National Education Findings of Assess to Learn (AtoL) Report

Outcome 3: Developing coherent school practice to promote better learning

Indicators for outcome 3

School leaders and teachers will ensure there is:

1. effective strategic planning
2. high quality assessment practice
3. alignment of assessment, planning and  recording / reporting
4. communication of progress and achievement with family / whanau and community
5. a school curriculum that enables teachers to use assessment for learning and involve students in planning.
   

In order to determine the extent to which schools have developed coherence in their assessment practices, principals and lead teachers were asked a series of questions related to the school wide understanding and practices, through a questionnaire. Principals and lead teachers were asked whether they believed their school had achieved a common understanding of assessment purposes and priorities. Their views were validated through interview and facilitator data.

During the AtoL project, principals and teachers were also interviewed to determine the kinds of practices that supported schools to develop a school wide approach to formative assessment and which would provide a platform for maintaining the practices beyond the AtoL project.

The following themes emerged from the interviews:

During the professional development:

• The structure of the professional development programme focused on success. That is, the principal and senior management team were involved and convinced of the value of the principles and strategies of the programme. They were collaboratively involved in the planning and in a process that included meeting with the professional development team, staff meetings, modelling in classrooms and teachers trialling ideas in the classroom.
• Facilitators typically observed implementation in classrooms, meeting either individually or in teaching teams with teachers immediately after the observations in which feedback discussions occurred. This was especially important for aspects teachers needed to work on next.
• Needs analysis, action planning and professional input by a facilitator occurred throughout the process. The process was supported by classroom observations, feedback and professional discussions where action plans were reviewed and revised. A balance was struck regarding the use of professional readings and practical strategies.
• There was evidence of a building momentum and motivation for teachers and students to continue working towards changes in teacher learning and practice with the resulting impact this has on student learning.
• Agreed processes and practices were documented to enhance consistency of practice throughout the school and the inclusion of new staff into the development.
• A few schools said that they had developed reporting and communication systems with parents in order to more meaningfully report and improve student progress and achievement.
  
• Principals and senior management teams applied pressure through the school-wide performance appraisal system for teachers to apply the AtoL principles and strategies into their classroom practice. This was done in order to have consistent practice across the school (for primary schools) or throughout a department (for secondary schools). The aim was to secure maximum teacher engagement in the professional development. Several principals commented on the significant shifts that were able to be made as new teachers joined the school or department staff.