Sam's ideas around tracking from Kamar conference

Sam’s suggestions around tracking

Question 1 has to be what is tracking? – we need a full definition

SAM I see tracking as subject teachers visibly showing the progression of students throughout the year (or actually 2 years 9 and 10) – what is the value added to the students learning/achievement?  I suggest that this is through summative assessments that are given a curriculum level.  It could be a formative assessment grade though.  However, I think it has to be against a curriculum level if we are looking at academic achievement. 

We could also track the students’ attitudes, engagement etc but I think this is slightly different

Question 2 has to be why are we doing it – how will it improve the achievement of our students?

It will improve the achievement of or students because we will know exactly how much progress a student makes across all of their subjects – for some it may only be a small  sub level but we must see progression – it is not good enough just to give a student a summative assessment as a separate entity to the rest of their work.  It all needs to be interconnected.  I also believe very strongly that the teacher must give the student feedback on their curriculum level and  most importantly feed forward.  I suggest that the departments all report on the same number of assessments (the core subjects) – they could do more but this number (6?) is a minimum?

Probably best to have a timeframe – if not done the next summative assessment then it should be a formative level.

                                    OR

Could be 3 formative and 3 summative?

A.    In kamar it is possible to do this.  See pages 27- 30 of booklet from kamar conference – created in markbook.  This is then live but can also be put together to create a report. Archive reports, zip and upload and seen on parent portal.  Comment is directed at the student – it is their work, they should take responsibility.  “progress standard”?

This part B is something extra I think would link well

B.     Under markbook as part of student profile on kamar – this where teachers could also make comments – perhaps half way through standard – just a quick note to parents – not sure – it maybe doubling up with markbook comment after completed assessment?

Question 3 is Who monitors tracking?

I would think that form teachers monitor academic tracking with Deans having an overview, and the SLT having the overview.  But, ultimately the Principal.  We have to ensure that teachers do what they have to do.  The form teachers should link to ideas around creating student profiles.

Seniors – this is something I  think may work well with tracking and if we do it for Juniors would be good for seniors too

Lots the same

1.     Setting up profiles/interviews – answering questions set by Dean

2.     Meetings with form teachers and parents and students – either beginning of year or end of term1 and beginning of term 2

3.     Meetings with form teacher and student in terms 2 and 3

4.     Deans and Careers teachers plus anyone else to add to profile - overview

5.     Writing feedback and feedforward after every assessment – live to parents and also part of report

6.     Under markbook as part of student profile on kamar – this where teachers could also make comments – perhaps half way through standard – just a quick note to parents – not sure – it maybe doubling up with markbook comment after completed assessment?

-         Other schools put total number of credits on before and then co-construct how many they think they can get

7.     Alongside with comments on completed assessment, you can also make comments if it is an external, plus current mark or practice exam etc

Vocational Pathways

Vocational Pathways

Vocational pathways link

I have been getting my head around Vocational Pathways for a while and I do understand the premise.  We have to as a Nation (and probably other Western Countries too) know how to educate ALL of our young people while they are at school not just the less than 20% of them who go to university in the Matamata Piako District, New Zealand;   I have thought this for a long time.

Our pastoral team had a really good presentation from the Ministry of Education about how to use Vocational Pathways in relation to careers guidance - as all teachers are career teachers. I totally agree with this. The presenter was very thorough and I like the way it now links to Kamar and therefore much easier to use.  The easier it is to use definitely increases the chance that people are going to use it!  It also gives everyone a common language which is again a good thing.

I very much agree with the idea of the form teacher of the being the first port of call in a pastoral sense - as this is the set up at our school and Vocational Pathways does give a clear path to helping this process.  Everyone needs at least one "warm and demanding" person in their life (thanks to Maurie Abraham - Principal at Hobsonville Point Secondary School) and this might be a form teacher or a mentor of a smaller group.  

But as I said before everyone should be a careers teacher – we should all be always asking students what they are planning for the future and how we can help them reach their goals and dreams.  It doesn't matter if they don’t know but just by discussing likes and dislikes can be an excellent start!  

I also find that when I am dealing with students with behaviour issues I always try and link them into their future plans and how what happens now can affect these plans.  When people have a goal it can make them focused and really help them “get through” the subjects they don’t like or even school in general.  This is another one of the reasons Vocational Pathways, linked to Kamar, is a good idea.  You can look at what pathways the students might be strong in and this can give them career ideas at a click of a button (thanks Kamar - very good!) and this might kick start ideas for students.  You can also discuss the students’ career plans and then see if they are doing subjects that link to their individual education and career plan.

So far, so good!  But I went away from out presentation last night and I have been thinking about it a lot.  Yes it is great for all the reasons that I have stated above but I am not totally sold.  

Education is about many things and your career is only one part of your life.  Yes you might want to become a mechanic and should be strong in RED "manufacturing and technology" but is not just as important to develop your creative (industries) side too (YELLOW) or be part of the discussion in the "social and community services" (PURPLE)  so you know how to be a NZ citizen in a global world?

I am not saying that Vocational Pathways isn't a good tool. I think it could be but we can't forget or get hung up on perhaps an "easy" way to look at education as it is a tick box idea about how we steer people into careers.  According to this model our job as High School teachers will be complete - we have helped guide our students into a career - we will have reached the Government target of 85% of all students receiving NCEA Level 2 - JOB DONE!  

However, learning is complex and  therefore what we do as teachers is complex and can't just condensed to a set of tick boxes. This is what is so great about the NZ Curriculum and why at NCEA we have aligned our standards to link to it.  Perhaps the next step at the Senior end of the school, as well as more focus at the Junior end is a greater focus on the NZ Key Competencies

• thinking
• using language, symbols, and texts
• managing self
• relating to others
• participating and contributing

We need to do this if we want to ensure that we create a society where people use the competencies to live, work, and contribute as active members of their communities.  The issue is that Key competencies are not as straight forward as a tick box and therefore are not easily linked to Kamar - they are more complex to assess and difficult to track.

Therefore I believe that Vocational Pathways need to be just another tool in our teachers' tool kit along with things like elearning, literacy and numeracy strategies, Ka Hikitia, SOLO, being creative Creativity is the key to education etc etc that we use to engage our students so that they attend, learn and achieve in a wide variety of areas of life. 

Let's not got so hung up on this as the be all and end all to our senior students' education - it is not.  It is A tool not THE tool. 

Leadership philosophy

I believe that to be an effective leader a person has to have high emotional intelligence and trust at heart of everything she does. She has to foster respect and support between students, staff and the local community through creating meaningful relationships.  An effective leader has to empower people to believe in themselves and encourage them to do extra–ordinary things.  While simultaneously having these traits an effective leader in school has to be pragmatic and aware of the tensions of mediating Government policies while being committed to principles of equity and social justice.

Education philosophy

I have a learner centred philosophy and I believe that all decisions we make should be based on improving the education of all students in school.  Firstly, I think that it is fundamental that as a teacher I am aware of my own belief systems and how they affect my relationships with others, including cultural awareness. Secondly, I think that it is vital to create positive relationships with students by understanding that everyone is a unique individual who needs a secure, caring, and stimulating atmosphere.  I do this by finding a connection and the use of humour, wherever possible.  Thirdly, as a teacher, I see one of my roles as helping young people develop a deep love and respect for themselves, others and their environment.  Students should be challenged to become critical thinkers who are willing to adapt to a changing world and we as teachers must take self-responsibility to ensure we keep abreast of changing pedagogies.    Fourthly, I believe that students learn best in an atmosphere of ako where teacher and student learn from each other, again based on respect.  Finally, I believe that as an educator I need to have productive partnerships with the students’ families, to work together to create the best possible outcome for each young person in this ever changing world.