Literacy Assessment Techniques

An interesting reading I came across while researching for my case study - OTJ is an important aspect to formal data collection.  Knowing the learner and what they are capable of producing in a consistent manner outside of a 'one of assessment task'.

'However, it is still important to keep in mind that all literacy assessment strategies highlight the importance of teacher judgement as being fundamental to efficient and effective literacy assessment and reporting practices in the classroom. Professionally informed teachers who are articulate, knowledgeable and reflective practitioners are the change agents of the future.'

Literacy: Helping Children Contruct Meaning (3rd ed., p. 559), by J. D. Cooper, 1997, Boston: Houghton Mifflin Company. Copyright © 1997 by Houghton Mifflin Company. From

http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li7lk29.htm

Technology

At the end of last term I bought an ipad2 with the specific intention of using it to help raise student achievement in literacy.   I now use my ipad to record instructional reading and replay this for the class teacher as a back up to my request for shifting reading levels.  Convincing teachers that children are ready and need to move through to another reading level is something I encounter often.  I also use it with the students in order for them to self evaluate reading strategies.  The students are able to make concrete connections between the learning intention and what they are doing. They are  able to identify reading strategies and articulate succinctly what they are doing; “I stopped and noticed it wasn’t right’ - “I fixed that word up and then I went back’, ‘I looked for parts of the word I knew and then I knew it’.  Clark (2003) talks about students being motivated to make improvements particularly if they like the feedback approach. ‘Self esteem increases as a result of child’s visible improvements. This is because they come to understand and even be in more control over ‘how to’ improve and attain the learning intention’ (pp75).

First case study - Inquring teacher

Fehring (2005) believes that professionally informed teachers who are articulate, knowledgeable and reflective practitioners are the change agents of the future. An outcome of this action research was ‘change’ which resulted in me (the practitioner) engaging in reflective practice or going back over what I was doing, and doing it again in the light of new insights.   I do not always feel articulate or knowledgeable and often feel the more knowledge I accumulate the more I find I don't know.

I am continually refining my practice, up skilling by attending PD or reading and applying new strategies for better understanding of literacy practice and always trying to raise literacy access ar opprtunities for my students that I am working with.

Over the last two terms I have gone back to reread Clays books ( 2001, 2002 ) and dip into  Effective Literacy practice Yrs 1-4 to look again at working with emergent readers -writers.

Although each intervention is unique to the student, school and teacher involved it also serves to strengthen other concurrent interventions I am involved in.  I also find  sharing this knowledge with other practitioners and classroom teachers rewarding.  I am building good relationships with the teachers I work with, which helps during interventions.

Of course the reverse happens as well were I am able to observe or engage in converstations with teachers who share knowlege or experiences which I can then use.

 Useful online sites

http://learning-media-pd-online.wikispaces.com/National+Standards+aligned+Wedge+graphs


http://e-asttle.tki.org.nz/Whats-new/e-asTTle-writing-tool-resources

http://www.educationcounts.govt.nz/publications/series/2247/107489

Action Research = Change

A key function of the RT:Lit is to work collaboratively with the classroom teacher using an inquiry model: ’Together they analyse the student’s strengths and needs, determine the subsequent needs of the teacher, plan and deliver the instruction, and monitor and evaluate the effectiveness of their approach’( PPM 2102. p 7). 

I am continually refining practice, up skilling and applying new strategies for better understanding of literacy practice and more importantly sharing this knowledge with other practitioners and classroom teachers. This collaborative inquiry model is a constructive aspect of our role as RT:Lits.  A deeper understanding of practice within our beliefs and assumptions noted by Cardno (2003) who believes that change needs to take place in the practice of the person carrying out the action research.  

I feel this aspect strengthens our interventions - providng we build in reflection of the actions within the intervention.  Understanding what worked , what didn't and why and what we would do differently next time.

Sometimes accepting that things don't always go as we wish or as we expected is in itself learning.

Action Research - Collaborative Inquiry

Beautiful sunny afternoon and I am inside working away on my case study.  For once it is - dare I say it enjoyable learning mainly because it links in so well with my job.

Basically the process of action research consists of a number of phases

1. Initial reflection - (identify  the problem)
2. Planning - (collaborative action plan)
3. Action - (start intervention)
4. Observation (stop and check initial assessment with new learning - next steps - Whats working? Whats not working?)
5. Reflection - (how am I going? how is my learner going? What has changed?)

 ... repetitive learning spiral.

Useful readings:

Kember, D.M., & Kelly, M. (1994). The action research spiral. In Improving teaching through action research (pp. 6-11). Campbelltown, Australia: Higher Education Research and Development Society of Australasia

Burns, R. (2000). Action research. In Introduction to research methods (4th ed., pp.443-458). London: Sage.

Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching & Teacher Education, 11(1), 33-49.

Robinson, V. & Lai, M. (2006). Educators as researchers. In Practitioner research for educators: A guide to improving classrooms and schools. (pp. 3-14). Thousand Oaks, CA.: Corwin Press.

Smyth, J. (1989). Developing and sustaining critical reflection in teacher education. Journal of Teacher Education, 40(2), 2-9.

Hello Literacy

Hello Literacy

Wonderful blog with useful links and ideas

PPM -2012

Last year the MoE told us that the final PPM document would be available for the start of the 2012 year - true to their word it arrived as an e-copy on Friday 27th January.
Having spent some time reading through it and discussing changes with my colleague I feel there are some very positive aspects to the document.

The guidelines are very clear for our practice and describes parameters for RT Lits working in cluster schools.  It seems there has been enormous variation in practice across the country.  It is intended that we focus on students with the highest literacy needs within a school and across the cluster -ie  well below National standards ( more than 2 years).  We are also to take on Referred on Reading Recovery students  'at the soonest practical point in time'.  I had 13 students on my roll at the beginning of Term 1 - 6 were referred on from Reading Recovery.  I had 1 student who was referrd on during the term and had to wait until the next Review and Intake meeting - I would have preferred to act on that particular refferal straight away as I felt I had a space in my timetable.
Our cluster is targetting Year 2/3 students - most of my tutoring roll for Term 1 have been Year 3/4 . The students were selected for my roll in Term 4 last year at which timethey would have been Year's 2/3.

Referrals to the RTLit service will most often be for students after their first one ortwo years of schooling.

So far my timetable is working out - most of the teachers that I am working with are appreciating the support an dsome of the others I just have to remain positive and keep in mind even small changes to practice can lead to improved literacy opportunities for these students.

For those students who require intensive support to supplement their effective

classroom programme (Tier 2 support) the Ministry of Education has established the

RTLit, who have specific literacy knowledge and experience and can provide

specialist support for a student’s teaching team.

2012 - January Block Course

My learning year started with a face to face block course at the Epsom campus during January. It was good to catch up with RTLit colleagues as we had much to discuss regarding our year and the changes that we anticipated with the new PPM.  It is always interesting top hear how other management committees operate, how many each of us has on their roll and how we manage our timetables and other commitments.

I have completed EDPROST 700A & B Literacy Education: Research and Practice and EDPROST 702 Challenges in Literacy Difficulties successfully.

Enrolling in EDPROST 703 The Inquiring Teacher was so much easier than my first experience  - we just filled out a hard copy form and the confirmation was very fast.

We have quite a small class this year - only 11 on campus and I think there were about 4 or 5 others who will be online with us.

Interesting paper - description:  'In this module you will reflect upon and develop your professional skills as a literacy educator e.g. Resource Teacher: Literacy, literacy advisor, or a school based literacy teacher. The core of the course is the work that you do with students, with individual teachers and with teacher syndicates'...We will be making frequent reference to Ministry of Education publications including Literacy Leadership Project materials, Effective Literacy Practice Year 1-4. MOE, (2003),Effective Literacy Practice Year 5-8. MOE, (2006), and to S. McNaughton’s Meeting of Minds (2002). 


First assignment looks interesting and definitely pertinent to our job - A case study using 2 students - following the assessment,intervention, reflection on learning.