Online PLD to support Curriculum Progress Tools

New online PLD (professional learning development) for using the Curriculum Progress Tools (CPTs) has been invaluable for helping teachers better understand the curriculum and learner progressions within reading, writing and mathematics, says Bridget Comer, an across-school teacher for the Palmerston North Catholic Schools Kāhui Ako.

Some schools within the Kāhui Ako were involved in the pilot for the PLD, which provides facilitated support to schools with Years 1–10 students wanting to investigate and implement the Curriculum Progress Tools. 

The PLD comprises fortnightly free online sessions, supplemented by tailored support from experts and practical advice from current user schools.

The first session gives an overview and explores the online resources available. The second session explores the Learning Progressions Framework, and the third focuses on the Progress and Consistency Tool, how it works and how it can help teachers.

“The PLD enabled our Curriculum Progress Tools Lead Teacher to learn about the tools and then, with support, share this knowledge with colleagues,” says Bridget. 

Learning and connecting opportunities

The online sessions provided opportunities not only to learn about the tools, says Bridget, but also to connect with expertise and schools who are learning about and implementing the Curriculum Progress Tools.

“The Curriculum Progress Tools definitely help teachers to better understand the curriculum, in terms of aspects of the particular frameworks and what this explicitly looks like within reading, writing, and mathematics – but also from a progression point of view,” she says.

“The illustrations give teachers clear examples of what a student is likely to be doing at a given signpost. Furthermore, teachers are able to use a wide range of evidence to inform their ‘best fit judgement’.  

The Learning Progressions Framework and the Progress and Consistency Tool place professionalism and trust back in the hands of the teacher and provide reliable and robust ways of reporting to whānau, Boards of Trustees and across Kāhui Ako, says Bridget.  

“Not only does the Progress and Consistency Tool produce a range of reports to inform communities, but it also provides thorough information which teachers can use for planning next teaching and learning steps,” she says.

Understanding the ‘why’

St Ignatius School in Auckland is also among those schools involved in the pilot for the online PLD. Associate Principal Alana Morgan says it was a really useful learning experience.

“Instead of going in blind as so often happens when trialing new programmes and learning tools, we were scaffolded through each step of the way. It enabled us to fully understand the ‘why’ of the Progress and Consistency Tool, which helped with teacher buy-in and acceptance of the tools.

“The PLD was not time intensive and that helped with teacher workload – short and sharp; small workshops were key,” says Alana.

Sarah Caldwell, lead for Curriculum Progress Tools PLD at Fenwick School – also involved in the pilot, agrees that the method of delivery is important.

“What has been very useful to me is the model of online PLD delivery. 
It saves a great deal of expense [release hours] and time travelling to get the required professional development.”

Sarah says she has access to expert people and other teachers who can offer their experience of having implemented the tool in their schools.

“Blending the access to expert people along with a clear and well-resourced website has been beneficial for me as a teacher wanting to sustain the implementation of a new tool into my school setting.” 

The PLD is being offered in phases with the first phase starting in early term 3. Covid-19 prompted a change in approach to the way this PLD is delivered, which was trialled with schools during term 2.

The online PLD is available for all schools with Years 1–10 from term 3, 2020. To sign up, email progress.tools@education.govt.nz with your school contact details.

Why Progress Tools?

Curriculum Progress Tools help provide an understanding of progress in foundational learning – literacy and numeracy – across The New Zealand Curriculum.

Assessing and reporting on progress – not just achievement – takes into account the starting point of each child and young person and varied definitions of what success looks like. 

A focus on progress helps educators provide the right learning opportunities and support at the right time. It also helps parents and whānau understand what progress their child is making and how they can support their learning.  

The Ministry of Education has worked with the sector to develop reports for parents, whānau, Kāhui Ako, leadership teams and boards. 

Educators will also be supported to deliver training to others in the sector to support best practice use of the Curriculum Progress Tools.

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