Professional Learning TOD 2019

8:45
Clarity Education - Ande Ford - Collaborative Inquiry

Move toward:

- The children in our 'team belong to ALL of us

- Use inquiry to guide reflections

- Learning focused conversations at most team meetings

- Sharing ideas that worked

- Based on evidence

- Write up ONE inquiry for the whole team

- REGULAR discussions

- Not 'flash'

- Data driven

- External input/learning

"How do we engage our learners so they are motivated to learn?"

Purpose/self efficacy 

Why Collaborative Inquiry?

Collaborative is about what you are willing to do for yourself, others and your students. Trust is the foundation. 

COL's - 10:10
MMA
In groups of three we had to crete  secret handshake. Refined and then taught to another group - hilarious!!!

SMA - Collaborate Inquiry (Co-construction)
Coming up with a new name for 2019 - some people feel it doesn't need to change. This year will look slightly different, however it will flow from SCH and CST framework.
Working smarter not harder!!
We will only be in one group throughout the whole year - in smaller groups with the facilitator. four in school COL's teachers will facilitate assisted by SCH and CTE. We will have targets each term. Meetings will be three times a term - one will be individual with the facilitator. 

AFI - Group Formation
Expect an email week three - input about which group we would like to be a part of. Starts in week four. 

KGI - Observation Tool
Poutama pounamu observation tool 
Observation - You pair up with someone in your group and organise a time to observe each others junior classes
How it looks - first five mins what do you see and hear; next ten minutes writing and recording anything relevant; last five, sit back and observe - record anything you may have missed.
Observation analysis tool - this has been developed from the tool previously used. 
This can be used as appraisal evidence!!

MCH - Appraisal
The two observations will be used as evidence that relates to the practising teacher criteria. Will also need to add reflections. Walk throughs will also occur later in the year - we will receive more guidance throughout the year. 

RCR - "Teachers can make better use of data when they work together"  from the reading by Jane L David.

Professional Learning TOD 2019

29/01/19

MCH – discussed briefly about taking a 10MAT class once a week as I am one hour under. One 90-minute period extra, a week will entitle me to one day off a term. This will be discussed with RCR and a binding document written up.

RCR as a principal his primary focus is Student Achievement:

“Deliberate policy of what are we going to do about this – marketing and leadership. This is up to us as individuals.”

Enrolment based – Roll based data

Balloon blowing up 'game' - four participants with a card each, only one can talk (clubs). lungs (hearts), left diamonds, right spades. The person with the clubs card instructs the others on how to blow up a balloon and tie it up. The winner was the one with the largest balloon.

 

Scavenger hunt - in the same team, we were given a sheet with 13 pictures. We had to locate each of the items in the pictures and take a 'selfie'. This was quite amusing as there was some sabotage from other teams involved.

morning tea 10 - 10:10:40

BMA KMAR

“Uniform approach” to pastoral incidences - minor, major, crisis entries – this is to more accurately represent what is going on in our school. We need to make sure we are including our teacher code at the end of the note. Professional language is to be used at all times.

EOTC

Make sure the forms are completed early for the EOTC committee to review.

We have a generic permission slip, with a range of categories, to be filled out and signed by students and their caregivers. This will enable students to attend minor EOTC without having to fill out multiple forms. Anything over night still requires permission slips. 

First Aid certificate for staff. Could possibly take place after school or on a Saturday.

There are activity free weeks where we cannot take students out of school.

MCH Appraisals

Will be linked to collaborative inquiry - co construction. Two peer observations will take place. Docs can be found in Teacher Shared. Electronic links can be used. 

Learning Support at FFC - GHI
Identifies and supports students with high learning needs. Engages and support students, teachers and Whaanau. 
Autistic Spectrum Disorders now replace the term Aspergers. Take the Autism Test here.
RTLB: Resource Teacher for Learning and Behaviour
KMAR: profiles outlining students learning needs will be on KMAR. The little omega (Ω)

 symbol indicates they have particular learning needs along with recommendations etc. ORS funded students are required to have an IEP - Individual Education Plan. A mini IEP is also in place for other students. Any concerns need to be recorded on KMAR. Any concerns also need to be discussed with HOF's. 

Lunch 12:35-1:30

MCH - Pouako
Make contact with home asap in the first couple of weeks. Use this time to discuss attendance concerns with students - notify CBE when needed.
Senior leadership is going to be stepped up this year - Utilise their strengths!

RCR - Strengthening Culturally responsive pedagogy at FFC
Collaborative Inquiry - "has more impact on making greater change". 
Poutama Pounamu
Rongohia te Hau - A measurement tool that shows us where we were at any point in time.
Maaori achievement has declined. It is really important that we can tell the story of those that did not achieve. Where are they now?
A survey was conducted last year - observations of the data have been put into a report. "What is this data telling us and what questions does it raise?"

Mind Lab - Lisa
Postgraduate Certificate in Digital and Collaborative Learning
Their goal is to get young people in touch with creative technology. Student led, resilience, failure, confidence. 

"Gives students a lot more agency. building relationships with students because you are learning alongside them." 

To see testimonials click here