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Staff meeting in Week 9, Term 1 for teachers to complete their own audit (ensuring all evidence and planning is uploaded). NCCD team (including EO:IE) have scheduled meetings in Term 2 to moderate. Discussion, feedback and consensus is important. Meeting notes recorded. Students added to register progressively

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How am I leading NCCD in our context (secondary)?

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How am I leading NCCD in our context (secondary)?

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Empowering ST:IEs to prioritise students amongst ST:IE team - I am guided by who they recommend bringing to table
Encourage professional conversations and judgements - I act more of a chair, prompting for information/question, rather than providing the information and making the decisions
We create timelines together for follow up and checking in on each other as to how meeting timelines is going

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We take a staff meeting to look at case studies and chat through case as a refresher. Class teams meet with  ST:IE PLL, Admin and moderate. ST:IE has opportunities to moderate across our cluster.

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The GC and I normally provide list of students who we believe will qualify for NCCD to the Principal.  She randomly selects about 8 students for us to moderate as a team.  We then meet for half a day and look at the evidence using the A3 document and we have conversations about what level and category is accurate based on what is in each students' evidence store on Engage.   We may do this several times over several weeks depending on how similar our judgments are.  Our EO has also joined some of these discussions at times.  Once we are feeling like our judgments match, the GC and I would continue to add students to the NCCD register and have conversations as needed regarding any students where the data might be needing support to interpret.  

# data[].attributes.subject
The GC and I normally provide list of students who we believe will qualify for NCCD to the Principal.  She randomly selects about 8 students for us to moderate as a team.  We then meet for half a day and look at the evidence using the A3 document and we have conversations about what level and category is accurate based on what is in each students' evidence store on Engage.   We may do this several times over several weeks depending on how similar our judgments are.  Our EO has also joined some of these discussions at times.  Once we are feeling like our judgments match, the GC and I would continue to add students to the NCCD register and have conversations as needed regarding any students where the data might be needing support to interpret.  

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If we are all on the same page

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NCCD Team (includes Leadership Team, PLL, STIEs and Leader of Learning and Student Support) all come together in Term 2 Week 1 to carry out internal moderation, used to audit where we are as a College. This occurs prior to involving teachers in the moderation process.

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We have a staff meeting where teachers across 2 year levels (eg Year 2-3) present one student each and moderate the level and category. It really makes teachers aware of any gaps in their documentation and promotes great discussion.

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Organised - student listing in order of priority
Moderation meetings scheduled well in advance
Appropriate room with projection booked
RSVPs
Representatives from different support structures/NCCD team present
Include BCE EOs in engagement conversations
Minutes and follow up well documented and on file in NCCD TEAM site
Active participation - those who know student best providing feedback and value adding to conversation

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Not as much fun as Star of the Sea but we do moderation in a staff meeting. Staff are paired up and go through a student together. They have to determine the level of adjustment and category. Feedback is an important part of this learning process. We also share some good examples of evidence at another staff meeting.

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We hold a within school moderation as our week 3 twilight in term 2. We run this as a Trivia Night. As tables they are given NCCD themed trivia and case studies are read aloud and groups need to decide category and level of adjustment. As we review each question I expand on their understanding. After each section we will moderate students. All teachers are involved but will moderate student cases from other year levels. We use moderation as a learning opportunity.

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Cross School Moderation is a great eye opener and allows for sharing of good practice. However, it sometimes also raises questions as to consistency of expectations between schools and clusters.

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Cross School Moderation is a great eye opener and allows for sharing of good practice. However, it sometimes also raises questions as to consistency of expectations between schools and clusters.

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I love it when class teachers are involved in school/cross school moderation, as I see it as a 'real' PD into NCCD and evidence requirements.