Actions (what we will do) | Outcomes (what we expect to happen) | Progress Report 1 June 2016 |
| Literacy Leaders will have a portion of each fortnightly Syndicate Meeting to embed effective Literacy pedagogy Shared understanding about Literacy as a means to access all Curriculum areas. Minutes shared and monitored to ensure that meetings has a major Literacy focus Spiral of Inquiry template (is an evaluative tool) will be used to support Syndicate discussion and Literacy Leaders development and work-Teachers planning their next steps having gone through the evaluation process
| More time is spent during all syndicate meetings to improve teacher knowledge and practice. Beginning to integrate other areas into literacy through reading and writing. Minutes are shared and discussed at Senior Staff Hui
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| Walk-throughs will show an improvement in teachers’ pedagogy. Shared ownership of change will occur Teachers will be more aware of how to implement accelerated learning in writing
| Still some gaps in teacher knowledge in literacy which is shown during walkthroughs. Teacher are acknowledging their weaknesses and working to improve these through planning, professional readings, discussions with other teachers and specialist teachers such as RT lit, Reading recovery tutor. Share ALL strategies and include as a regular staff meeting item Any pertinent professional reading from ALL will be discussed at staff meetings as appropriate
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e-asTTle results will be more closely analysed to determine exactly what aspect of writing is hampering achievement (e.g. punctuation, impact, spelling?) and activities to focus on them will be sourced and shared.
| We will improve pupil achievement in the areas of weakness Documents such as ELP and LLP will be used to strengthen decisions. Modelling will not be whole class and teachers will organise literacy activities linked to student needs.
| We will analyse samples as a syndicate and look at next steps. Literacy learning progressions and Effective Literacy Practice are being unpacked and all planning is being linked to these. Some teachers share samples and next steps with each child.
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| staff will have a more consistent understanding of what constitutes levels 1,2 and 3 in writing progressions will become an integral part of the planning / assessment cycle pupils will also be aware of the literacy progressions and where they sit and what is their next step. Teacher knowledge will improve and be part of Staff /Syndicate and Senior Staff meetings
| Junior focus at the moment is on reading and unpacking the progressions for years 1-3 in reading. This is going to be the focus of Junior syndicate meetings over the next term. Middle and Senior Syndicates are using literacy progressions at meetings and in planning to ensure deliberate next steps
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ALL will be implemented. not only boys will be targeted but teachers will be asked to select groups of children who can make progress and it is envisaged that many of these will be boys. groups of about 6 will be tutored every morning for 35 minutes by a trained ALL teacher.
| One staff member to undergo ALL training and take groups of 6 for 15 weeks at a time To ensure sustainability, at the end of this period we will decide how best to spread any improved pedagogy and planning to other classes and/or levels The target groups will make accelerated progress. The strategies used in ALL will be carried over and influence normal classroom practice.
| Graeme has started working with a group of 5 students each day. 4 of the 5 pupils are boys. Stevie, Graeme and Vera have analysed progress of teaching and learning so far. It appears at this early stage that progress of most of the group is accelerated. Chicky, Graeme and Stevie have attended ALL cluster meetings in Waitangi and here at KES. The next is due next week. Stevie and Chicky attendeed the ALL introduction day in Auckland.
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Focus on boy’s writing data Teachers will share ideas for motivating writers such as topic choice, presentation and incentives
| Teachers will use a variety of approaches to motivate writers e.g quick writes (The Writing Book), daily 5. Children, particularly the boys, will be more motivated to write. Boy’s will see value in writing Choice of topics will be flexible
| There is a link for junior boys between reading and writing Smaller chunks of skills are taught and practised during teaching sessions as opposed to whole pieces of writing. Effort and thought is given when provided writing prompts and making it broad enough so that boys can write about things that interest them.
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| Next steps will be more accurate Teachers will bring samples of Literacy to meetings from their class target groups. Connections and comparisons using the rubric will be made and discussions about what you have noticed, what is working and so what? will occur
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Principal and the SIT (Supplementary inquiry team) will be involved and will oversee school-wide picture The SIT will consist of the principal, syndicate leaders, literacy leader and the ALL teacher. Principal will attend one Syndicate hui at a time and also visit classrooms to interview students, boys in particular and ask things such as - show me your learning, what do you like about writing, what do you find hard?
| Using student voice to to enhance and support classroom programmes. Resources such as funding and PD will be allocated appropriately A schoolwide picture will be developed ensuring student voice is valued, shared and used appropriately to make change if required.
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| While RTLit, Rainbow Reading and Lexia focus is on Reading, there should be improvements in writing as well. Children chosen for these interventions will all be well below the National Standard
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