Tuesday, 6 August 2019

Student Results, Then Vs Now

As part of one of my inquiries (as blogged about previously here), I wanted to complete a comparison of academic results from 2018 to 2019. Even though these comparisons don't paint the whole picture of what is happening in the classroom, they are a great intro for me to use data to inform my practice. So far, students have completed 2 standards in 2 of my Senior classes; Year 11 PE and Year 12 Health, as below.

Last year was the first time I taught the performance improvement programme unit and standard 1.6. There is a lot of jargon, and the internal is ongoing over a period of time, so it really took me a while to get my head around the purpose of the unit and what I was actually looking for, for the standard. We also taught this unit at the beginning of my first ever term at Orewa, while I was finding my feet! Therefore, I went into the unit this year with much greater understanding than last year. This is evident in the considerable increase in students passing this year. In addition, I had a much smaller class (8 less students), so I was able to provide students with more 1 on 1 time and individualised feedback than last year. I believe this is why there were more students who passed above an Achieved, 4 of which achieved an Excellence. If I was to teach this unit again next year, I would have checkpoints for students (like in Year 12 Health), where I would provide feedback and feedforward, which may further support the students who weren't quite yet an Achieved (many of these students simply lacked depth or mixed up sections).

This was the first year Orewa included a Self Management unit (assessed by standard 1.9), hence no data from last year to compare to. Overall, the students were consistently engaged during this unit. Their participation within all activities was astounding. Although majority of students passed the internal, not all of them, I feel all students learnt a lot about what self management actually is and strategies they can employ to increase their self management. To increase results further, an optional lunchtime tutorial in addition to class time around the critical thinking questions (i.e. the Excellence level questions), may be of benefit for students to deepen their writing for a higher grade.

Unfortunately, as evident below, there was a large decrease in students passing the 2.2 resilience unit. This is not a reflection of their learning and engagement, but entirely teacher error. This year I am in charge of Level 2 Health, therefore complete all the paperwork and prep behind the scenes. As we were marking the internals, I realised that we (the other teacher and I), had not made clear one section of the assessment, one section that essentially determined whether or not the student would pass. After looking into this further, this section appeared to have been taught and assessed incorrectly in previous years too. So - the below cannot actually be compared, as the results from last year are likely to be inaccurate. This really highlighted the importance of double checking and triple checking every single time something is taught - not simply rinse and repeat!

Feedback from my 2018 students about the 2.3 Health Promotion unit last year, was that they felt like they didn't have anything to work towards, no end goal. So after the completion of their projects I added in an exhibition - students made a display and set up during a lunchtime a stand to further spread awareness about their health issue. I feel that although this exhibition needs greater advertising next year, it helped students to have the end goal which was missing previously. As a result, more students were engaged throughout the 9 weeks, and more students had critical discussions to an Excellence level. Contacting home throughout the process, and having checkpoints for students also resulted in  a greater number of assessment hand ins than last year (albeit similar results). I think this was a good step forward.

Overall, even though the classes are completely different across each year, I found it useful to look at these results. I have been able to identify possible strategies to increase student grades next year, and distinguish any possible patterns. I will complete another comparison like this, later in the year (and will reflect on my other inquiry shortly too).

Monday, 1 July 2019

Planning Trips - Not Yet My Cup of Tea

Last year I attended a play called Yes, Yes, Yes. This play followed the two stories of two couples, addressing issues around consent, or lack of. There was lots of student voice included within the performance around their relationships and things they wish they knew about. I thought that this would be a great learning opportunity for my Senior Health students, to start discussions. So immediately I started planning!

This was the first trip I had planned before. Up until now I had helped supervise on trips, but never actually needed to complete the paperwork before. To be completely honest, I can see why many people are put off - there was soooo much admin! Between permission letters, trip approval, booking buses, budgeting, risk management forms, medical reports, play tickets, relief and chasing up kids it was certainly a learning curve. I learnt a lot along the way though, and thankfully I had months to get everything sorted. 

On June 18th I took 22 students to see the play, hosted by Auckland Live in Aotea Centre. I was very nervous I had forgotten something or that something was going to go wrong - but I was literally getting on a bus, going into a theatre and then bussing back, so of course there was little chance of anything happening (I am trying to be less  less paranoid!). The kids were actually incredible, so well behaved and really respectful towards me and members of the public, which made the day smooth sailing.

We were stoked to get front row seats, which also meant we were super close to the stage! During the show, there were a few opportunities for students to stand up and speak one of the character's parts. I was really proud when two OC students volunteered first out of the 100 odd people there, and they represented us so well!

There were two 'pauses' during the show. These pauses were an opportunity for members of the audience to share how they were feeling, what they were thinking about and any questions or concerns that may be running through their minds. This was such a great way for the students to reflect on what they had seen so far, and a simple yet effective way to demonstrate that many of the audience members were feeling and thinking similar things.

Once we got back to school I debriefed with students and we had rich discussion about some of the messages that came from the play. The overall consensus was that the play was fantastic to accomodate the learning and discussions we are having in class around consent, pornography, pressure, sexuality and gender, highlighting some of the issues but being very careful and inclusive in the process. Please see alongside some of the comments the students made.

Despite the lengthy admin trail to get the students there, I am so glad that I did. It was certainly an experience some of the students have never had before and the learning they took away from the day was worth everything to get them there. Assuming the play is performed again next year, I have put into our course outline a course cost so that the play is included in the course, rather than an optional trip, so more students can have the opportunity and experience.

I look forward to finding more cool opportunities for the students, not only for their learning but also mine about trip planning!

Sunday, 16 June 2019

We Like to Move It, Move It!

As we are adapting our Junior courses into an integrated curriculum next year, we also need to consider how we are going to adapt our methods of assessment. Rather than giving students grades that are inconsistent across departments and within departments based off of Achieved, Merit or Excellence (which can be subjective even with a marking criteria), another major shift next year will be assessing students based off of levels of the New Zealand Curriculum. This is going to be a challenge for us, and for the students, especially when we are going to need to design the rubrics for these levels for each of our integrated units!

As practice for this method of assessment, this term we utilised the NZC levels to assess our Year 9 Movement Education unit. The purpose of this unit is to encourage students to step out of their comfort zones and to learn some new skills for dance, gymnastics and parkour. This new method of assessment the students are unfamiliar with, hence we started by co-constructing what these levels actually looked like in action, see pictures below. 

Once we had discussed these levels and the purpose of the unit, I asked my students to select one emoji to represent them throughout the term. We regularly had mini discussions about what level the students thought they had been demonstrating throughout the lessons and why. In addition, students moved their emoji to the self assessed level. See alongside the progressions from the beginning of the unit to the end of the unit - it's interesting to see how many students fluctuated, but also great to see so many students sitting at or above the expected level of a Year 9 student!

This method of assessment definitely required some more prep, and a more conscious effort to embed within the teaching and learning, but I think was a great way to have more consistency of grading and also students had more understanding of the why and how. I enjoyed discussing with students why they were moving (or not) their emoji, because most of them were able to give detailed responses related to their demonstrations, with examples. 

Some stand out comments from some of my students about the overall unit include the following;

"I think it is a very good thing to do it has definitely helped my confidence and it was heaps of fun once I got into it."

"I learnt a lot of new skills and things I couldn't do and I learnt that if you commit to something you can most likely do it."

"The dancing impacted me because it pushed me out of my own comfort zone to try something new and kind of scary. I don't enjoying doing dances in front of other people but it wasn't that bad once I was doing it with my friends."

"My main challenges were in the parkour where I was not getting too involved in the whole thing only one part of it but I thought I should give it a go so I could get up a level and try to enjoy it more and doing that helped a lot."

Moving forward into our next unit which will also use this method of assessment, I would like to have more discussions with students throughout the lessons, rather than just at the end when they are moving their emojis. I found this time I was only able to talk to each student once or twice throughout the unit, and obviously the more often, the greater students can demonstrate their understanding. I think that this is important, as next year we will have 75 students to assess against the NZC levels, rather than about 25. Additionally, I have previously learnt that gamification is a tool which many students positively react to - so I think I need to refer to moving up levels more often as a challenge for students to reach (as the last student voice has suggested).

Thursday, 23 May 2019

2020: Some Sort of Structure

As blogged earlier in the year, in 2020 our school is moving into an integrated timetable for Years 9 and 10. Over the last couple of months we have been working in our groups to start to develop some ideas/concepts/unit designs. The 16 groups/units have different topics and an overarching value of the curriculum as the focus. Our value is respect and the overall topic of our unit will be sexuality education, integrating with English, Media and Digital Technology.

I am really excited by the changes because I believe it is great for the students but also great for us as staff. We are starting to learn a lot more about the achievement objectives from our curriculum, but also from other strands/subjects of the curriculum. I love to learn, so gaining new knowledge is a major benefit for me. 

I do feel though, it is a lot harder than expected. There is a lot of thought, research, discussion and work to put into creating these integrated units. Working alongside 5 other teachers, all with different agendas, different personalities and different experiences makes for rich, insightful and creative discussions, but also makes it difficult to come to a conclusion on where we are heading. Fortunately, we have a responsive group, and school is providing time for us to develop these units. 

Last term, our group were relieved for 3 periods to have a decent chunk of time to get our brains ticking about our unit. The below picture demonstrates where we finished after this 3 hour period. Essentially, there are 4 subtopics (Hāuora, Pubertal Changes, Communication and Safe Relationships) which will be modules for students to complete over the first 4-5 weeks, and once these are complete the students will create a project (TBC).

We decided to have modules because we believed there were some specific skills and content knowledge we wanted students to have the understanding of and ability to demonstrate before pursuing their own projects. Each module will have a series of rewindable learning resources and tasks for students to access and complete at their own pace, with a mixture of skills/knowledge from the 3 curriculum strands. Once they are comfortable with the skills/knowledge from one module, we envisage some sort of formative assessment such as a video creation, interview with the teacher or mini presentation to demonstrate their understanding. From there, the student can move onto the next module until they have completed all four. This structure will enable students to learn at their own pace and give choice in what resources/tasks they would like to complete within their set module (2 key parts of Ako Orewa).

A large change to accompany these integrated projects from what we currently do, is assessing students based off levels of the curriculum. So rather than give a child a grade of NA, A, M or E, their grades will directly reflect the level of the curriculum they are working at, related to specific achievement objectives next year (Levels 2-6). Currently in Year 9 PE we are trialling this way of assessing - I plan to blog about this in a few weeks. 

So, once the student has completed their 4 modules, the teachers (there will be 3 teachers with 75 students) will then discuss and determine whether the student is meeting the expected level of the curriculum, based off of what they have completed throughout the modules. If they are meeting/above the standard, they are then able to design their own projects. If the student is below the standard, the student will revisit modules where they are a lower level in their skill development or demonstrations for one week. After this week, they then may design their own project, or be supported in a more teacher directed project with options to choose from. We hope that this timeline will support students sitting at all levels of the curriculum to be successful, and especially not allow some students to fall through the cracks or some not to be challenged.

Kayleigh, one of our awesome group members, used the sticky note timeline, to then create the below digital version of this draft unit outline (which we will keep adding to/adapting).

Moving forward, we have a Teacher Only Day next Friday to continue to develop our ideas. Until this week we thought our unit was going to be for 9 weeks, however this has now changed to 18 weeks. Clearly this means a lot more brainstorming, planning and creating to be done, but also means a lot deeper learning within the unit than before for our students. Thus, the TOD will be a great opportunity to regroup and delve back into where we ended up after our 3 hours together! Watch this space...

Tuesday, 23 April 2019

Associate & Student Teachers - Partners in Growth

Last term I was an Associate Teacher for a student teacher for 4 weeks. Because of being involved with the MDTA, I was observed and given feedback regularly. As a result I feel I grew quite quickly and gained confidence in my practice and my appreciation and ability to use criticism/feedback to grow. I was excited to have a student teacher because this was a great opportunity to continue to grow, as well as reflect on how far I have come in 3 and a bit years. 

I feel, like a student teacher, I was completely thrown in the deep end as I was given no 'how-to' guide or suggestions of how to actually be an AT. Of course this has disadvantages, but I tried to embrace it. Using the information from the university handbook and discussions with my student teacher, I feel I did pretty well to support him in his first placement, even though he was only with me for one Senior class. He had already identified goals for himself, and had actually already taught a couple of years overseas, so we decided straight away he would join me in the deep end quite quickly - this is something upon reflection he said he was grateful for, to just get in there as soon as possible and actually teach. This was something I also appreciated when I was a student teacher - AT's who essentially handed their classes over but were supportive in the process.

He also said he appreciated the honest feedback and feedforward I gave him. After each of his lessons I took time to comment on his strengths and identified possible work ons. I felt proud when he took the feedback on board and strengthened both his strengths and weaknesses in future lessons. If I were to have a student teacher again, I would like to have these post lesson discussions as more of a conversation. I feel I could have facilitated a conversation, by asking probing questions to encourage further reflection, rather than the student teacher listing their strengths/work ons and then me doing the same. Next time, I would like to guide the student teacher to consider additional work ons than they initially identified and then we could discuss how and why that area could be adapted (as opposed to me describing how and why). 

I think only being with him for one class was quite difficult, as this meant we didn't have many opportunities for conversations unless they were planned. Having more time with a student teacher would have supported me to give feedback on their growth, see them teach in different lights, as well as further possible impromptu conversations. I also think it would have supported the student teacher to develop a closer relationship with their AT, which may have encouraged more open/honest questions and discussion.

Observing his teaching really made me notice everything I have learnt along my journey so far. Things I take for granted that I consider naturally, and have forgotten that I do (albeit how well!). Transition times between activities, the use of open ended questions, and the use of student names for instance. The biggest thing I realised, was the understanding about and of NCEA I have - I should have spent more time explaining what NCEA actually is, and the importance of assessments and hand in protocols for example (I certainly did not understand any of this information as a first year teacher!). I certainly still have a long way to go as a teacher myself, but having a student teacher increased my confidence in my own growth and was a great reminder of some of the basics. I can't wait to have another in the future to support this growth further, and not to mention learn further activity ideas and resources!

Friday, 19 April 2019

Student Data - More Than A Summative Grade

In addition to my goal of wanting to increase connections with whānau, another goal this year (and my inquiry), is to reflect more regularly on student achievement and data within my practice. This is something that was discussed in my end of 2018 appraisal, as well as my first term appraisal this year.

A couple of simple things I have already implemented are checkpoints for my Year 12 Health class and offering lunchtime tutorials. The checkpoints have definitely helped so far to hold students accountable, but to also start discussions with them about how they are going and where they are heading next. I have been able to make time for each student individually to support them, but also to contact home if I am concerned they are falling behind (although not positive connections with home, still more connections than last year). I have offered 2 lunchtime tutorials for my Year 11s and 2 for my Year 12s, but only one student has shown up so far. At the end of the day though, I am trying to encourage students to take more responsibility for their learning and be self managed, and many seek help from me outside of school hours through emails and Google Doc comments for instance. I will continue to offer these tutorials, so I know I have offered the time if students need additional help.

To support my inquiry, I have attended a webinar on data to support teaching as inquiry (hosted by Darcy Fawcett and The Education Hub), watched this seminar about data to improve teacher practice (Dr Aaron Wilson and The Education Hub) and read this blogpost by My Study Series about how to best utilise the flipped learning platform (have used with 11PE so far and will use with 13PE next term). I have some thoughts after reading/watching these sources of information.

Using data to inform teacher practice is useful, is important, is pertinent. BUT, we must ask ourselves whether the learning is relevant and authentic. Are the children actually learning? Their test results may be high, but are there valuable learning experiences? Finally, are you judging your teacher effectiveness (or other teachers' effectiveness) based off their academic results? 

Throughout my dissertation, and Aaron reminded me in the seminar, that data does not just have to be related to academic results, does not have to be quantitative (we can use other sources of data, not just academic results). I am guilty though, as are many others, of feeling disappointed that we haven't given our best, and responsible when our results aren't as high as we had hoped. I had a discussion with another teacher last week about grades, and they said they were embarrassed when they had lots of students with the grade 'Not Achieved'. Though it may be difficult to see low academic results, the important thing to ask ourselves is 'did we do everything we could to help this student achieve?' 

Aaron discussed the importance of not just comparing the mean result though, because it may not be an accurate comparison. The bar graphs below show two sets of classes and student results. When the means of the two sets were compared, they were near identical, but it is clear in these graphs there is a considerable difference in individual  student results. Therefore I will need to reflect on students' results like this when comparing 2018 and 2019 results, not just the overall mean.

In addition to the quantitative achievement levels of students, when seeking/collecting/analysing data, we should be considering student progress. Students may be making significant progress but achieving poorly, or may be making little progress but achieving highly. Hence the importance of checkpoints, feedback opportunities, one to one conversations, and other forms of qualitative data. Moving forward I need to be completing more of the aforementioned, as well as providing opportunities for students to apply their knowledge, to relate their learning to other contexts, to utilise learning most relevant to them and to discuss their learning and ideas with others. These will provide opportunities for me to 'collect' informal data, and formatively assess student progress.

As previously blogged about, at Orewa registered teachers do not complete teacher observations, but instead complete Ako observations (which are essentially conversations with students about their learning journey in that class). Aaron identified, as can be seen alongside, some of the problems with completing teacher observations. These are some of the reasons why I value the Ako observations, as I feel they are more authentic and we don't go in with any preconceived ideas or judgements. I did not have anyone come into any of my classes to complete an Ako observation last year, which was disappointing, so hopefully I have some this year as I believe it would be invaluable qualitative data to have the student voice to reflect on.

I have a lot to continue to reflect on and look out for as identified throughout this post. If you are interested to learn further about data in teacher practice, I do recommend watching Aaron's seminar.

Monday, 15 April 2019

Staff & Student Wellbeing - Super Important!

Last Monday and Tuesday I was lucky enough to spend two days at Christ's College in Christchurch at The Positive Education Conference, along with about 600 other people (Twitter feed: #positiveeducation2019 ). The conference was focused around student and teacher wellbeing, and gosh it was amazing. I left feeling slightly overwhelmed as there were so many amazing presentations, a lots of information to take in, but also so happy that wellbeing is at the forefront of so many educators minds.

I was, and am continuing to learn what Positive Education actually is. Essentially, it aims to teach students specific skills to enhance their wellbeing and lifestyle. Geelong Grammar School is leading Pos Ed, starting to teach Pos Ed courses/lessons about 10 years ago. Charlie Scudamore, the DP, was the opening keynote for conference, and was very insightful as to what Pos Ed actually is - this video also helps to explain. Geelong believe for Pos Ed to be successful, we must Learn, Live, Teach and Embed - and all steps are important as you can see below.

As we move into an integrated curriculum next year, our timetable is also changing. There is going to be an option line for students to complete their own inquiries/passion projects, as well as time for academic and pastoral mentoring. I can see how Positive Education could be included into these lines, because some of the initiatives and activities in Pos Ed are extensions of Health, and some are basic life skills like how to save money (here are Geelong's key concepts). I need to reflect a little further around this, but would love to put something together for our kids during this mentoring line (especially as one of the key messages from conference was that Positive Education cannot just be put into form classes once a week, but must be embedded within the teaching and learning curriculum/timetable).

Some of the things which left me thinking further about were:
  • Sometimes what we see as misbehaviour, may actually be an imbalance in emotions which students don't know how to cope with, such as high stress. In this case, it is important we respond to the emotions, rather than the behaviours.
  • Students (and staff) need to learn about emotional regulation - the ability to recognise when any given emotion is inappropriate at a given time and to respond accordingly.
  • Our 'thinking brain' can be taken over by our 'emotional brain', therefore we may not be responsive if our emotions are out of control - this relates to a lot I've learnt about arousal levels and the importance of teaching students strategies to calm their 'emotional brain', so that their 'thinking brain' can be effective. Three steps to attempt to make this happen: recognise, rebalance and rewire.
  • "Don't work from the rakau, work from the ngākau" - move away from a tickbox to get things done or meeting standards, towards working from and for the heart.
  • Our mental health system currently only has the capacity to help/support 3% of our population, so it's incredibly important we are looking out for one another and ask 'How are you, really?'
  • We need to encourage and allow children to be the boss of their feelings, rather than their feelings bossing them around.
  • If you were a fly on the wall, how would you feel, and what do you think the environment would be like?
  • Mindfulness can be considered as mental fitness; thinking about the way we think, regulating our attention and being more aware of our surroundings.

Teacher wellbeing was a large focus of the conference. We are all aware how hard teachers work, and how we often put everyone before ourselves. I have definitely found that I have been quite stressed recently and that my to do list just gets longer and longer. The two key messages I took away were to recognise and nurture the things that support our wellbeing, and to only control what we can control. There is only so much we can do in a day, and only so much we can change, so there is no point obsessing over things out of our control. Darfield High School shared some of the ways they are embedding the 5 ways to wellbeing from Mental Health Foundation within their practice, to increase teacher wellbeing. I was really amazed how high a priority in their PD and use of time teacher wellbeing was - see some of the ideas alongside.

Moving forward, I need to consider how I could include some of the things I have learnt within my practice. I can be more aware of students and their emotions, I can look out for my peers/colleagues, and I can consider my classroom environment even moreso than usual. As mentioned there is great scope for Positive Education to be included in our 2020 curriculum, I just need to think how... And I would LOVE if teacher wellbeing became more of a focus for us too...

Tuesday, 5 March 2019

Don't Forget Our Angel Students

At the end of last year I felt very worn out. But I also felt I had overcome some new challenges and learnt a lot. Reflecting on my end of year appraisal and why I felt so worn out, one of the reasons was because a lack of positive reinforcement and sharing positives with whanau.

Unfortunately, majority of my discussions with students families were negative, discussing what their child was not doing or were doing that was unacceptable. Obviously I have dozens and dozens of students who are highly respectful, organised, engaged, but these angels are often forgotten about because they are self managed and seek my help only when they need it. This needed to change. I couldn't forget about the angels and only focus on those who were off task.

At my old school, we sent home school postcards every few weeks to a student or two who had displayed the school values. I felt so great sending those home to whanau, and the students came to school buzzing. So, this year I have created my own certificate to send home to students who are these angels that may feel that they are being forgotten about or not recognised. My aim for the year is to send 2 each week, and to spread the love around my classes. 

I think this will help to address my own feelings of being worn out and increase the positive connections I have with students' homes. I have already seen the impact on some students, when they come smiling and thank me for being recognised. One student even said her parents put the certificate on the fridge, and nothing has been on the fridge in years!

So a reminder to us all, we have angels, and we need to recognise them!

Friday, 25 January 2019

Integration: The Latest Buzzword

We are back at it for another year! The past two days have been full on, discussing integration, what that is and how on Earth we are possibly going to create integrated units! Next year, 2020, Orewa College will be breaking down the silos and saying farewell to subjects for Years 9 and 10. In their place, 16 3-subject integrated units based off the core values of the New Zealand curriculum. For a more detailed description of the journey the school is currently undertaking, follow Richard's blog series as he details the steps the school is taking.

For our two callback days to begin 2019, our focus has been to gain more of an understanding of the logistics and the structure of the integrated units, as well as begin to work our magic so to speak. We have shared across departments what we have trailed so far, the fears we have currently and the steps we need to take moving forward. This shift in education is incredibly exciting, for us and more importantly the kids, but obviously requires a lot of PD. 

I really enjoyed yesterday, as we were given options in the morning on how we would further like to learn more about integration. Many opted into the movie option, Most Likely To Succeed. I didn't attend this session, as I had previously seen the film - see my post here. Instead, I chose to complete readings, to give myself some time to learn about others thoughts, and give myself some time to reflect on my own. All of the readings we were suggested to read can be accessed here.

Below (and above) are quotes which left me thinking, and may leave you thinking too...

"Rather than forcing students to fit the environment, we need to have the environment fit each student." (Lory Hough)

"We are influenced by our surroundings and what we experience, which can limit our understanding of the world and especially the possibilities that exist." (Katie Martin)

"Teachers were happier through working with students who were intrinsically motivated to learn on projects designed by themselves." (Richard Wells).

"In the highly competitive, hyper assessed version of high school education, there are winners and losers. The losers are often those who dare to question, refuse to accept the status quo, strive to be themselves. And it's these students - the ones who probably have the most real potential in the wider sense - who are falling through the cracks." (Joanna Mathers)

I have been placed into the 'Respect' unit, alongside another HPE teacher, two Tech teachers and two English teachers. We were buzzing with ideas in our initial meeting and planning session yesterday, and our next step is to work out how to shape these ideas into an engaging project for the students. I believe this is an incredible opportunity for us to learn, and for the students to be exposed to/involved in more authentic learning opportunities. I am really looking forward to the change next year, but nervous as to the workload on top of a standard crazy school year! Watch this space...