87fda0f9

An Exercise in Moderation

Mon, 20 Mar 2023 04:54:51 GMT

Without trust - there is no robust!

The goal of teachers moderating is to “Moderate samples to ensure consistency and accuracy in the evaluation of student learning. Moderation allows teachers to compare student work and provide feedback that is fair and unbiased.” Assessment and Moderation sessions or weeks are never on the small side not matter the metric you choose to measure.

It is not small when you consider:

· The time allocated by the school to ensure that teams can come together for a day to engage in these conversations

· The amount of time allocated for the collection of the data to ensure that we are equipped with evidence to discuss

· The cognitive load is high as the questions and questioning is continual

· The conversations are robust and we challenge each other and our thinking in order to gain insights and consistency

· The preparation time required to participate fully in these days

· The mental fatigue!

Sinek’s golden circle has why at its heart. We know our why: to improve student learning outcomes. Next is the how. How do you do what you do? We have established how we interpret and access data and student learning needs. Lastly, comes the what. What do you do? What will you do with the information and insights you gleaned from the conversations you engaged in?

But days or weeks like these equate to naught if that is where we finish them. In reality this is where the work actually begins. We have further and deeper insights into our students and what their points of need in learning are. We have class and cohort trend data that we can and must respond to. We have, now, the unwavering responsibility to act on what we now know.

AITSL Standard 5 is the underlying focus for all engagements in moderation: Assess, provide feedback and report on student learning.

Standard 5.3 & 5.4 are, in particular, addressed whether we knew it explicitly or not.

5.3: Make consistent and comparable judgements

5.4: interpret student data

AITSL has a descriptor for each of the four career stages :

Graduate: Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

Proficient: Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning.

Highly Accomplished: Organise assessment moderation activities that support consistent and comparable judgements of student learning.

Lead: Lead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements.

How do you ensure that all teachers are engaging in these conversations at a high level? Is it possible for all teachers to operate at a Highly Accomplished Level regardless of career stage? Yes, I believe it is. On numerous occasions I have seen someone in the early career stages participating with eagerness eagerness to offer thoughts, beliefs and challenge their peers. The more trust we have in each other, the more inclined we are to challenge and learn from our collective knowledge and wisdom.

The challenge is simply put as: Use the information gained to make a difference to the learning of each and every one of our students. Make the time and space for teams to make moderate and then to engage in meaningful responses to the data and plan effectively for future learning from a position of knowledge.

After all - if we value things, we give time to them.

February's Blog

Wed, 22 Feb 2023 04:29:58 GMT

Building a Culture of Learning

Schools go through many changes. One emphasis that has been evident throughout recent years has been teacher professional development. Those who know our recent past, as a profession, are aware of the challenges faced and the journey we have gone on to arrive in our current reality. But the throughline has been an enhancing of skills, knowledge and confidence in our profession.

Schools can develop structures that allowed for teaching teams to be released together to engage in dialogue and professional learning. This enables a level of consistency in professionalism and works towards lowering levels of variability in instructional teaching. Whilst these structures have enabled greater emphasis on data and planning in response to it, there are more ways to enhance a school and one such was is having a focus on learning.

At most schools, learning, as you would expect, has a significant emphasis. There are innumerate ways to learn whilst at school such as academic, social, spiritual, emotional, conceptual etc. And there are also different learners in a school setting, and they can be simply defined as people. All of us are learners and can benefit from the insights of others to help guide and develop us into the full flourishing versions of ourselves.

Be in the process of developing a culture of learning – where each member of the school sees themselves as a learner and has a growth mindset toward their learning. Creating a learning culture in our school has numerous benefits for teachers (and in turn students). It provides opportunities for our teachers to collaborate and share best practices, ensuring that students are receiving the best possible education. A learning culture also fosters an environment where you can feel supported and empowered to take risks and innovate in their teaching. Additionally, a learning culture can create an atmosphere of mutual respect and trust between staff, allowing for more open communication and collaboration. By creating a culture of learning, we can ensure that our students receive a high-quality education and have the necessary tools to succeed.

One way you can build this is through observations and coaching. Observations and coaching can be a powerful tool for teachers when it comes to creating a culture of learning. Observations allow teachers to receive feedback and suggestions on their teaching style and have a better understanding of how their students are responding to their instruction. Through observations, teachers can identify areas where they can improve and develop more effective teaching strategies. Coaching can also provide teachers with the support they need to implement effective teaching strategies, as well as helping them develop the skills needed to create a successful learning environment.

Coaching can also provide teachers with an opportunity to reflect on their teaching practices, discuss successes and challenges with their peers, and develop the ability to become reflective practitioners. Through this process, teachers can gain an understanding of their own strengths and challenges and address any areas needing improvement. Coaching helps teachers create a culture of learning by providing them with the tools and resources necessary to build a successful learning community. By collaborating with colleagues, teachers can develop strategies to meet the needs of their students and create an engaging and effective learning environment.

It is exciting to see the potential of having teachers that see themselves as learners I would love every single staff member to see themselves as a learner and is coachable. Some schools operate where the classroom walls are a protective barrier to others. Ideally, you want to build a culture where people coming in to learning spaces is viewed as the everyday. Whether people are coming to observe and learn or whether they are observing for the purposes of feedback and coaching, it shouldn’t matter. Aim for this to be a natural and organic part of your day and learning.

January's Blog

Sun, 15 Jan 2023 23:58:38 GMT

Learning Proof?

Learning Proofed?

Lessons from parenthood on baby proofing a home that resonate with classrooms…

As a father of three, my wife and I certainly discovered the joys and the worries of being new parents. One worry we had was ensuring that our children were safe. We looked at how others parents had altered their homes. The list of things we noticed were cupboard locks, hard edges covered, stair gates, cables tidied up, etc.

Which would we include as parents? What did we need to do to make our children safe? And which did we need to ignore to ensure that our children could make mistakes and learn?

Recently I’ve been pondering, what is it that we, as educators, do to learning proof our classrooms? What are the things we do that we think are in the best interests of our children that actually prevent them from learning? Which can we remove? Which do we need to keep?

I’ve always held the belief that the person doing the talking is doing most of the thinking – perhaps I’m right, perhaps not. If I am, then how are teachers talking and explaining and reexplaining and owning the stage at the front of the classroom providing opportunities for real learning? Do we provide enough time and space for children to do the heavy cognitive lifting in a classroom?

James Nottingham ( @JamesNottinghm ) beautifully expressed through the learning pit, I wonder:

· How often are our students ‘in the pit’?

· How often do we let them find their way in? And then out?

· Do we explicitly plan for and allow time for the struggle?

· Do we provide the space for them to learn, make mistakes and learn again?

To me, these are essential questions to be asking. If the answers you give, seem as though you have ‘learning proofed’ your classroom, you have an opportunity. A chance to provide time and space for your students to engage in the cognitive conflict and the cerebral battle that is learning. The holidays are upon us and provide us an opportunity to establish the classroom culture.

In setting up your room, give thought to student agency and provide opportunities to the creation of the physical space as well as the cognitive. Establish a new norm with your new class and ensure that you are developing a room that is learning centred not learning proofed.

It isn’t easy, and neither is letting go, nor is remaining silent and allowing the students’ voices to take centre stage.

Be bold, be brave, be what your students need you to be!