Taitoko School, Levin

AtoL school story – 2005

Taitoko School is a full primary decile 1 school, with approximately 154 students (Māori 72 percent, Pākehā 16 percent, Pasifika 12 percent), and a staff of seven full-time classroom teachers.

Following an Education Review Office (ERO) suggestion in 2003, the principal and staff took up the challenge to make better use of assessment information to determine students' specific learning needs and to plan targeted programmes of a consistent quality.

Prior to the ERO audit, teachers had been gathering data in comprehension, vocabulary and listening through the PATs (Progressive Achievement Tests) and reading, through the STAR (Supplementary Test of Achievement in Reading) which contains sub-tests designed to help teachers make better judgments about the quality of several aspects of their students' 'close' reading ability.

The teachers identified a need to:

• develop coherence between assessment processes, practices, and systems to promote better learning
• shift teachers' assessment knowledge and practice
• use the National Assessment Tools to gather baseline data.

Recent changes in assessment practice and professional development

Guided action plan

Principal, Peter Garland, and teachers started their assessment journey in 2004, when they engaged with the Assess to Learn (AtoL) professional development contract offered by Victoria University of Wellington, School of Education (formerly Wellington College of Education).

During the first full-day workshop at the school, the AtoL adviser, Helen Jackman, challenged staff beliefs and values about teaching and learning, what they knew about their students, and how they could develop their assessment practice to be more specific and reflect more strongly their knowledge of students. In subsequent workshops the principles of assessment for learning (Black and Wiliam, 2001) were introduced.

The staff responded positively to the challenges and made observed shifts in their attitudes. Teachers became more involved with the AtoL professional development as they saw changes and improved attitudes occurring among their students. They engaged in rigorous debate over student expectations and use of new teaching strategies. They shared the success of their students with colleagues. All teachers wanted to be as effective as they possibly could, and developed a new confidence to do things differently.

There were significant changes in practice in the areas of cooperative planning, teaching in small steps, sharing the purpose of the learning with the students and ensuring they knew how they could be successful, giving feedback against the success criteria and identifying the next steps for them.

Workshop 2, 3, and 4 were followed by AtoL adviser observations of the teachers on predetermined, specific components of formative assessment.

The AtoL adviser gave feedback immediately following the observation and next steps for the teacher and students were mutually identified.

Tools to identify progress

The second year began with a review of 2004. Building on shifts in attitude and teaching practice that had occurred, the focus was firstly self- and peer-assessment and then using National Assessment Tools as a way of gathering, analysing and using baseline data; specifically through the use of the New Zealand curriculum exemplars for writing.

The principal, with support from the AtoL adviser, took a leadership role ensuring all voices were heard, decisions were made by consensus, and resources and time were available. He also saw that additional support was available for those teachers experiencing difficulties.

Professional development implementation

Because the school had no baseline achievement data, the AtoL adviser held a workshop to familiarise staff with the writing exemplars and their possible uses. Using professional intuition, teachers identified an area of concern in student writing (for example, Poetic Writing).

The AtoL adviser guided teachers to verify this concern, showing them how to level student samples against the exemplars. The exercise proved the concern was valid and that a planned approach was needed to address the level of poetic writing.

This also introduced teachers to moderation. The teachers decided to ask the students to describe a fairytale character such as Little Red Riding Hood, for the schoolwide collection of baseline data. As part of the approach to ensure consistency and fairness to all students, the classroom discussion to precede the test was also formalised.

After lengthy consideration, the teachers decided the fairytale topic selected was inappropriate as it could disadvantage many students with limited experiences.

The AtoL adviser worked with staff to plan a meeting to select an appropriate topic relevant to all students' personal experience, such as 'My Favourite Person' and 'My Friend'. Protocols were developed for the process: gathering, analysing, and using the data – developing an action plan – implementing the action plan – gathering and analysing new data – reporting on variance. Templates were designed that could be used in any baseline data gathering context.

The teachers were surprised at the number of meetings they needed to discuss and develop the framework, and to increase their confidence enough to actually implement it. They gained an appreciation of the need for a vertical knowledge of the curriculum if they were to meet the needs of all their students.

As the staff worked through this development they realised that their reporting to parents was not giving the parents the real picture of their child's achievement. The independent sessions held by the staff as well as discussions with the adviser indicated that a learning community was emerging.

The professional development process took over five months, from the introduction of the national writing exemplars to the actual implementation of an action plan.

During this process the teachers worked hard to develop their curriculum knowledge and general pedagogy. Although it was a challenge there was no resistance, in fact, all staff worked enthusiastically with teaching effectiveness uppermost in their mind.

Now that the teachers have an appreciation of the value of evidence-based teaching, future use of the framework is likely to be less time consuming. Teachers are very clear however, that the process should not be rushed.

Action plan

The staff implemented the action plan for writing under the guidance of the principal.

The six-week plan to address student needs was broken into three two-week periods. Teachers implemented a two-week plan, evaluated the progress and planned for the following two weeks based on formative assessment. This process involved full staff discussions sharing successes and addressing issues.

While teachers needing additional support were particularly assisted within this process by their peers, there was full acceptance that a whole staff/school approach was supportive and challenging, and a climate in which all staff developed writing curriculum knowledge and pedagogy.

Action plan

The data from the writing exemplars identified vocabulary as a weakness over all levels. In year 4/5 vocabulary development was integrated into a social studies unit on endangered species. The table below of some examples shows the increased ability for a class of year 4/5 students to use vocabulary over the six weeks. According to the principal, "The use of the data projector (new to the school at the beginning of this unit) in recording the brainstorm around a visual image appeared to add impetus to student motivation".

All teachers encouraged students to use a variety of planning tools and de Bono's D.A.T.T. (Direct Attention Thinking Tools). These included CAF (Consider All Factors), PMI (Plus-Minus-Interesting), OPV (Other Peoples Views), APC (Alternatives, Possibilities, Choices).

These and a Y-chart helped add depth to student writing. The professional development in the use of these tools took place beside Assessment for Learning in 2005 and was led by the year 4/5 teacher. Six of the tools are in place with the remaining four to be introduced in 2006. De Bono's Six Thinking Hats have been in place in the school for over a year and Gardner's Multiple Intelligences are currently being introduced. The latter as a teacher planning tool to meet all students' needs.

Peter Garland clearly saw how professional development was shifting the assessment practice of teachers over two years (2004–5):

• He saw students coming to school because they wanted to be there and wanted to learn. He saw the same feelings in teachers. Parents commented that their children wanted to get to school.
• Teacher practices were sharper. Their planning was specific and detailed. In some classes students had access to the teacher's planning and had a real understanding of where they were going in their learning.
• Students were more engaged in their learning and had a greater sense of pride and self-esteem. Learning intentions and success criteria were evident in nearly all classes.
• Recent STAR results show a significant rise in student achievement across years 3–8.

It appears reasonable to conclude that increased teacher effectiveness and students' ability to discuss their learning has been influenced by this focus on implementation of the assessment for learning principles and building an evidence base in class and school.

The principal and teachers certainly see the development had an impact on teaching and learning and has been complemented by the use of D.A.T.T. tools, teaching of the virtues programme, and using tools such as a data projector.

The principal will present a detailed report on the development to the board of trustees showing baseline data on student achievement, explaining actions by teachers and showing variance in student achievement at the end of the professional development.

Baseline data

At this point final data is not fully moderated and collated. The following table shows the results of two writing assessments for a class of year 4/5 students carried out without support. Students were given a topic on which to write a description (1. My Favourite Person, 2. My Friend). They were given five minutes to plan. In both cases the teacher began by asking the students the following questions:

• Who is your favourite person/friend?
• Why are they your favourite person/friend?
• What does your favourite person/friend look like?
• How does your favourite person/friend make you feel?

The teacher believes the following variance (shown in the chart below)is an excellent indication of where improvements have been made and where her teaching needs to go. She acknowledges that if the students were writing under normal teaching and learning conditions with the provision of learning intentions and success criteria that the results would be much higher for most students.

However, the data shows best-fit level and is a true assessment of learning that has been embedded. The important data are reported in 'Areas of significant improvement'. Student Eleven appears to show no significant shift. This student has specific learning needs and even the smallest shift was a personal success.

Variance after a 6 week intervention

Although the data was gathered after a short intervention period (6 weeks) the teacher feels the above variance is an excellent indication of where improvements have been made and where her teaching needs to go. She acknowledges that if the students were writing under normal teaching and learning conditions with the provision of learning intentions and success criteria that the results would be much higher for most students. However, the data shows best fit and is a true assessment of what learning that has been embedded. The important data are the 'Areas of improvement'. Student Eleven and Twelve have learning difficulties and although it does not yet show in the levels, they have made improvement against individual indicators.

The teacher gained significant data on individual student writing development from the social studies unit assessment. She will use this and her observations of the students to triangulate the achievement information.

Next steps for the school

• Address specific needs such as, those for Student 'Eleven' and 'Twelve'
• Use the framework for gathering evidence in other curriculum areas
• Use their own expertise to ensure sustainability with support from the adviser as required
• Widen the use of assessment tools e.g. asTTle to gather data for a specific purpose
• Review planning, assessment and reporting documentation

Reflection of the adviser

This case study is highly representative of other schools the adviser is working in. She outlines the following common factors:

• Schools are becoming increasingly aware of the need to gather, analyse and use data, but acknowledge a lack of skill and knowledge in the process.
• Most schools are choosing to become familiar with one national assessment tool at a time.
• The shifts in teacher attitudes to teaching and learning in comparison with other schools are extreme.
• Success has been due to:
  • the professional relationship with the staff that includes respect, trust and safety to challenge and discuss issues
  • using the strengths of individual teachers such as their ability to moderate, confidence in use of D.A.T.T. Tools
  • the advisers availability for necessary requested support whilst allowing the staff to drive the professional development (especially 2005).
• The greatest challenge has been ensuring consistency across all teaching staff.
• Professional development takes time. Teachers needed over five months to evolve this framework. In the future, the AtoL adviser will be aware of what signs indicate readiness.

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