Literacy Lead Cluster Meeting #5 MAKING OVERALL TEACHER JUDGMENTS (OTJ’S)

Literacy Lead Cluster Meeting #5

MAKING OVERALL TEACHER JUDGMENTS (OTJ’S)

Literacy facilitator - Debbie Martinhttp://debbiemartin.wikispaces.com

http://literacyleadteachers.wikispaces.com

Purpose

To support lead teachers to develop their understanding in literacy to effectively lead the implementation of the New Zealand Curriculum Reading and Writing Standards.

Today’s Outline

• To clarify the understandings and processes around OTJ’s

• To reflect on the key messages and learning from this sessions to develop and empower staff at school

• To evaluate the lead teacher cluster meetings• To use rich texts and tasks as evidence to

support an OTJ

Professional ReadingsReading #1:“National Standards Fact Sheet : Overall Teacher

Judgement”Reading #2: “Using the Reading and Writing Standards” pg 13

“What processes and understandings will teachers need to know and understand to successfully be

able to make Overall Teacher Judgements?”“What are the key themes?”

Share One Get OneIn groups of 3 or 4 share;1. What you have been up to around effective

teaching and quality learning in your school since we last met? E.g. OTJs, reporting, assessment, using reading and writing across the curriculum (10mins)

2. Is there anything from the sharing that you think would be relevant to the whole group?

3. Group sharing

Observation of ProcessEvidence gained from informal assessment opportunities:

Learning ConversationsEvidence arising from Learning Conversations:

Test OutcomesEvidence gained from assessment tools, including standardised tools:

•Focussed Classroom Observation•An Observation Survey of Early Literacy Achievement•Student books and tasks•Running Records•GLoSS•NumPA•Student peer assessment

•Conferencing•Interviewing•Questioning•Explaining•Discussing

•An Observation Survey of Early Literacy Achievement•PAT•STAR•e-asTTle/AsTTle V4•IKAN, GLoSS, NumPA

Overall Teacher

Judgement

Sources of evidence to support decision-making

Examining The Quality Of The Evidence• Is there enough evidence to make an OTJ?

If not what else do you need to gather?

• Validity - Think about time at school and point in time

• Reliability - how consistent is the administration, marking and moderation

Conducting an OTJ In groups of 2 or 3• Use the blank triangulation diagram to list the evidence

you have in front of you • Analyse the gap between what you have available and

what is required. • Identify what else you would need to assist with making an

OJT?• Make your OTJ based on the evidence you have.• Use the NZC, RWS and LLP to decide on the next learning

steps for the student.

Making an OTJ

Standard

RR (TJ)

e - ass Tle Voc ( TJ)

S TAR ( TJ) PA T (TJ)

Obse rva t ions ( TJ)

Conversa t ions ( TJ)

OTJ

After 1 year

After 2 years

After 3 Years

James (Yr 5) T1

James (Yr 5) T1

James (Yr 5) T1

By the end of Year 4

James (Yr 5) T4

James (Yr 5) T3

By the end of Year 5

James (Yr 5) T1

James (Yr 5) T1

James (Yr 5) T1

By the end of Year 6

James (Yr 5) T4

By the end of Year 7

James (Yr 5) T4

James (Yr 5) T4

By the e nd of Year 8

What else do I need to know to support the OTJ?

Note: • The school will have to make the decision

about what constitutes enough evidence. • You will not have to go through this process

for each student. It is for those that sit on the borderline or the cusp.

• For each piece of evidence find the best fit. You find a best fit for that student regardless of their year so that the next steps can be clearly identified.

• The standards are a tool to inform teaching and learning.

Reflection

After doing this OTJ process …• Are there any points that you need to go back

and share with your staff?• What areas within the OTJ process might your

staff need assistance with?

Rich Texts and Rich Tasks Discussion / Think, Pair, Share:

• What is a “rich” text? • Why do we need to use “rich texts” in our

reading programmes? • Refer ELP 1-4 p121-123, ELP 5-8 p131-134

Characteristics of Rich Texts

• Motivate and challenge students

• Relate to students interests or arouse interest

• Are enjoyable and informative

• Draw on and affirm social and cultural identities

• Use appropriate language

• Encourage thoughtful responses

Rich Texts and Rich Tasks“What are the learning opportunities that you could explore using this

text?”• Read text Mum’s Octopus• Read P.122-123. Identify a focus.• Work through the template “Selecting rich text to support OTJs”• Work through the core documents; NZC, RWS and LLP to complete

sections on the template• Construct a task that provides evidence to support you to make the

OTJ.

Rich Texts and Rich Tasks • Pt 3 No. 2 2010

– Brooklyn School Writers walk• Pt 4 No. 1 2010

– Deer of deer• Pt 2 No. 1 2010

– Killer Plants• Pt 2 No 3 2010

– Buttons • Whitebait season • Did you shake your tail feathers?

Reflection

• How will you share information about “Rich texts” with your staff?

• How can you support, or encourage your teachers to share the different ways that a text can be used for multiple purposes with other staff members?

• What PD will your staff need?