Ilisa Kearns Junior Team
Leadership Inquiry
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Introduction
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Lead the syndicate in improving the literacy practices in order to meet the school target in WRITING:
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Research to inform thinking
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Student-Centred Leadership by Viviane Robinson
Relationships are the most important as the other areas will come as a result of having strong, supportive and professional culture
(walkthroughs).
I lead at the front and within my team by distributing leadership opportunities among the team to ensure the focus is on improving student achievement, the team set clear goals and the whole team are driven to see the purpose reasons to why and how these goals can be achieved to promote change. This year my focus has been on ways we can analyse our assessment data and how we can collaborate to focus on further developing our teaching practises and expertise within the team. As a team, time is spent analysing student progress through our class graphs and the development of our pedagogy and practices- (professional development courses and reading), being reflective and seeing what changes can be made. In Term 2 and 3, I also spent time analysing the progress that individuals were making across the Junior Syndicate- especially for those children who became a priority learner during the year and to track their progress. This information was shared and they become were entered into a document Writing- Target Children & Goals- that we all set goals, collectively shared ways to raise achievement and then reviewed their progress after a term’s learning. New goals were set at the end of Term 3 and for Term 4.
One of the barriers in 2016 that I identified were collective ownership and buy in by all team members. This year we have gone from strength to strength after the success we had last year. The Junior Team have remained stable and we work well collectively. Another barrier can be ensuring timelines are met and then become a focus. In 2016 I also noted the need to lead reflective practises to see what the successes and growth/development occur in order to try and meet the goals set. This has been addressed by focusing on our assessment data termly, setting goals and reviewing our goals. It has been helpful to review what others have done in the team as it generates ideas to raise achievement for other children.
In 2017 of the main barriers has been ensuring time is spent during meetings and to evenly distribute administrative and planning tasks across the team so our energies can be focused on our professional learning, particularly in Writing and PB4L. In Term 4, I created an Syndicate Meeting Overview so time can be allocated for managing Junior tasks and events, professional learning/pedagogy and focusing on evaluation and Review.
Questions for my own leadership practices and improving student outcomes across my syndicate?
School Leadership and Student Outcomes: Identifying what works and why
The role of a middle leader is:
Relationships are the most important as the other areas will come as a result of having strong, supportive and professional culture.
Best Evidence Synthesis Iteration (BES) by Vivanne Robinson, Margie Hohepa and Claire Lloyd
The Writing Book by Sheena Cameron & Louise Dempsey
The Oral Language Book by Sheena Cameron & Louise Dempsey
Lighting the Literacy Fire by Jill Eggleton
Effective Literacy Practice Ministry of Education
Ariki- Quality Learning Circles
Accelerating Student Achievement Ministry of Education
The Storytelling School - A Handbook for Teachers Chris Smith
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Leadership Dimension 3
Ensuring Quality Teaching-
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Knowledge of how to evaluate teaching effectiveness: Leader understands how to use student data to set future goals. Leader attempts to use data to discuss teaching problems with staff and may be able to diagnose and resolve teaching problems collaboratively
Knowledge of how to improve teaching effectiveness: Leader has pedagogical knowledge and/or asks others to assist staff to improve their teaching. Leader ensures there are procedures so that teachers use evidence to review students’ progress. Leader regularly visits classrooms and has informal discussions with staff about the observations. Leader endeavours to talk with students about their learning
T1 - created a MATES agreement around our expectations as a team.
T1 - each teacher has established a goal around writing for the Teaching as Inquiry.
T1 - students created goals with the teachers for their writing.
T1: Identified Priority Learners and steps to assist them.
T1 - Junior Team created a Priority Learner document for Writing. Team recorded class levels for reading and writing-
T1: created Belfast Junior Team Interview Timetable for Reporting- able to oversee and monitor formal Reporting to parents assessment
T1: Writing Process discussed and displayed in classroom
T1-4: Junior Syndicate Teachers share Anniversary and Progress Reports with Junior Team Leader- this also is another way I can monitor progress and ensure consistency across the team. It is also another platform that can be used to discuss Writing- goals and targets for individuals and identify new targets for children relating to progress and meeting National Standards- what does an individual need to do in order to achieve the learning outcomes in a sub level
T1/2/3: Teachers Analyse assessments- writing, alphabet, click words, phonics, running records, SEA (New Entrants) to highlight underachievement or low progress and make referrals to Special Needs Referral system. All Junior Syndicate teachers shared their class Learning Support Referrals with the Team Leader- so I could monitor these children and refer back to.
T 1-4 - Update Writing Summary Analysis Chart and Reading Plunket graphs termly. Analyse children’s level and discussed each child- Priority Learners, those children who are achieving below or those children who have made moved a sub group. As a team we brainstormed areas to help raise achievement and changes that could be made to the writing programme. Identify new goals/targets and teachers then highlighted these children in their programme or to the Special Needs referral system.
T3- Created 2017 Junior Syndicate Data Board Summary This document become the basis of our Term 3 Writing- Target Children & Goals document. The team identified two children (who may or may not be the Priority Learners for Storytelling.) We discussed in a pair coaching session in a syndicate meeting the child’s current achievement level, identified a target for the term, identified barriers to learning, brainstormed strategies for the actions to reach the target. In Term 4, we have reviewed the goals and set new targets for the child in Term 4 for Weeks 1-6. We will review at end of 2017. This review is in the Tuakana Teina- Accelerating Student Achievement 2017 document.
T1-4 Developed Tuakana Teina Mentoring document for Storytelling. The Junior Syndicate spend time highlighting quality Teaching and Learning practice. This is discussed as a team and then shared in a shared Journal.
T3-4 Re-evaluated writing rubric and highlighter marking symbols system- student symbols key to incorporate symbols for all learning markers on the rubrics and make keys that cover level 1B 1P 1A
2018- Implement new visual marker keys, align writing rubrics/visual marker keys/ self and peer assessment sheets/examples of learning that display examples of learning intentions from the rubric displayed around classroom
2018- develop rubric for oral language assessment?
2018- Share Steps programme and discuss and set goals with how programme can be implemented across the team.
2018 focus on regularly visits classrooms and having opportunities for informal discussions with staff about the observations. Leader endeavours to talk with students about their learning- particularly Priority Learners-
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Leadership Dimension 4
Promoting and participating in teacher learning and development
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Use of data: Leader ensures that systems are in place for ongoing monitoring, reporting and improving student outcomes. Leader promotes moderation processes to ensure reliability of judgments of progress and achievement. He/she ensures that teachers develop the skills they need to interpret and use data effectively.
Knowledge of effective professional development (research based): Leader uses evidence about effective teacher development to plan for and evaluate the value of professional development opportunities.
Understands collective responsibility and accountability and how to foster it: Leader provides regular opportunities for collective discussion focused on the teaching achievement relationship. He/she models and monitors the types of discussion that foster teacher learning and focuses on student achievement and wellbeing. The leader uses a problem solving cycle of analysis, action, and evaluation to address teaching problems. The leader ensures relevant experience is available to increase probability of solving teaching problems. The leader expects teachers to be mutually accountable.
T1: Shared planning and assessment tools for continuity and consistency across the team.
T1: Shared folders in Google Docs set up for Storytelling, Guided reading, Shared Reading, Writing text types, writing templates- teachers have freedom to add and use collective Junior Team resources.
T1: Transferred Individuals reporting dates (Progress and Anniversary) from paper copy ETAP (implemented in T2) to a Google Doc.
T1/2/3/4: Junior Syndicate meetings are hosted by each teacher. It is a chance for all teachers to reflect on the learning that is occurring in each class, discuss wall displays, share ideas and each of us to take pride in our learning environments.
T3- Junior Syndicate read Accelerating Student Achievement document from Ministry of Education. We summarised and explained the document and then identified actions that we could focus on that relate to our Syndicate with particular focus on raising achievement for Maori students.
T3- Created Writing Assessment Moderation Writing Samples. During a Writing Moderation Syndicate Meeting we gathered examples of children’s work and assessed against the Writing Rubric under each level. Lisa George collated and made into a booklet for each class in the Syndicate.
T1-4 Reflected in Junior Syndicate meeting ideas and practices discussed in Whole School Staff meeting. Included ideas on our 2017 Tuakana Teina Writing Programme doc
Ideas for 2018-
Learning walkthroughs- informal- Writing Lesson observations- with agreed goal, observation notes recorded and discussed. Strengths and areas to develop across the team highlighting effective practices- shared and discussed.
Karen to discuss Steps programme. Implemented into class.
Share Steps programme and discuss and set goals with how programme can be implemented across the team. Use Helen Bancroft as mentor/coach as the programme is implemented into Room 6.
Share resources and ideas on ways to deepen understanding of the Writing Process
Syndicate discuss ways the Writing Process is explicitly taught and integrated into planning, formative assessment and student self and peer assessment. .
Form Ariki groups based coaching/mentoring partnerships within team.
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Leadership Dimension 5
Ensuring an orderly and supportive environment
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Is alert to issues that may impact on students wellbeing and acts on them promptly: Leader identifies and effectively addresses issues of competency early. Conflict is identified and effectively addressed as soon as it is apparent. Leader creates multiple opportunities for students to provide feedback about the quality of their classroom and school experience. The leader acts on feedback to improve the intellectual and emotional engagement of students in important learning.
T1 - timetable set so children do not have interruptions to the Literacy programme- a minimum of 4 hours per week.
T1: Year ⅚ Buddy system set up in New Entrants for learning sight words (click words) and regular familiar reading.
T3/4: Buddy System for Juniors for spelling or fast words.
T1-4: Storytelling- Shared Story- each class does the same story, teacher’s gather and share resources (saved on Google Drive). Lisa George plans overview- at Syndicate meetings we share resources and ideas.
T1-4 Integrate Storytelling with Discovery programme-
T4- Integrate Storytelling with Inquiry unit- link to Inquiry Days
T1-4- sharing resources and items. Google folders set up for Reading and Writing programme ideas.
T1-4 - promote learning environment that is based on making literacy fun, exciting and enable children to learn to read and write. Promote success and ensure all teaching staff are enthusiastic.
T3-4 Create Play Based Learning opportunities that include Role Play and integrate learning from Storytelling, Inquiry and own interests to create stimulating experiences that the children can talk, read and write about. Include Dress Up Days and Fun Days where the children are encouraged to have fun and use their imagination. Promote Staff to participate and have fun alongside the children.
T1-4 Integrating programmes with theme “fun” weeks to inspire children to write and draw on collective experiences. Discovery Programme used to set up and introduce the children to new and interesting areas that connect the children to the wider world
T1- Room 2 and Room 14 did Paired Writing Programme as an extra session. Discussed outcomes with the Junior Syndicate and Room 1 has also trialled the programme. 2018- Set up Paired Writing across the Syndicate.
2018- Share ways we can share with learning with whanau- ways to further encourage families into Story Telling.
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Summary
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This year has been an exciting and busy year and it has been both challenging and hugely rewarding leading the Junior Team. My main focus has been to further build on the solid foundation that was made in 2016 with the team and continue to develop and expand our practises by working collectively, nurturing positive relationships across the team and enhance our supportive environment. Our main focus has been to look at ways we can upskill our own professional learning and then to share practices to ensure the growth of all the teachers across the team. I have continued to spend time nurturing collegial trust- ensuring team members feel empowered to be open in our team to discuss our strengths and areas we are developing. In Term 4- I have become more aware of time management in Syndicate meetings and focusing on providing tight structures after feedback was given. This has been well received by Team members.
The Storytelling School Wide Programme has been exciting programme to learn. The Junior Team have worked hard to deliver it effectively to our year levels. Some of the positives that we have identified are that the children’s writing now includes more detail, the children have a greater understanding of a Narrative, the children’s vocabulary has been more sophisticated in their writing, that we have more opportunities for collaborative planning and sharing ideas, it has allowed us to integrate learning in authentic way across Curriculum areas and we have been able to enrich concepts and themes to other Syndicate Programmes through Inquiry, Discovery and Head Start. It has also provided teachers a strong model and structure for planning units and lessons and teaching strategies such as Shared Writing.
Some of the barriers have been If some children do not like the Storytelling story, they needed to engage with it for a long time. Junior children need to write and practise writing in a variety of ways everyday and the beginning process can take away from writing. At times, it is challenging for New Entrant/Year 1 children to engage in the full process of Storytelling when children are new to learning how to write. In 2018, the Junior Team will look at ways we work our Programmes and Timetable to ensure Oral Language sessions can be taught in different ways and times so the children still have time to develop their writing milage. After each Whole School Professional Development session the Junior Syndicate evaluated and reviewed our learning and noted what implications it might for our age level and our own teaching practice.
We have focused on setting, reviewing and evaluating our own personal teaching Writing Programme goals with our focus on ways we can raise achievement and identify progress- this has been done not in isolation and through setting and establishing clear goals as a team and using our own expertise. As a leader to have promoted and encouraged all team members to share Quality Teaching practices through informal class walkthroughs, openly sharing personal goals and Teaching as Inquiries/action plans, problem solving at risk students and Priority learners, using research and published resources, ensured that Team Members attended Professional Development sessions and reflected back on how this new learning could be implemented into class programmes.
This year I have continued to work closely with Cara Taylor and Jo Johnstone and also to help support me in the role as a Middle Leader. I have found that having time to discuss the ways to having challenging conversations and any other issue that may have arisen in my role has been rewarding and helpful.
In Week 5, Term 4 I will gather data, from the Room 1-8 Writing Plunket graphs, to show the levels of achievement and progress made across the year. I will use the 2016 Writing Databoard Analysis Table as a model.
The main focus throughout the year has revolved around nurturing and enhancing the relationships within the team and the Junior Syndicate are constantly building “a strong, supportive and professional culture.” We have spent time ensuring our Priority Learners have been a constant focus, through close monitoring of data and our own teaching practices. It is truly inspiring when we share how far our children have come from the start of the year. All the teachers within the team have been buzzing of the amazing progress. I believe it’s the “light bulb” moment we all look for as teachers.
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Thursday, 2 November 2017
Ilisa Kearns Junior Team Leadership Inquiry
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