AtoL school story – 2005
Parkvale School is a full primary decile 4 school, with approximately 475 students, and a staff of 21 full-time teachers.
Following Education Review Office (ERO) recommendations in 2002, the principal and staff at Parkvale School worked together to:
- formalise their planning processes to meet individual needs
- continue to review school wide planning, assessment and monitoring practices to maximise learning outcomes for all students in the essential learning areas
- refine and clarify the purpose of assessment and evaluation across the school to improve the manageability and usefulness of this information.
Principal, Mark Gifkins, saw the need to resource teachers and contacted the Centre for Education Development at Massey University and sought advice from Stephanie Geddes. She encouraged the school to join the Assess to Learn (AtoL) contract and that set Parkvale on its assessment journey.
Overall, the school has made significant progress (shifted more than two stages within a year of development) and teachers are now using formative assessment strategies in most areas of the curriculum.
Recent changes in assessment practice and professional development
Guided action plan
Parkvale School is now in its third year of the AtoL development.
When Stephanie Geddes, started working with the school, she introduced staff to Unlocking Formative Assessment by Shirley Clarke. Together they looked at how to engage children in learning, and what they could do to reduce assessments to a more manageable level.
In the first year the staff development approach was based around the concept of individual teachers constructing their own knowledge leading to deeper understandings of how their practice impacted on student learning.
During the second year, Stephanie worked with teachers to develop their pedagogy and leadership capacity, identify best practice, and build a school culture of continuous learning. She also enlisted another adviser, Heather Wilkie, to work alongside her to provide specialist curriculum knowledge and pedagogy.
Since sustaining the changed practice over time is a key outcome of this project the third year has been about school leaders taking responsibility for supporting ongoing professional development in formative assessment, building content knowledge and pedagogy, inducting new teachers and keeping up with new initiatives.
Tools to identify progress
In the first year the evaluation of the professional development programme involved using teacher self-evaluation tools (teacher matrix and critical incident questionnaires) developed by the Massey AtoL team, interviews with children and facilitator field notes.
The second year, teacher self-evaluation tools, interviews with children, and facilitator field notes were used to evaluate progress again, and a new tool was developed by the Massey AtoL team to measure shifts in the school's systems.
At the beginning of 2005, the lead team in the school gathered data using interviews, surveys, self-assessment AtoL (teacher and school) matrices and analysis of student achievement data in order to critically reflect on: the development so far; the impact on teacher practice and student achievement; and teacher/student/community perceptions of the changes including the lead team development.
The underlying principle of the collection of data in this project was to assess progress for formative purposes and inform next steps.
The teacher matrix developed by the Massey AtoL team set out four stages to indicate progression not unlike the New Zealand curriculum exemplars (MOE, 2003) and National Curriculum Framework (MOE, 1993).
The matrix provides a type of standardisation, which is used to build shared understandings around formative assessment practice. Sutton (1995, p. 107) defines standardisation as "...the process whereby the standards to be applied are shared by those who will use them, to ensure (or at least to pursue) consistency."
The indicators illustrate shifts in teachers' formative assessment practice, learners' assessment strategies and assessment processes, practice and systems in classrooms and school. Teachers and facilitators use the AtoL matrix to:
- form judgements on the level at which they use formative assessment in their practice, the level at which learners use assessment strategies to inform their learning and to what extent the school systems are shifting
- gather artifacts to support the judgements
- help inform the next steps for change.
To support teachers' judgements and generate discussion, field notes were taken by the facilitator as a way of reporting observations and reflections. These notes provide the teacher and facilitator with a good ongoing record of change and insights for critical reflection.
Interviewing, another strategy used, is one way of providing the 'evidence' to back up the judgements made using the matrices. Hopkins (2002) makes a strong case for using interviews as a way of proving rich sources of data to verify observations or in this case self-assessment judgements.
Professional development implementation
The school developed a lead team approach as part of the implementation. The principal went to all the staff, and said, "Which one of you have a passion for this project?" Eight teachers said they were keen to take on that role. This group started to work with Stephanie on the AtoL approach. The teachers used Quality Learning Circles (QLC)to share issues and discuss ideas, and introduced a buddy system in which the lead team buddied with teachers who weren't in the lead group, and they shared ideas on a more informal basis.
"The approach and implementation of a lead team has empowered staff on a greater basis, providing ownership and direction by a greater number of keen and enthusiastic members", says Mark Gifkins. "It has been the team approach that has allowed for greater change to occur, as everyone feels part of the decision making process."
"This ownership process is then expanded with the use of a buddy approach system. All of this has impacted greatly on the leadership framework of the school. It has allowed for a collaborative approach to decision making. QLC is an outstanding reflective tool, which allows all members of the staff to reflect, celebrate, discuss, analyse and evaluate their classroom and schoolwide practice."
"During staff meetings we set time aside for formal QLC discussions and challenge each others ideas and theories as to how children learn. Finally, as a staff we now have a shared understanding about what the school should be like and explain what we are doing to support it."
"We have moved from a good school that was coasting to a school that has a whole school approach on everything we do, a school where we can all confidently take responsibility for success."
"As a school we can now give quality feedback to help pupils achieve their goals. We all look at learning in a collaborative way."
Evidence of enhanced teaching practice
Student achievement data can be powerful information used to create change.
Timperley (2005) argues that schools, which support teachers to examine student achievement and consider the implications for teaching practice, had higher achieving students.
Student achievement data in written language was used to help teachers reflect on how they might teach more effectively. In particular, student written language samples are assessed against the National Exemplars and areas of change and improvement are noted and discussed.
As Earl and Katz (2002) state, "...data have the potential to be very powerful and useful mechanisms for helping schools change in productive ways. It is risky business, however, because using data is not straightforward or even strictly rational".
The school has been keeping data (Written language levels and Recount Writing) for each child in the lead teachers' classes. This is collected at the beginning of the year, mid-year and end-year. The same data is kept across the school and can be used for comparative purposes.
The facilitator and each lead teacher co-assess progress made against teacher competencies on a regular basis.
The AtoL formative assessment approach to teaching has been very successful. Every child has a matrix, and each teacher has the same consistent approach to assessment, so the school is able to collect consistent data, and teachers can see they are making a difference in raising the level of achievement of the children here. The data also provides a way to clearly target areas that need to be worked on.
Wall displays have changed. Instead of being summative displays that represent the children's quality of work, they have now become interactive displays where children can see exactly where they sit on the learning continuum and where they can progress to. So this process is engaging children.
The benefits of this programme were summed up recently when a small child came into the principal's office and said, "Mr Gifkins, I know why we have learning intentions, it's so we know what we are doing and what we can do to get better at it".
Summary of baseline data
Teacher's self-assessment matrix
Teachers have made significant progress; 58 percent of teachers assessed themselves as having made substantial progress (shifted two or more stages on the matrix); 42 percent assessed themselves as having made pretty good (shifted one stage) progress.
The lead team has provided teachers with support and guidance along with the two advisers. The large amount of time put into the school by the advisers (17 contact meetings, only two have been less than two hour long sessions, all the rest have been full days), meant the school moved steadily and looked at quality throughout the year.
The formation of Quality Learning Circles and buddy support has been seen as a real positive, with teachers wanting to continue with them next year.
Expertise developed in the lead team was distributed through out the school via the above QLC and buddy method. Teachers in the lead team and buddy were also released to work with the adviser, thus the adviser could support the lead team member in a leadership role as well as in changing assessment practices.
Based on the data, the goal for 2005 was to move all teachers to at least level three on the teacher matrix by the end of the year.
School assessment system
The school's assessment system has been totally revamped. Reporting to parents is now in a portfolio format with matrices for priority areas. Teachers have been using the matrices for planning and formative assessment in their classrooms.
Professional development by the lead team, on using the portfolios and making quality comments meant a high consistency and quality in reporting.
Field notes and interviews with lead team and principal.
Teachers have engaged in professional discussions about struggling students with student achievement serving as the context. Critical reflection is encouraged and valued. Staff meetings now have a time component for critical reflection in the way of Quality Learning Circles – small groups of teachers brought together to develop their professional practice (Stewart & Prebble 1993, p133–34). The QLC are cross-syndicated enabling teachers to have another forum other than syndicate teams to speak their minds and explore best practice.
The data collected showed there was a perception that there was a 'them and us' feeling amongst the teachers in regards to the lead team. Teachers commented on 'feeling' as if the lead team teachers were the 'experts' and not necessarily sharing the expertise.
Student achievement data
Achievement data in written language was used in discussions with individual teachers. Teachers recorded what level(s) the children's writing samples reflected based on the National Exemplars and discussion followed with the facilitator to answer questions about, links between professional learning strategies (formative assessment) and changes in teacher knowledge, classroom practices and student outcomes (Ingvarson, Meiers & Beavis, 2005). Actual data was not collected by the facilitator, but kept by the teacher for formative purposes.
Field notes were however kept which reflected the change in practice and the raised student achievement in written language. All teachers noted a raise in student achievement linked to their growing understanding of formative assessment practices and children's understanding of their learning.
"Consistent collection, administration, and analysis of schoolwide relevant data has provided the school with the opportunity to reflect and set appropriate targets to enhance children's learning outcomes," says Mark Gifkins.
"The staff have completely redirected their philosophy of learning and teaching, and prepared a new approach to the planning and teaching within all classrooms. This is clearly evident in all classrooms, and has been achieved through the leadership guidance of our facilitator."
Home-school partnership
"When new policies or systems have been put in place, surveys can help us to evaluate how well they have worked in practice, and show us where adjustments need to be made, or follow-up studies carried out." (Jenkins, 1999, p. 2).
As part of the lead team's review of the project and data gathering process, a survey was given to parents to help evaluate the changes made to the systems (for example, student reports) and to identify areas for further investigation or development.
Summary of findings:
The majority of parents wanted these key aspects included in their child's report:
- something to let us know if they are a the level they should be for their age in all subjects
- are they trying their best or 'just cruising' – what are their attitudes like towards: learning, peers, authority figures, conflict resolution and life in general
- what areas they show particular interest and ability
- how they get on with others – how they fit in with school life; and
- more information on a personal level.
A parent meeting was held to explain the AtoL development, the new reporting format and answer any questions. It was a very well received evening with comments from the parents like: "Can we send our high school kids back?"
Formative assessment has brought about changes for families in the community. It has given parents enough information to become part of the learning journey for their child.
Parents discuss the child's portfolio midway through the year, and again at the end of the year. From this, they can identify where their child sits on the national norms.
It clearly shows where the child has come from, their learning path, and what the next step in their learning is. Parents can look at the portfolio with the child, they can work with their child, and say "these are the things we need to focus on and to improve."
Maintaining the AtoL goals and vision
The following statements reflect observations so far:
- The school is on a journey. AtoL leaders and teachers need to keep searching and finding new ways to measure, review and refine their practice, and thus be able to better sustain and provide for future change.
- Staff meetings now involve middle leaders leading critical discussions that challenge teacher beliefs and assumptions leading to identified areas for professional development and changed teacher practice.
- The data suggests that while the development over the past three years has made significant positive change, it is still fragile and varied.
- Staff changes and growth in leadership will continue to be a challenge. While the leadership has developed and spread within the school an outside provider could still be utilised (on a consultancy basis) to help with sustaining the changes and building leadership.
As a result of the shifts in leadership at Parkvale School the 2005 ERO report noted that:
"High expectations for writing achievement are evident through rigorous moderation of students' written work."
"Teachers collaboratively moderate assessments, and reflect on achievement to identify those students needing additional support."
"Teachers reflected on their practices to improve students' engagement in learning processes... changes resulted in the introduction of new teaching practices and process..."
"Individual teachers are trialling a range of assessment practice that positively impact on student achievement..."
"Programmes that emphasise literacy and mathematics development result in high levels of achievement form many students."
"Significant numbers of students in year 3 to year 6 score well above national norms in reading."
 |
Digital story about Assessment at Parkvale School – 'Building success and consistency'
This recent digital story from LeadSpace highlights the thinking and strategies being applied to improve outcomes and benefits for students, staff, and communities. The story is accompanied by a video interview with the school leader. |
Back to top
|
