Reporting to parents, whānau and community National Standards workshop phase 2 Term 2, 2010

1. Reporting to parents, whānau and community National Standards workshop phase 2 Term 2, 2010

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

3. Purpose of this workshop • To explore the principles of effective reporting • To review current practice when reporting against the requirements of NAG 2a and the intent of reporting in relation to the National Standards • To explore ways to engage with our communities • To explore possible models that align with the National Standards • To develop a way forward and a possible timeline of action

4. Reporting Requirements Reporting Principles Content of a Report Timing of Reports Plain Language Planning for reporting at your school

5. Reporting requirements Reporting Requirements

6. 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

7. Using the Self Review Tool • In groups look at the self - review tool and NAG 2a. • Identify and highlight the links between the two documents. * Reporting Requirements

8. Why Report • To provide a description of a student’s progress and achievement within the NZC using expectations from the curriculum and the National standards as reference points • To develop further the partnership involving the teacher, the student, the school and the student’s parents ……. • Reporting Self Review Tool

9. Reporting principles: What do you see as the principles of effective reporting? Reporting Principles

10. Reporting Principles • Should be consistent with the characteristics of effective assessment in the NZC • The processes should promote student ownership of their learning • Students should feel ownership of the information that is reported • Must meet the needs of parents, family and whanau • What is reported is the responsibility of the teacher and the school and is based on defensible evidence • The quality of reporting must be monitored tki.org.nz Reporting Principles

11. 1. Reporting principle - effective assessment NZC p40 Benefits Students Involves Students Supports teaching and learning goals Is planned and communicated Is suited to the purpose Is valid and fair

12. 2. Reporting principle - student ownership of learning • Assessment capability • Self-efficacy • Motivation to learn “When we had the parent–teacher interviews, I wouldn’t talk about my achievements at home. Now I’ve become more confident about talking about the stage I’m at and they understand it. Parents understand a lot more because of the information you’ve given them.’ Year 8 student Greta Valley School (TKI) Eg, Student voice might involve reflection: -Where am I going in my learning? -Where am I now? -Where does my learning need to go next? Reporting Principles

13. 3. Reporting principle - student ownership of reporting • What role do students currently play in your reporting processes? • What opportunities can we provide for greater student involvement and ownership of reporting? Reporting Principles

14. 4. Reporting principle - needs of whanau, parents and family • When we develop effective partnerships, the level of engagement is increased. ‘If effective connections are to be developed, teachers need to value the educational cultures of their students, families, communities; and parents need to learn and value the educational culture of the school’. School Leadership and Student Outcomes BES, p169 Reporting Principles

15. Communication Effective communication that will lead to positive engagement when reporting is open, honest, clear and two way and is based on trust. We build trust through displaying mutual and a genuine regard for others , and displaying competence and integrity as teachers. High trust environments in turn lead to effective communication practices. • ‘Parents have increased respect for teachers when they have genuine opportunities to influence their work’ BES p 184 Reporting Principles

16. Finding out what parents and whānau think • Reporting practices • Time-line • Format • Content - do they want more or less information • Plain language • What does this mean for your community • Means of communication • Written • Does it need to be translated • Supported by communication like phone calls • Parent-teachers-student meetings • How often • When • Length of meetings Reporting Principles

18. What are some of the ways your school develops effective partnerships? How do you as leaders help teachers develop these partnerships? How might you extend these activities to ensure greater sense of partnership between parents, care givers, students and teachers Reporting Principles

19. 5. Reporting principle - school’s role • What do you gather, analyse and interpret and use to report progress and achievement? • Evidence from multiple sources across the curriculum • Collation, OTJ, moderation Reporting Principles

20. 6. Reporting principle - monitoring • How do we use our reporting process to inform the on-going development of the partnership with students, parents and whanau? • Do you have a review process? • Do we know if it meets people’s needs? • Have we sought feedback and feed-forward from each of our partners • How does your reporting help you? Reporting Principles

21. Reporting Principles • Should be consistent with the characteristics of effective assessment in the NZC • The processes should promote student ownership of their learning • Students should feel ownership of the information that is reported • Must meet the needs of parents, family and whanau • What is reported is the responsibility of the teacher and the school and is based on dependable evidence • The quality of reporting must be monitored tki.org.nz Reporting Principles

22. Content of a report • What has been learnt • What the student has learnt and can do • The rate of progress • The extent to which the relevant standards for that student have been reached • Next learning steps • Ways to support learning Other possibilities • Extra support • Learning Areas and Key Competencies • Engagement tki.org.nz

23. Critiquing/developing • Using your own or the samples of reports provided, critique against the principles and the suggested content and annotate or modify Resource on table

24. When to report • In writing at least twice a year Complicated by: The standards for Year 1-3 are for the anniversary of the student’s school entry (for example after one year at school). When to report this is up to the school - remember to consult the parents. It could for example be: • staggered throughout the year around the anniversary date • at the end of each term • As part of regular reporting with parents for the rest of the school. Timing of Reports

25. Plain language reporting Should: • Be concise • Clearly outline a child’s progress and achievement • Be free of complex and unnecessary educational jargon - free of ambiguity • Use language that parents,families,whanau and students can easily understand. What steps will we need to develop a shared understanding of what this looks like in our school? Plain Language

26. Other ways we currently report • Three way conferences • E-portfolios • Open evenings

27. School Stories (TKI) Te Kopuru

28. Key considerations: • Finding out what your parents want in terms of reporting • Review your current reports - modify or develop new reports • Develop or modify your reporting cycle - decide when you will make your overall teacher judgements and when you will report • Review your assessment cycle/overview • Plan to involve your students more in the reporting cycle • Plan to inform your community about National Standards and your reporting

29. Action planning • As a conclusion to this session consider the important messages and ideas you have developed in relation to reporting to parents. • What do we want as a result of reporting to students and parents? • Write an action plan/time-line to detail the next steps you are considering for your school.

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