 hr)

Make sure they have with them: a copy of their student achievement info, obs sheet, teacher int, student int, teacher matrix, student matrix. You need your copies of these also.

Allan will talk through this more this afternoon

Your purpose is to co-construct an inquiry goal with the teacherYour process is: through the evidence from the observation, the

teacher responses and the student responses you will use the teacher and student capabilities to establish with the teacher an inquiry goal.