Sample 2 : Kowloon Bay St John the Baptist Catholic Primary School
C. LINKS
1. LINKS TO CDI INITIATIVES
The Primary Literacy Programme - Reading (KS1) is a significant professional development initiative of the NET Section, Curriculum Development Institute, Education and Manpower Bureau, Hong Kong SAR.
The PLP-R (KS1) is a minimum two-year intensive professional development programme for Hong Kong teachers in KS1. It is structured into four Stages:
Setting Up Stage, Implementation Stage, and Integration and Independence Stages. Within each stage, there are four components of professional development: Teaching Reading, Classroom Management, Whole School and Classroom Environment, and Assessment.
The PLP-R evolved in response to the curriculum reform initiatives of the Education and Manpower Bureau, Hong Kong. In particular, the PLP-R focuses on developing the approaches, concepts, strategies and policies described in the following Curriculum Development Council documents:
• Learning to Learn (2000).
• Building on Strengths: Primary 1 to Secondary 3 – Basic Education Curriculum Guide (2002)
• English Language Education: Key Learning Area Curriculum Guide Primary 1 - Secondary 3 (2002)
• English Language KLA: English Language Curriculum Guide (Primary 1-6) (2004)
These curriculum documents informed the development of objectives for the professional development activities of the PLP-R. In addition, Exit Descriptors have been developed for each stage of the PLP-R in the four components of the programme to assist teachers to monitor progress of the programme and their professional learning.
The objectives and Exit Descriptors strongly support the Teacher
Competencies Framework published in Towards a Learning Profession by the Advisory Committee on Teacher
Education and Qualifications, Hong Kong in 2006.
The following sections highlight the role of PLP-R and these EMB curriculum initiatives.
PLP-R (KS1) C. PORTFOLIOS – 1. Links to CDI Initiatives
© NET SECTION, EMB, HKSARG Assessment Package 2 – Using Portfolios to Assess Reading; Making an Assessment Plan
(a) Links to Teacher Competencies Framework (Hong Kong, 2006)
The following framework of teacher competencies can be found in more detail in Towards a Learning Profession, published by the Advisory Committee on Teacher Education and Qualifications (2006).
The ticks represent those competencies being explicitly developed in this professional development package, “Assessment Package 2: Using Portfolios to Assess Reading”.
An overview of the Generic Tea cher Competencies Framework
Teaching and Learning
Domain
Student Development
Domain
School Development
Domain
Professional Relationships
and Services Domain
Subject matter knowledge
Curriculum and
pedagogical content matter
Teaching strategies and skills, use of language and multi-media
Assessment and
evaluation
Students’
diverse needs in schools
Rapport with students
Pastoral care for students
Students’
different learning experiences
• School’s vision and mission
Policies,
procedures and practices
Home-school collaboration
Responsiveness to social values and changes
Collaborative relationships within the school
Teachers’
professional development
• Involvement in policies related to education
• Education-related community services and voluntary work
Six Core Values that Underpin the Whole Framework Belief that
all students can learn
Love and care for students
Respect for diversity
Commitment and
dedication to the profession
Collaboration sharing and team spirit
Passion for continuous learning and excellence
BASIC PREMIS: THE PERSONAL GROWTH AND DEVELOPMENT OF TEACHERS
PLP-R (KS1) C. PORTFOLIOS – 1. Links to CDI Initiatives
(b) Links to PLP-R Professional Development Objectives for Assessment (2006 schools)
Each Stage of the PLP-R has a component in Assessment. Therefore, professional development for each stage of the PLP-R has an assessment focus.
Professional development is provided through various modes:
• Central and school-based workshops
• Assessment Packages
• Advisory Teacher support in classrooms, at co-planning meetings, etc
• Cluster meetings
• PLP-R CDs, videos and materials
• PLP-R Teacher Manual
Each stage develops new and enhanced skills and knowledge, required to assess Reading, as outlined in the following tables “Objectives for Assessment in PLP-R (2006)”.
.
PLP-R (KS1) C. PORTFOLIOS – 1. Links to CDI Initiatives
© NET SECTION, EMB, HKSARG Assessment Package 2 – Using Portfolios to Assess Reading; Making an Assessment Plan Setting Up Stage Implementation Stage Integration
Stage
Independ-ence Stage
Introductory workshop: Observation and teacher talk
• become aware that PLP-R promotes formative assessment
• become aware that reading skills are the basis of teaching and assessment in PLP-R
• explore observation, questioning and feedback as first steps of formative assessment
Workshop: Matching students to book levels
• define key terms in relation to students’ levels of reading
• observe students’ reading to identify word accuracy and comprehension, and
• determine the instructional book levels of students
Workshop 1: Collecting and recording information / PD Assessment Package 1
• become aware of the assessment cycle
• become aware of Reading Skills Framework
• understand how to use observation checklists, worksheets, student record sheets and anecdotal notes for assessment information
• match appropriate assessment techniques for reading skills to be assessed
• consider classroom management strategies to create assessment opportunities
Assessment Package 2: Using Portfolios to assess Reading; Making an Assessment Plan
• become aware of the Reading Skills Profile and its purpose for long term assessment and planning
• design student worksheet codes to assist teacher assessment during activities
• explore the uses of student Portfolios for reading
Assessment Package 3: Using Profiles to assess Reading; Assessment for Guided Reading; Reporting
• learn to transfer assessment information to the Class Unit Checklists and Reading Skills Profile
• analyse Class Unit Checklists and the Profile to make conclusions about learning
• make decisions about future teaching and planning using assessment conclusions
• Report to parents, teachers, principal and stakeholders
Workshop: Assessment for Guided Reading
• Define key terms relating to assessment for Guided Reading
• Explore different
techniques for assessment during Guided Reading
Practise and review
Practise and review Practise and review
Practise and review
Practise and review Practise and review
PLP-R (KS1) C. PORTFOLIOS – 1. Links to CDI Initiatives
(c) Links to PLP-R Exit Descriptors
Exit descriptors have been developed for each stage of the PLP-R in the four components of the programme: Teaching Reading, Classroom Management, Whole School and Classroom Environment, and Assessment.
These descriptors assist teachers to monitor progress of the programme and their professional learning.
The following tables list the exit descriptors for Assessment in each of the four stages. The ticks represent how this package can assist teachers to achieve these.
PLP-R Exit Descriptors for Assessment
By the end of the Setting-Up Stage:
Students will have: Teachers will have:
Gained some confidence when teachers observe, question and offer feedback
Kept Student Record Sheets of letters / sounds and High Frequency Words that they recognize
Placed work samples in their Portfolio
• Maintained Home Reading record booklet
Observed and questioned students to see what they know and can do in-class
Provided verbal formative feedback to students about their learning
• Planned classroom management strategies and teacher roles to create assessment opportunities in class
Used assessment techniques (observation checklists, worksheets, student record sheets and anecdotal notes) to assess reading skills
• Tracked student learning on Class Unit Checklists
• Used Reading Skills from the Framework as the basis of any modification to activities or materials
Started a simple Portfolio system for student work
• Determined students’ Independent Reading Levels for Home Reading
• Determined students’ Instructional Reading Levels for Guided Reading
Reported assessment information to stakeholders By the end of the Implementation Stage:
Students will have: Teachers will have:
Responded with confidence to teacher questioning and feedback
Used Student Record Sheets (e.g. letters / sounds and High Frequency Words) to plan what to learn next
Refined their in-class assessment techniques
Refined their classroom management and role descriptions to maximise assessment
opportunities
• Assessed students during Guided Reading
• Reviewed students’ Reading levels for Guided Reading groupings
PLP-R (KS1) C. PORTFOLIOS – 1. Links to CDI Initiatives
© NET SECTION, EMB, HKSARG Assessment Package 2 – Using Portfolios to Assess Reading; Making an Assessment Plan
• Used Reading Strategies to deal with unfamiliar words
Maintained a Portfolio and used it to explain their progress to parents
• Used Home Reading records to consider own reading interests and needs (self-assessment)
Assisted students to use their Portfolios as a source of self-assessment
• Transferred student learning from Class Unit Checklists to Reading Skills Profile
Analysed checklists / profile for individual, group and class progress
Use assessment analysis to tailor activities, groupings and / or resources for students who need intervention or extension
Reported assessment information to stakeholders By the end of the Integration Stage:
Students will have: Teachers will have:
Continued to demonstrate descriptors from previous stages
Used Student Record Sheets and Portfolios to reflect on their learning in various English skills
• Used Reading Strategies to deal with unfamiliar words in other English learning contexts
Continued to demonstrate descriptors from previous stages
Applied formative assessment techniques to other English skills
Created formative assessment opportunities (classroom management) in other areas of English.
Identified English skills from the ELCG for Integrated activities
• Created checklists and worksheet codes using identified English skills
Reported assessment information to stakeholders
By the end of the Independent Stage:
Students will have: Teachers will have:
Continued to demonstrate descriptors from previous stages.
Used Student Record Sheets and Portfolios to reflect on their learning
Accepted that formative assessment is part of their learning process and have confidence to attempt new skills and strategies
Continued to demonstrate descriptors from previous stages
• Used the Reading Skills Framework to identify skills to be developed in Units of Work
• Used information from the Reading Skills Profile to inform development of Units of Work
Designed appropriate assessment techniques and tasks for Units of Work
Reported assessment information to stakeholders
PLP-R (KS1) C. PORTFOLIOS – 2. References