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AHDS Conference November 2014 - Workshop; TB: Reporting and Profiling
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- 2. Tackling Bureaucracy –Reporting and Profiling George Sinclair (Education Scotland) and Robert Hair (AHDS and The Moray Council) Transforming lives through learning
- 3. Assessment – KeyMessages 1. Is integral to learning and teaching - involves all stakeholders, most importantly the learner - is ongoing, periodic, at times of transition 1. Builds capacity in practitioners to make professional judgements underpinned by professional dialogue - assessment requires a variety of approaches generating a body of quality evidence - assessment and moderation are integral to each other 1. Is holistic and informative - has many purposes, the most important of which is to support the learner journey - goes beyond KU alone to include skills, attributes and capabilities Transforming lives through learning
- 4. Profile Written reportto parents Written by young person in partnership with the school. Transforming lives through learning Written by teacher(s)/staff. At least at P7 and S3 At least once per year. Provides information on successes in learning and a reflective summary statement of achievements, including achievements beyond school and other awards Provides clear information and feedback on their child’s progress and how well he/she is doing against agreed expectations. Provides a way for young people to explain and share their achievements with a range of people, including parents, teachers and, at future dates, ongoing education staff and prospective employers. Provides an agenda for discussion between learners and those teaching and supporting them. The learner has ownership of the profile and it contains the information that they choose to share with others Informs parents of what their child needs to do to improve and suggesting how parents might help. Contributes directly to the learning process by giving each learner an important context for applying their skills, including literacy. Young people do not usually provide content directly for the report.
- 5. Advice and Guidance Focus remains on improving outcomes for young people through appropriately supported discussions. The relationship with an adult who knows the student well is the key to effective profiling. Regular dialogue between learners and practitioners should help each learner to evaluate her/his own achievements, The process of profiling can be a powerful motivating influence giving individuals a real sense of personal ownership of their own learning. Most young people are likely to need guidance to develop their skills in bringing together the learner statement. Transforming lives through learning
- 6. The format ofthe profile The profile needs to be manageable and straightforward in design, It should not be formulaic and predictable - needs to reflect the uniqueness of each individual. Designed locally and will probably have a consistent format for schools or groups of schools. No national template. Transforming lives through learning
- 7. Reporting to Parents Key Messages • Part of a culture of working with parents • Involves the practitioner, parent and learner • An on-going process • Process must be manageable • Takes account of achievements outwith the classroom • Needs to influence future learning Transforming lives through learning
- 8. Original advice inBtC5 • Reporting is able to provide parents with regular information about their child’s strength and development needs, an opportunity to discuss with their children their progress….a chance to give their views on their children’s progress. • It also allows staff to respond, helping parents to understand how they can support their children… • Learners themselves should be in a good position to contribute to discussions (From BtC5, 2010. Page 43) Transforming lives through learning
- 9. Advice from theNational Parent Forum Curriculum for Excellence is as much about culture change as change in practices. • All with a stake in education need to consider how they can actively create an environment of real partnerships involving learners, parents and educators. • Developing real partnerships involves sharing and communicating regularly in a spirit of mutual trust, where everyone is learning together. • Learners are a living report card and own and need to understand their learning and how to talk about it. • Partnerships should be based on equity and meeting and supporting the needs of all learners Transforming lives through learning
- 10. Involving parents andlearners ‘Few would disagree that parents are crucial partners in children’s learning. We also know that one of the keys to success of Curriculum for Excellence will be how we harness and maximise the true involvement of parents.’ (National Parent Forum 2014) ‘Children and young people need to be supported to understand their learning, their strengths and what they need to do to improve. This process should enable them to talk about their learning at home and with others who want to help them improve their learning.’ (National Parent Forum 2014) Transforming lives through learning
- 11. On-going process –original advice in BtC5 ‘Reporting comprises a range of activities including written reports, children presenting their learning to parents, parent’s consultation meetings and on-going oral discussions.’ (BtC5: Recognising Achievement, Profiling and Reporting, 2010. Page13) Transforming lives through learning
- 12. Advice from theNational Parent Forum • Arrangements for reporting are set out at the beginning of each year/term. • At least one written summary per year – but supported by on-going communication through class blogs, twitter, online material, Glow. • Present information in a way that parents can understand, providing opportunity for discussion. • Different formats are needed for different needs – flexibility may be necessary to reach some parents. Transforming lives through learning
- 13. Process must bemanageable – and low on bureaucracy ‘Reporting which is proportionate to the needs of learners and parents must also be manageable for teachers.’ (BtC5: Recognising Achievement, Profiling and Reporting, 2010. Page14) ‘Parents are looking for reports that give a clear, rounded personalised summary of their child’s learning and progress. They want good quality conversations with teachers that feel personal and specific to their child. The paperwork needs to support this rather than becoming an end in itself.’ (Report of the CfE Working Group on Tackling Bureaucracy, 2013) ‘Report card formats and other arrangements for reporting should avoid jargon and ‘tick box’ approaches such as covering each and every Experience and Outcome.’ (Report of the CfE Working Group on Tackling Bureaucracy, 2013) Transforming lives through learning
- 14. Process must bemanageable (cont’d) ‘Annual reporting should be short and include how parents can help their child’s learning. It does not need to repeat information that is available elsewhere or has been shared with parents through other means.’ (National Parent Forum, 2014) ‘Develop online communication systems/use technology that can save time.’ (National Parent Forum, 2014) ‘Teachers can expect relationships with parents to be manageable and not create unnecessary bureaucracy.’ (National Parent Forum 2014) Transforming lives through learning
- 15. Take account ofachievements outwith the classroom ‘Reporting on the development and learning of children and young people will take account of their achievements in different contexts and settings, including across curriculum areas, the life and ethos of the school and learning outwith the school including in the wider community.’ (BtC5 2010. Page 43) ‘Learners can expect their learning achievement outside of school to be recognised and taken account of.’ (National Parent Forum 2014) Transforming lives through learning
- 16. What should bein reports? • Progress in curriculum areas…brief quantitative statements noting particular strengths, areas for development and achievements… • Achievement of a curriculum level, either in a part of a curriculum area such as reading or in a whole curriculum area. • Achievements in different contexts and settings. • Areas for development and next steps in learning. • The nature of support being put in place… • Any gaps in their child’s progress and ways parents can help. (From BtC5: Recognising Achievement, Profiling and Reporting, 2010. Page14) Transforming lives through learning
- 17. What should bein reports (cont’d) ‘Parents and schools need to shift the focus to discuss next steps in learning, who needs to do what and what success will look like.’ (National Parent Forum 2014) ‘Parents have a right to know how their child is being assessed and also how they are performing.’ (National Parent Forum 2014) ‘Professional dialogue is key to improving learning. Paperwork should be kept to the minimum required to support this process.’ (CfE Working Group on Tackling Bureaucracy, 2013) Transforming lives through learning
- 18. What is youradvice on D, C and S? ‘Many establishments and education authorities have tried tracking using the terms, developing, consolidating and secure and have moved away from such an approach since it did not support on-going dialogue with learners or because of concerns about the reliability and complexity of such information. The interconnected nature of these categories needs to be stressed and it is, therefore, important to avoid an approach which uses these terms in a way which emphasises linear progression. For this reason, the use of developing, consolidating and secure is not suited for use in monitoring and tracking at whole school/establishment level and should be used with care in reporting the progress of individual learners to parents’ (Monitoring and Tracking Progress and Achievement in the Broad General Education. 2013 , page 6). Transforming lives through learning
- 19. What do Isay at a parents’ meeting? • The learner’s achievements. • A limited number of next steps. • How parents can support the learning. Many schools are using the children to lead such conversations – after all, it is about their learning. Transforming lives through learning
- 20. The Moray Approach Kinloss Primary and Nursery School Reporting
- 21. The Moray Approach Core Focus Group Discussions Head Teacher Discussions Exemplars Requirements Expectations Schools
- 22. The Moray Approach Parent Council Pupils Exemplars Scoring Cutting/Pasting Drafts Final
- 23. The Moray Approach Local input Local context Launch Evaluate Good – vs – challenge Parental Expectations
- 24. Activity 1. Howmight you develop a culture of ‘real partnerships’ with parents? 2. What are the barriers to high quality reporting and how can they be overcome? 3. You are considering moving to on-going reporting with a short annual report. What steps might you take to ensure the results of the move are ‘light’ on bureaucracy and are successful for practitioners, parents and learners? 4. Reporting in your context is perfect - it is in line with BtC5 and other national advice and is seen as very manageable by your staff. What does it look like? Transforming lives through learning
- 25. www.educationscotland.gov.uk Transforming livesthrough learning
Editor's Notes
- #4 Review of key messages – importance of moderation to support them
- #5 Good afternoon. During financial year 2011/12, Education Scotland developed and published 5 sets of advice and guidance for Expressive arts and developed a web site for Music. These materials are freely available to download from the Expressive arts area of the National Qualifications website on the Education Scotland online service at: http://www.educationscotland.gov.uk/nationalqualifications/ The advice and guidance was developed by teachers for teachers. Every set of materials developed was peer reviewed by practising teachers. Critical Friends were also involved in the feedback process and they, too, were practising teachers. As part of the Quality Assurance process, each set of advice and guidance developed was further reviewed by a QA group set up for each Curriculum Area. This group included practitioners and specialists from a range of stakeholder group including SQA and Scotland’s Colleges.
- #6 Good afternoon. During financial year 2011/12, Education Scotland developed and published 5 sets of advice and guidance for Expressive arts and developed a web site for Music. These materials are freely available to download from the Expressive arts area of the National Qualifications website on the Education Scotland online service at: http://www.educationscotland.gov.uk/nationalqualifications/ The advice and guidance was developed by teachers for teachers. Every set of materials developed was peer reviewed by practising teachers. Critical Friends were also involved in the feedback process and they, too, were practising teachers. As part of the Quality Assurance process, each set of advice and guidance developed was further reviewed by a QA group set up for each Curriculum Area. This group included practitioners and specialists from a range of stakeholder group including SQA and Scotland’s Colleges.