 We sat down together and came up with a plan. 4a 5 dil미ntливans i banibana treatsas – three senior leadership – asen i kitchumama fee два kou napa ilets着. Managama i yeti i sorbindani i kimia. Turaiatta uleda haia piw olderat د속ار are no hue and make airiu i pake sätad Welcome, heterotoa i mlapte i maen nautatie ja reika. ia roles just like big goal dreaming. Ynno, guess is what we'd like to achieve in this amount of time. And then, from there, we actually worked backwards and got it right down to a 3-year plan, what we wanted to achieve over the next 3 years, and we identified five main areas. Once we'd identified what the five main goals were, we broke those right down and, within each goal, we had to identify how we were going to address the needs and what we were going to do to make sure we got to the big end result. So, initially, we focused on data analysis, Te anolia matteru pai te cablesa mokrera pakaiai. Tamaki te diwousa te te tata, mokrera ngikatara. Kequ,"tai cerai se будет te tata pakaiai he mirodu kunapa tu ja veilu, ir 19a e ti se u錄nu i lawin i te tata akelyta. Mae ownwa saka te tanjū maikia. Te te tata tata mokrera kuchnama. so that we had good systems and processes in which to gather the information but also evaluate what information we had and what was the quality of it and how were we going to use that to drive the improvement theory within the school. We started with EASTL. We'd actually already been using EASTL in the school but it hadn't been used as effectively as what it had been previously. So we reintroduced that and made sure that the teachers were trained to moderate using the EASTL tool. Once we gathered the EASTL data and had done some analysis of that, it provides a really good starting point for teachers in terms of what are the things that I need to find, what are the things my students don't have, what are the things that this EASTL test is showing that they don't have. I found the analysis of the data looking at it, being able to identify specific areas to focus on, very helpful in my own practice. So it's changed the way I've looked at the way I teach writing, the way I show children the types of modelling I'm doing, the exemplars that I use, a lot more thought goes into that and a lot more. Narrowing down the focus less is more because especially a struggling writer, it's easy to look at it and say, this child needs all this done for them and it's too big. So narrowing it down, breaking down those learning intentions to something achievable both for me as a teacher and for the child as a student has made it far easier to focus my teaching in a more explicit way. From there we've also done quite a lot of other work in writing. Like we've started with writing learner profiles for our target students. Each teacher had to identify five students who were below in writing and who needed quite a lot of support and we created learner profiles for those students and then from there we also have been monitoring those students so we've had regular monitoring meetings every Monday to guide and make sure that those students are actually progressing. Part of this process is that the teachers have become a lot more aware about what they're doing. Through the initial practice analysis conversations teachers really saw things that they weren't sure that they, oh I didn't realise that I did that and what they're doing is they're making changes and they're actually regularly going back and videoing themselves just for ten minutes just to see are they being explicit. You're planning your lesson and then you go back and you're reflecting on that lesson and it's like I didn't actually quite do that or you know I didn't quite go the way I planned it and as a result of these conversations I am a lot more aware of you know if this is what I say I'm doing in my lesson am I actually doing this in my lesson my learning intentions have become a lot more specific. Well making sure my students are more aware of what their learning intention is as well as the success criteria. We've just filmed ourselves again last week and analysing that video I did see an improvement in my teaching and being more specific and what it was I was actually doing with my students. What we've noticed for the students is that they have a lot more awareness about what their learning and why they might be doing it where it fits into the bigger picture they're able to talk more about their role in their learning than they could do a year ago back in 2016. Nikki was really good to work with as our external facilitator because she was really honest and the key thing is she was able to build relationships in our school and that was really important because I needed to know that the teachers weren't going to feel like they were being judged. I wanted to make sure that they could work with somebody that had that constructive feedback but was also somebody that they felt they could use as a guide or a support that they weren't actually being assessed on who they were as teachers. It was more about trying to get their teaching practice improved so that we could accelerate the achievement of our students.