Weaving evidence, inquiry and standards chapter six

What impact does this chapter have on me as a teacher and as a leader?

What systems change need to happen in order to create the conditions for changes in practice to become a school culture?

Timperley and parr state that

Knowing what the pattern of information obtained from assessment which then feeds learning design requires a deep understanding of the content and processes around it- I take this as the relationship between AfL/ learning and agency

These capabilities are the traits of a highly skilled practitioner displaying adaptive expertise 

They point out the disparity between the anecdotal reflections teachers make on their learners and the actual instructional design they create which purports to meet these needs

When reflecting on this I believe we as leaders need to be asking continual questions about learners. I know we do this to varying levels. However for myself I know I need to dig even deeper when discussing students and learning, with questions like ' how do you know what you did was effective?' 

This is us modelling and building evaluative capabity in our teachers and ourselves

They then go on to discuss how we need to agree as a community of practitioners what the valued outcomes for students are- what the gaps in their learning are and how we believe we address these

However it is deeper even than that- we need the students to also know what their learning needs are and how they will address these

There is also a part to play from whanau in this relationship

The diagnostic tools need to directly relate to and inform the agreed outcomes so that the evidence gathered is rich and meaningful to the progress of the learner and also clearly supports the teachers to decide if they have the expertise to address these gaps

This then leads to us as a leadership providing the systems in our learning organisation which provide teachers with the pld opportunities that will build their adaptive expertise. Which in itself is the end game of teaching as inquiry

Student owned goals

What do we need to do in order to increase this across the school

Looking at the features of the assessment and goal setting chapter would be a good scaffold to share with our teams

At present learning goals are presented and students are beginning to understand