Student Achievement Data: What to do?

New year, new responsibilities. 

I started 2019 thinking about my Year 10 Cohort and the journey that is before us. I was thinking about what I could do help support my Year 10 Cohort, what I could do help them bridge the gap from Junior school to Level 1. That was until the role of Co-HOD of the English Department was offered. A pleasant surprise, I have taken the role on whilst still the Dean of Year 10. I asked GOD to help me listen to what He wants me to do, to help me embrace new challenges. I have really enjoyed my growth in my leadership with pastoral as a Dean. I see this new opportunity as a tool to help me grow in my leadership academically. Plus I get the honor of leading this awesome department with my work bestie, Ms Amber George! 

In my new role as Co-HOD, I have been introduced to a new world of responsibilities. I never thought that Middle Management would be something I would be a part of, but I am here and it is happening and so far, I have learnt a lot already. On top of dealing with administration duties, budget, staff well being (I know that there is a list of things that I have barely scratched the surface!) Unpacking student achievement data has (and I am most certain) will continue to be a prominent fixture in this new area of academic leadership. I have always looked at data and the for the most part, stare at it and try and follow what my colleagues thinking. Much like then, now I am looking at the results of our recent NCEA Level 1, 2 and 3 student achievement data (2018) and I am trying to figure out what went wrong. I am trying to understand why the gap between the National Average for both All and Pacific/Maori achievement and our own data is huge. In my quest in trying to unpack 'what went wrong, what I could have done better' I have realized that this constant guilt fueled questioning is part of the problem. I need to change my mindset and look at this data with a focus finding realistic and effective solutions rather spending time on how bad the issue. I have come to 4 conclusions with this student achievement data that I hope to pursue, discuss and reflect on throughout the year. It is by no means the answer to the issue but is food for thought, something to help me deal with the frustrations I am having with understanding Student Achievement Data.

Changing the mindset: 

Achievement data highlights many things. If I (we) redirect our focus on what is wrong but instead look at what worked, what was successful and how this success was achieved, it changes the mindset. Which brings me to my next point. 

Success breeds success: 

As teachers, we often look at the gap in student's academic and pastoral life and always unpack on why this gap even exists. I know for myself, when I am looking at a student's academic profile I am always looking for the gap asking myself 'why is this here?' Just as important, if not more, student's academic success is a vital part of their story. I have to look at their academic data and start inquiring on why and how this happened. What was it about this particular subject or teacher that helped this student to achieve. If we spend time on looking at what worked and how this was effective, we can become more solutions focused. 

Student-strength focused learning:

Young people need a curriculum that reinforces and builds on their strengths. A curriculum that will strengthen what they are good at, like and value. In some cases, this type of student centered learning may not align with how core subjects are designed, but if we want better outcomes for our learners we need to at least START thinking about what is best for their learning needs. 

Big picture stuff: 

In looking at the data and reflecting on the students I have now, I have started to think about the big picture stuff. I believe that there needs to be a systematic change within our own curriculum program at Tamaki College. We need to start, if we have not already done so, to seriously look at programs that will work for our learners. The learning needs of our students, our young people should be drive the learning objective. Unfortunately things like time constraints with NCEA do not allow for the 'need' to take priority. What is more important? The learning need or the learning objective? 

Staying Connected

School vision:
Tamaki College is a vibrant engaged learning community, accepting challenges in the wairua of excellence, integrity, resilience and respect. 
Together we weave our talents, strengths and values to harness opportunities with commitment and innovation. 

Your values interact and impact your style.

Step up and speak up
Lead with the head - logic driven - you pioneer
Lead with the heart - emotion driven - you inspire

Stand back and observe
Lead with the head - logic driven - you excel
Lead with the heart - emotion driven - you empathize

Which one am I? I think that I fall into the second category - I stand back and observe. I like to study the situation, student, learning need - whatever it is - my style is to research first and then pursue what I need to. 'Lead with the heart' - I am driven by what I feel and I am inspired by.

In 2019 I will make a difference by being more focused on the needs of my students. Their learning needs and achievement will always be at the forefront. I want to ensure that their physical and mental well-being is nurtured just as much as their academic goals. What I have learnt from 2018 is that accolades, success - all of that - are blessings that we can enjoy and celebrate. However, the state of our mind - mental wellness - is an important part of our success. It needs to be nurtured, inspired, challenged, stretched and loved. I want this to be a part of my leadership, supporting the learning needs of the students and giving them a space to be encouraged and inspired.

2018: The year that was ...

As I reflect on 2018, the one word that comes to mind is 'grateful'. I am grateful, humbled and proud that I serve a GOD who continues to strengthen, uplift, repair, restore and renew me. I am truly thankful for my wife, family, friends, work colleagues and students that I get to journey with.

One of my favorite quotes from Pastor Hart Ramsey; 

I am grateful for this job. My Tamaki College experience for 2018, saw me experience and explore different teaching methods in my own practice. Using blogging as a part of my writing program for my Year 9 students has been one area that I am excited about. This was something that I always wanted to pursue but I the excuses became a wall that I was comfortable to sit behind - I am scared what people will think, what if it does not look/sound right? Or my personal favorite - I don't have time to do this. 

I was immediately excited by the idea of students reflecting on what they learnt, liked and disliked, sharing what they have created - without any formal assessment criteria to measure it by. It was complete freedom in writing. I hope to continue blogging - not just with my students - but for my own reflection and review. As Pastor Hart Ramsey states, "Someone took a chance", I believe that I took a chance on myself to do things that I wouldn't normally do. I look forward in making blogging a important and natural part in my teaching. 

I am grateful for the students I get to lead and work alongside with. This job can be frustrating and fulfilling all at the same time. It can almost feel like you are walking down a never ending road of disappointment, regurgitating the same expectations or concerns that seem to fall on deaf ears.But it can also feel like a road where even the smallest breakthrough in your student's attitude towards learning or even just making it school, can give you hope. A hope that keeps you going and gives you a real sense of promise and purpose, making you reflect and really believe that this is why you are a teacher. 

This overwhelming sense of gratitude is planted in something that is deep and goes way beyond anything that I have done in the classroom with my students. My 'thanks' is rooted in my faith. My faith journey is exactly that, a journey, that is full of incredible highs and scary lows. But I know that I am not alone. My wife and I were blessed with our first born, Faith Tu'uga Stevenson, who was born on May 1 2018. She is now living in the arms of God. My heart is full, I am grateful for my daughter. She has changed my life forever and has restored my faith in myself and what I can do. Thank you God for an amazing 2018. I look forward to what 2019 has in store. 

I dedicate this post and the year of 2018 to my beautiful daughter Faith Tu'uga Stevenson. 

Revisiting LSC - Learn Create Share

LEARN CREATE SHARE

"Inside of the kaupapa of Manaiakalani is 'learn, create share' that drives the pedagogy. This pedagogy has nothing to do with devices, but about teaching and learning." - Lenva Shearing

LEARN - Effective Practice Challenge - Recognize, Amplify, Turbocharge

CREATE - Once they have learnt, they can create

SHARE - Communicating with a real audience

This must be specifically and strategically part of our teacher's planning.

Teacher examples:

Mrs Dunn  - Math (how she uses LCS with her L1 students in Mathematics)

Ms Wells - Science
Learn - work, activities, build understanding
Create - build on knowledge
Share - recount on the blog
Y9 - learnt how to make a hangi, created it and shared the kai. Shared their presentations on their blogs.

Ms Anderson - Digital Technology
L3 Unit
Learn - what is expected for each student
Create - what will they create with the unit?
Share - share their work into a L3 Google+ Community

Ms Apelu - Social Studies
We are already doing it, just need to identity it in our own practice.
Learn - lean about a social action (L3 SOS)
Create - Create a campaign of social justice action (L3 SOS) they promote what they are learning
Share - Share presentations in the BOT, in school assembly

Ms Ferguson - Digital Technology
Learn - Karen teaching to the students
Create - All project work, creating something
Share - Sharing on Google+ Community

Great to see my colleagues in their element and share their digital experiences!

All things in moderation

Moderation, moderation, moderation!

Moderating student work is an important practice in our English department when marking our NCEA Level 1,2 and 3 student assessments. We have looked at 6 student exemplars from each class (Achieved exemplars x2, Merit exemplars x2, Excellence exemplars x2 and Not Achieved exemplars x2). We measure our results against the criteria for each achievement standard and unit standard. Also the NZQA Student Exemplar booklet provides a good guideline to help support us with our marking.

The exemplars have the marking criteria and annotated notes from the marker, explaining why they have given this particular grade.

Marker's feedback

Student work

My level 3 students have completed the writing portfolio standard (3.4 - 91475 - Produce a selection of fluent and coherent writing which develops, sustains and structures ideas). 

During the moderation for this standard, an excellence exemplar was considered a merit - after discussion, questioning, more discussion - it was highlight through both the NZQA annotated student work and assessment criteria that the excellence exemplar lacked analysis of theme and connection to society. 

Excellence now Merit exemplar - needs to develop on how the technique helps to show the theme and how the theme is presented in the scene. 

We then looked at another excellence exemplar from my L3 class - where the student emphasized the connection to theme and society (something that was is encouraged more for 3.4)

This excellence exemplar highlights the theme, director's purpose etc. 

Continual moderation - checking in with your colleagues, cross marking etc - can be really useful and meaningful for your own teaching practice. 

The art of persuasion.

In preparation for end of year Junior School exams (it is all going down week 3 of term 4), I have spoken to 9KRo about the importance of the written component for their English exam. The students will be revisiting a written or visual text that we have studied and will write an essay on an important character from the text. Before we get into the essay structure, character traits and evidence from the text - I figured that I need to get them back into writing. We are now into our second day of term 4, the students started off by doing creative writing on Monday. Today, the students have been given the task of writing a paragraph using persuasive writing techniques. I know that the one way to hook students into your program of learning, is by creating a space where they can voice their opinion (constructively of course!).

We spoke about what persuasive writing is. Not many clicked on to it straight away, so I spoke to them about church. Seeing as though many of the students attend church, I used the role of the minister and how they have been given the responsibility to encourage and persuade people through their sermons. From here the students shared that they think that 'persuasive writing is meant to convince people to believe what the writer believes'. I used the following persuasive statements/sentence starters and useful adjectives - as a prompt for the students to use for their writing exercise today.

The students were asked to write a statement - I was expecting one sentence - and this was the result...

Thaisoni- "I dont get why people just think its okay to judge certain people about how they act ,look ,and how they live. Just think how the people who are getting judge will feel. Just of if they judged them how would they feel. It's time for them to stand up and speak for themselves and to be assertive. I hate seeing people getting mocked and bullied it's so damn unbelievable seeing people constantly doing it. It's so extraordinary seeing bystanders just watching it happen."

Some took a creative approach ...
Tukaha - "It will be amazing if you’re able to communicate with this monster and make him fight with us against all the great nations.

“It would make things easier but it’ll take time, we need to negotiate with it and persuade it into helping us to win this war”

So what should we do to make it help us fight?

“We need to give it a name, calling it a monster will make it hate us if it understands us.”

So what should we call it sir?

“How about...Hakai”

What does Hakai mean anyway?

“It means Destruction and just by looking at it, it looks like it can do lots of destruction and bring pain upon everyone”

It was a fun exercise that was meant to take 15 minutes. The students were really engaged and decided to have fun with it, it took the whole period!

Children Matter

Part of my job as Dean of Year 9 is to recognize, understand and support the well being of every student in my cohort. From classroom to pastoral issues, my day is made up of different conversations with students, teachers, counselors & parents (to name a few) around these issues.

At a recent professional development workshop hosted by Child Matters, we focused on how we can recognize and respond to child abuse. Child Matters is an organization who educate professionals within the health & education sector on how to prevent child abuse. Child abuse is a sensitive topic, that presents itself in all types of scenarios and people, one thing that stuck with me from a conversation I had with a counselor from Oranga Tamariki was 'if you have a concern, do something, don't do nothing'.

Here is my takeaway from the presentation ...