National Standards workshop phase 2: Mathematics

1. National Standards workshop phase 2: Mathematics What is important to know andunderstand about the Mathematics Standards when making an overall teacher judgement?

2. Purpose of this session is… To consider how your school’s current approach to assessment supports teachers to make overall teacher judgements (OTJ) To explore the mathematics behind the National Standards To discuss effective pedagogy in mathematics classrooms

3. All material presented at this workshop are available to access online at: www.teamsolutions.ac.nz Click here

4. Reflection on the implementation of National Standards What are the successes, challenges and issues? How have you used the learning from the first / lead teachers workshop? (if attended)

6. Overall Teacher Judgement Teachers continually adjust teaching to match learning needs based on what they notice Is making an OTJ a different action? If so, what needs to happen differently?

7. Assessment in the NZC “The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides……” Ref: The New Zealand Curriculum, p39

8. An OTJ involves Drawing on and applying the evidence gathered up to a particular point in time in order to make an overall judgement about a student’s progress and achievement Ref: tki.org.nz/Overall-teacher-judgement

9. Assessment judgements, from a range of sources, for each part of the mathematics and statistics curriculum are mapped onto a copy of the Mathematics Standards Poster for one of your students. What standard is the best fit for this student?

11. Student B

12. Student C

14. Using evidence to make an OTJ What types of evidence does your school collect to support OTJs in mathematics? How is the evidence collected? When is the evidence collected? How do your teachers collate and analyse the evidence? Should formative judgements be recorded? What evidence is useful for an OTJ and what is not?

15. Sources of evidence to support decision-making Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: Overall Teacher Judgement Test Outcomes Evidence gained from assessment tools, including standardised tools:

16. Sources of evidence to support decision-making Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: • Focussed Classroom Observation • Student books and tasks • GLoSS • NumPA • Student peer assessment • Conferencing • Interviewing • Questioning • Explaining • Discussing Overall Teacher Judgement Test Outcomes Evidence gained from assessment tools, including standardised tools: • PAT • e-asTTle/AsTTle V4 • IKAN • GLoSS • NumPA

17. Overall Teacher Judgements As a teacher use: • Everyday classroom observations and interactions • Student perspective (voice) • Children’s work • Illustrations of standards • Assessment tool information

18. The Healthy Pyramid Practice Classroom Assessment Information Source Use Little One off Aligned to learning goals Use Some Occasional Use Lots Repeated For STRENGTH of information, use multiple samplings from multiple sources. Ref:NZEI Te Riu Roa and Lester Flockton, 2009

19. The Number Framework • The expectations for number are the most critical requirement for meeting a standard • The number framework helps teachers and students understand the requirements of the number and algebra strand of the mathematics and statistics curriculum learning area • Two main sections – a distinction is made between strategy and knowledge Ref: NDP Book 1, p1

20. The mathematics behind the standards Years 1-2 – counting, grouping Years 3-4 – additive, place value Years 5-6 – advanced additive/early multiplicative Years 7-8 – advanced multiplicative Adult Numeracy Level = Stage 7 – advanced multiplicative

21. Assessment Key Messages (page 12) • When assessing a student’s achievement and progress, the teacher needs tomake an overall teacher judgement (OTJ) about the student in relation to the whole standard (paragraph 1). • A strong understanding of Number is vital …..the expectations for Number are the most critical requirement for meeting a standard” (paragraph 5). • ..independently and most of the time (paragraph 4).

22. NZC and National Standards Strong emphasis on students’ ability to solve problems and model situations in a range of meaningful contexts by selecting and applying appropriate knowledge, skills, and strategies. Meeting a standard depends on the nature of a students response to given problems, not just their ability to solve the problems.

23. What are the connections between.. • The New Zealand Curriculum • Mathematics Standards • The Number Framework

24. Curriculum levels Mathematics Standards Numeracy Strategy Stages

25. Engaging with the Standards through a rich task Building Borders – Figure It Out pages 12 & 13 Work through the activities in ‘Building Borders’ Using your NZC, the mathematics standards and Book one, what type of responses would you expect to hear from students who meet the standard at year 5, 6 , 7 or 8?

26. What about the strands? How does your school decide on the amount of time spent on number and algebra versus the time spent on geometry, measurement and statistics?

27. Effective Pedagogy

28. Dylan Wiliam Having viewed the video clip, what do you see as possible implications for effective pedagogy and assessment practices in your school?

29. Engaging Learners with Mathematics

30. Characteristics of an effective mathematics classroom • Using the characteristics in the handout and thinking about the mathematics teaching in your school: • Identify the strengths and weaknesses in pedagogical practices in your school. • How can the leadership team support teachers to continue to develop effective pedagogical practices? • Share strengths and seek solutions to problems from the other groups

31. Moderation To build consistency, use: Teacher judgements and supporting evidence When do you plan to have regular discussions with teachers within and across syndicates?

32. Reporting requirements Reporting Requirements

33. NAG 2a Reporting to parents: • Written in plain language • Twice a year Reporting to the Board of Trustees: • Including in the school’s annual report the number of students at, above, below and well below the standard including Maori, Pasifika and gender

34. Principles for reporting • Supports learning and next steps • Language clear and easily understood • Honest and transparent • No surprises • Strengthens educational partnerships with students and whānau

35. Self Review Tool - Reporting Questions from the Self Review Tool • How do we ensure our reporting clearly describes students’ progress and achievement? • How do we ensure our students are able to contribute to reporting? • How do we develop effective partnerships with parents, families/whanau? Reporting Requirements

36. Leading the learning in mathematics Planning session: • How confident are you that mathematics learning in classrooms is promoted through problem solving and mathematical thinking? • In what ways and how effectively are teachers supporting mathematics learning for diverse learners? • How are you going to support your teachers to make overall teacher judgements throughout the year?

37. All material presented at this workshop are available to access online at: www.teamsolutions.ac.nz Click here

38. Workshop Evaluation Please fill in the workshop evaluation Thank you for your participation