Leadership Inquiry 2019

Leadership Inquiry 2019
Quality Engagement with Learning
Beginning our Curriculum Review

Supporting resources 

Process	Possible use of the indicators	Evaluation reasoning: questions we might ask
Noticing	Outcome indicators focus evaluation on the learner. They can assist in mapping the context and identifying what matters most in terms of student outcomes	What does our information tell us about the extent to which all learners are achieving high-level curriculum outcomes: confidence in identity, language and culture; wellbeing; achievement and progress; and participation and contribution? Which learners are/are not achieving and in what contexts?
Investigating	Domains/process indicators can assist in focusing inquiry and data gathering	Considering the six domains of influence, where do we need to focus our evaluation? What do we need to know and how? What further information do we need? How might we find out? What questions do we need to answer/focus on?
Collaborative sense making	Domains/process indicators and the associated effective practice statements can assist with sense making and identifying areas for an improvement focus	What is our evidence telling us? Do we know enough about the effectiveness of our practice to determine where we need to go next? What else can we use/draw on that will assist us to plan next steps?
Prioritising to take action	Domains/process indicators can assist in determining priorities and taking action	What is the most important action we need to take and why? To take action, what kind of support do we need to draw on or put in place?
Monitoring and evaluating impact	Outcome indicators provide the starting point for monitoring and evaluating the impact of actions taken	How are we going? What is our data/information telling us? Do we need to modify or change what we are doing? What impact is our action having? Are we providing opportunities for all learners to learn, progress and achieve?

Central to this inquiry also:

• Manaakitanga (caring for the child in a culturally centred way)
• Whakawhanaungatanga (quality teacher-learner relationships and whānau like setting) 
• Ako (reciprocal teaching and learning relationship)
• Mahi tahi (working together in a united way)

Term One

Noticing

Outcome indicators focus evaluation on the learner. They can assist in mapping the context and identifying what matters most in terms of student outcomes

What does our information tell us about the extent to which all learners are achieving high-level curriculum outcomes: confidence in identity, language and culture; wellbeing; achievement and progress; and participation and contribution? Which learners are/are not achieving and in what contexts?

Inconsistencies in quality of the learning experiences in teams.  Student voice provided some useful qualitative data - Y7 transition survey.

Engagement with Learning Within School Role - appointed as a shared position.

Looking closely at Term One anticipated expected Curriculum Levels raised concerns about the Y7 cohort and basic literacy and numeracy levels.  How would these children be able to self manage in our AKO/Collaborative team environment?   Significant concerns regarding the wellbeing of a number of children in each team (6+ in each team)

Concerns with what we are seeing with participating and contribution towards quality learning and anecdotal comments from Y7 students.  "You are so mean, you are making me learn."  "I was allowed to sit on devices all day at my last school if I wanted to."  When will I get my reward/time out breaks outside."   "Why are you checking up on my learning?"   

Investigating

Domains/process indicators can assist in focusing inquiry and data gathering

Considering the six domains of influence, where do we need to focus our evaluation? What do we need to know and how? What further information do we need? How might we find out? What questions do we need to answer/focus on?

Six Domains of Influence to consider

• Stewardship
• Leadership of conditions for equity and excellence 
• Educationally powerful connections and relationships
• Responsive curriculum 
• Effective teaching and opportunity to learn
• Professional capability and collective capacity
• Evaluation, inquiry and knowledge building for improvement and innovation.

Term Two

SLT PD sessions - Key Competencies and NZC.  What does this mean for us as we review our curriculum?

Engagement with Learning leads administered Me and My School Survey.   Also attended PD sessions with Cathy Wylie in preparation for this.    Surveys sent to NZCER for COL wide data analysis.   Breens data will be sent back to us for further interpretation.

Review of AKO learning - what is working / what could be better?
Student Voice initially- plenty from Student Council (see minutes of their meetings)
Students to help SLT co-construct Quality Ako @ Breens expectations

Term Three

Investigating

Domains/process indicators can assist in focusing inquiry and data gathering

Considering the six domains of influence, where do we need to focus our evaluation? What do we need to know and how? What further information do we need? How might we find out? What questions do we need to answer/focus on?

Beginning the analysis 

Unpacking the Kāhui Ako data, the Y7/8 data for the CoL and also the Breens data specifically.

Zoom meeting with Cathy Wylie and Julian (within school lead teacher) to look closely at this data.

JJ summarised key trends from this data - strengths and concerns.

Powerpoint shared with BOT

Term Four

Collaborative sense making

Domains/process indicators and the associated effective practice statements can assist with sense making and identifying areas for an improvement focus

What is our evidence telling us? Do we know enough about the effectiveness of our practice to determine where we need to go next? What else can we use/draw on that will assist us to plan next steps?

Powerpoint shared with staff.


Next steps identified - how can we gather more student voice about the children and their feelings about learning?   JJ and JW to interview and record students using flip grid.

Prioritising to take action

Domains/process indicators can assist in determining priorities and taking action

What is the most important action we need to take and why? To take action, what kind of support do we need to draw on or put in place?