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How do we moderate OTJ's between teachers?

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How do we moderate OTJ's between teachers?

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Are our assessments (eg IKAN) providing enough info to form an accurate OTJ?

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Are our assessments (eg IKAN) providing enough info to form an accurate OTJ?

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What other tools can we use when we don't have a lot of confidence in the reliability of assessments such as IKAN and e-asttle

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Moderation of Running records: are we taking these consistently?

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Moderation of Running records: are we taking these consistently?

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Should we be moderating assessments more frequently? at team level? across teams?

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Should we be moderating assessments more frequently? at team level? across teams?

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How do we bridge the gap between reading asttle and probe testing to feel confident in our OTJ?

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How do we bridge the gap between reading asttle and probe testing to feel confident in our OTJ?

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How can I be clear that my OTJ is accurate and at level? Moderation over one meeting obviously isn't working

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shouldnt we have a quality consistency checking system? if we do pact will that cover it

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Are we clear about learning progressions and what they look like

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Are we clear about learning progressions and what they look like

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Do we have an agreement on ready to reads vs PM's when OTJing and collecting data

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How are we making writing OTJs? The asTTle samples offer limited information especially when the purpose for writing is not a familiar for our students.

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The CAAP plan what is that about?  When and how is it supposed to be used and there seems to be so much discrepency

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The CAAP plan what is that about?  When and how is it supposed to be used and there seems to be so much discrepency

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Should we be using the CaAP or should we be using the documents themselves eg Progressions, National Standards?

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Should we be using the CaAP or should we be using the documents themselves eg Progressions, National Standards?

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Are we still going to use PaCT tool to OTJ

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Can we have guidelines on making an accurate OTJ?

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How can we celebrate the shifts even when the student is still not meeting the standard?

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How can we celebrate the shifts even when the student is still not meeting the standard?

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Is our CAP accurate enough to be modelling OTJ's off?

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Do teachers know how to analyse their assessments eg GLoSS?

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Do teachers know how to analyse their assessments eg GLoSS?

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How effective is our maths assessment: JAM and Gloss - these can take a long time to administer and done frequently.  Is there another way of collecting this information

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How effective is our maths assessment: JAM and Gloss - these can take a long time to administer and done frequently.  Is there another way of collecting this information

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How can I set a robust OTJ when I'm not sure what constitutes 'at' standard

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Is our CAP plan accurate/reliable?

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Are our OTJs defensible using multiple examples of evidence?

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Are our OTJs defensible using multiple examples of evidence?

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How can we improve our OTJing through PD?

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Are our MBS exemplars at the right NS level need to check that they are a good continum e.g put them in a row and as a whole school talk about them and check them against the NS exemplars to be super sure they are ok

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Are our MBS exemplars at the right NS level need to check that they are a good continum e.g put them in a row and as a whole school talk about them and check them against the NS exemplars to be super sure they are ok

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What is ACCELERATION and what is REMEDIATION?

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What movement is needed to maintain a student AT THE STANDARD?

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What does a year's worth of learning look like?

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How well are we able to make OTJs away from summative assessment?