Ako Hiko

Banquet 2

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Tairawhiti

Clifton P

Hokitika

Horizon Q

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Taranaki

Conference 1

Horowhenua

Conference 3

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Tatupu

Banquet 1

Kaikohekohe

Banquet 1

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Te Ara Tūhura

Clifton P

Kootuitui

Banquet 2

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Te Hiku

Banquet 2

Manaiakalani

Regent Room

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Te Purapura Ngātahi

o Manaiakalani

Conference 1

Ōtaki

Conference 3

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Toki Pounamu

Banquet 1

Partners/Others

Conference 2

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Uru Mānuka

Horizon Q

PROMPTS:

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In the questionnaire data, where are learners getting what they need?�

64% know how much progress they are making (always and mostly)

Over 80% Y1-6 know what they are learning and it drops to 70% at Y7&8

From the questionnaire data, where could we give it a nudge?

Year 7 & 8, however not good enough that only 50-60% know so all year levels need a nudge

What is our other evidence telling us?

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BSLA is having a positive effect on other evidence with range of text, however does hinder the choosing activities. Interesting that students don’t think they read text that includes a range of different cultures as they do! Older students find easier to share opinions in discussions. Authors reason is first time we have never and wonder if they are the absentee students

PROMPTS:

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In the questionnaire data, where are learners getting what they need?�

Our teachers plan for ambitious outcomes and multi modal. Our whanau identify the sharing of learning which is a positive. Our 4-6 learners usually know what they are learning and acknowledge diversity in text types and deep level thinking.

Our 4-6 & 7-8 learners sit at between 48-56% for getting to choose their activities.

Ambitious outcomes are sitting at 64% for our year 7-8 learners.

From the questionnaire data, where could we give it a nudge?

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Focus on learners thinking and questioning because our teachers are sitting at a higher percentage that what our learners are. Teachers at 75%, learners at 40% so there is a discrepancy. The teachers are planning for it, but there needs to be deliberate teaching and explicit links to this. Our students need to know how they are going and what they are learning.

What is our other evidence telling us?

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Our whānau acknowledge the deliberate acts of sharing at 45% but our learners are at 20-30%. Could use our sites better for akonga to share. We could look at diverse text types and use more AI/technology to develop more diverse text for our ākonga and kaiako. This will help make the workflow easier for our teachers.

Sometimes when it is administered we will need to prompt - maybe have a look at adaption of questions and/or tuakana/teina training so the learners can recognise the learning that is happening.

PROMPTS:

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In the questionnaire data, where are learners getting what they need?�

Years 4 - 6 mostly know what they are learning and what to do while they are reading. And mostly know if they have been successful in their reading.

From the questionnaire data, where could we give it a nudge?

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Our year 7 - 8 need work in all areas, to know how much progress they are making, what they are learning to do and if they are successful in their reading.

What is our other evidence telling us?

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That our younger students (junior and middle) are achieving better in reading and have a more established program in structured literacy.

PROMPTS:

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In the questionnaire data, where are learners getting what they need?�

For our Y4-6 cohort, our tauiri mostly know how much progress they’ve made and whether they have been successful or not.

Mileage is an area where tauiri feel makes a difference.

In our Y1-3 cohort, most know what they are learning to do. This is probably a reflection on the focus on SL.

From the questionnaire data, where could we give it a nudge?

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Tauiri need more focus on knowing how much progress they are making. 3/7 kaiako also reflect this need.

More clarity for tauiri about what success looks like

What is our other evidence telling us?

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SL is probably an area of learning that is obvious for our juniors to be identifying what they are learning.

PROMPTS:

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In the questionnaire data, where are learners getting what they need?�

The learners mostly know what progress they are making, what they are doing in reading and whether they have been successful.

From the questionnaire data, where could we give it a nudge?

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Teacher having clarity of learning (making learning intentions more explicit) - learners know what they are learning to do when reading in order to be successful.

What is our other evidence telling us?

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Some learners seem to be unsure of what they are learning and how much progress they are making.

PROMPTS:

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In the questionnaire data, where are learners getting what they need?�

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From the questionnaire data, where could we give it a nudge?

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What is our other evidence telling us?

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PROMPTS:

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In the questionnaire data, where are learners getting what they need?�

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From the questionnaire data, where could we give it a nudge?

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What is our other evidence telling us?

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PROMPTS:

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In the questionnaire data, where are learners getting what they need?�

The two highest “know” areas are 44% of year 4-6’s know how to share their opinions in discussions. 33% of year 2-3 know how to share their learning online.

From the questionnaire data, where could we give it a nudge?

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Year 4-6’s 60% sometimes or never get to share their learning online. Year 2-3s 42% sometimes have to think hard when completing create tasks.

What is our other evidence telling us?

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Limited critical literacy with only occasional opportunities to discuss author's purpose, to understand text, and read from/about a range of cultures. Also limited opportunities to select and collaborate on create tasks. Only 75 students completed the survey.

PROMPTS:

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In the questionnaire data, where are learners getting what they need?�

They are making progress and can show what they are learning.

From the questionnaire data, where could we give it a nudge?

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Showing how students can be successful. (success criteria)

What is our other evidence telling us?

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We need to increase our reading mileage and improve attitude towards reading, students are saying this is what they want.

PROMPTS:

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In the questionnaire data, where are learners getting what they need?�

Teachers and leaders have a higher expectation compared to students understanding. Teacher/leader and students interpretation is different. Learners know what they are learning to do when reading seems to be the most consistent across the year levels.

From the questionnaire data, where could we give it a nudge?

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Feedback, clarity of learning, goal setting together, being able to tell us what we are learning, create task, choice, collaboration, explicit about the learning, Talk moves, AFL, alignment between teachers, leaders and learners. Explicit feedback, timely and deliberate so learners know if they are successful and set goals moving forward

What is our other evidence telling us?

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Student want more opportunities to read (mileage, pair reading, text types - plays, other curriculum areas), students to understand deliberate acts of teaching

Using our shared pedagogy, when are there opportunities to respond to what our learners are telling us?

Scheduling conferencing time, referring to success criterias/rubrics, check ins (what did you learn today, did you understand, do you have any questions…), reviewing data as a staff - making goals, learn - create - shared pedagogy, collecting student voice, plenary sessions, tuakana teina,

Deliberate, meaningful, specific feedback with akonga

Mana enhancing feedback, timely, deliberate for both learners and kaiako

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What might we do to get closer alignment between learners, teachers, leaders and whānau?

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reviewing data as a staff - setting goals, collecting student voice, whanau evenings, school events, blogs - sites - sharing mahi online, surveys,

Unpacking as a whole school how we give feedback and what sort of feedback we are giving to akonga

Be deliberate with our goals as a cluster to get shift

Can we use our Kahui Ako across school leads to bring our cluster together and focussed now that KA is disbanding?

Looking at your school goal through the eyes of your learners, are there any adjustments to be made?

Make feedback more explicit and clear for learners (make sure they know what ‘feedback’ is).

As a result of your school’s goal setting, what might your cluster goal be?

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By the end of the academic year, teachers across the cluster will consistently provide explicit, specific, and actionable feedback to students.

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