PL - Culturally Responsive Pedagogy

Professional Learning - September 13th

Karakia timatanga

Kia hore te marino

Kia whakapapa pounamu te moana

Hei huarahi maa taatou i te rangi mei

Aroha atu, aroha mai

Taatou i a taatou katoa

Hui e! Taaiki e!

Poutama Pounamu – Rawene: supporting our mahi; Across Schools Kaiako - Jimmy: Bankwood Primary; Nga Huia

"Excellent education from a cultural experience" - Rawene

3 Phases, involves looking at data. Understanding as an individual and as a group to come up with an action plan, so we have a more integral involvement.

MMA

Formed a donut with an inside and an outside circle. Moved around to discuss different questions with colleagues. Why did we become a teacher? What keeps us teaching here? What is culturally responsive pedagogy? What would we like to know about engaging in culturally responsive pedagogy?

Back into table groups to write down any thoughts we had about culturally responsive pedagogy.

Using the reading with a partner to discuss the main points of the reading 'Cultural relationships for responsive pedagogy, A bicultural mana orite perspective" Mere Berryman, Dawn Lawrence, and Robbie Lamont.

Discussed the main points of the reading and wrote down 3 main points.

Joined with two others from other pairs and discussed the three main points we each had and why/how they are important to effective culturally responsive pedagogy.

How are we being culturally responsive teachers at FFC.

Key things to achieve today - questioning ourselves and why it is important to be culturally responsive and incorporate that into our pedagogy. We need to take ownership, investigate and reflect on our practises. 

Closing Karakia

Akotahi - Mahi Tahi

3:30 - 4 Meeting with RCR, RCE, MWI, CMA and I - JFE away

Discussed what we know - what is happening in Akotahi. 

"We need to ask good questions to get good answers!"

What is the goal of Akotahi?  It would be very interesting to see how staff and students answer this question.

We shared information about what we know about Akotahi, as a Pouako, Dean, HOF, Timetabler, and Principal.

Hunches - what we investigate

- Structure

- Academic/Pastoral/Mountain focus

- Support

- Attendance

- Tikanga Maaori

- Cultural 

RCE will be creating a questionnaire based on the hunches we had - to collect data.

Stars Guest Speaker - Rangi Pou

Rangi Pou - Guest Speaker

35 mins of Rangi talking about his experiences with drug addiction, choices he made at school; working hard; being clean 5 years getting ill (had a stroke - 6 months in recovery); relapse into drug use again. 

Interacted with students asking what they would like to do when they finish school. Rangi said a lot of inspiring quotes that related to the choices he made in life - how they could affect the year 9's. 

 "It's hard when you don't know what you want to do - you have no direction"

"Sometimes life throws a brick at you..." unfortunately he never finished this quote!

5 years of being clean and he went back to old bad-habits. Best mate used meth for 10 + years and then committed suicide. This affected him badly and he used drugs heavily again. Rangi considered taking his life - shaken coke bottle analogy about pressure - How do you open it?

Rangi's advice was to talk to someone about how you're feeling, especially when you're feeling low - deep down people want help - talk little bit by little bit and let the pressure out.

Rangi sang/rapped a really inspiring song he wrote about the suicide of his best mate. His lyrics were very confronting about his drug use and friendships. 

I think this guy was really great inspiration to some of the students and hopefully he resonated with the way they think, or the choices they are currently making in terms of friendships and behaviour.

Staff Only Day

Staff Only Day Agenda

September 3 2018

8:30 – 9:00 – staff briefing and update of kawenata partnership and surveys

9am – 11am – Moana Brown – Restorative Practices training

11am – 11:30am – shared morning tea

11:30 – 12:15 – GHA – best practices for effective external moderation 2019

12:15 – 1:00 – COL update and the Collaborative Inquiries of - In school teachers

1:00 – 1:30 – Lunch

1:30 – 3:30 – Faculty Focus

Tainui  - Kauanata (our school was one of the first five schools to join)

Video: Waikato Tainui – Aaron Wetere

TCO – Tribal aspirations for Education and Pathways

-      80% Te Reo fluent – (Tainui). With each language comes its own Tikanga. The customs and the language are intertwined.

-      Connected to their Marae and know their pepeha.

-      Transition in to a meaningful pathway from education to employment.

Who are the partners that have a role to play in doing better?

Completed Waikato Tainui survey. 

Moana & Janine – Restorative Practices

Activities about learning and engaging students

LI:

Working together – Whakawhanaunatanga

Expectations:

-      Listening with intention

-      Being respectfully honest

-      Being aware of others wellbeing

-      Keeping track of my learning

-      Kaimoana activity handout

 

External Moderation Processes

GHA 11:35 - 12

Purpose: assurance that marking is consistent and students are getting a fair deal; to maintain consent to assess we have to participate; opportunity.

Assessment Plan

We get to choose the standards to be moderated.

Reports posted on NZQA

Review of reports (what changes need to be applied?)

Plan for changes (consistently taught)

November: We get to select the standards to be externally moderated – 10% of the standards – level 3 standards are chosen first.

Choosing standards – choose standards that are new to the programme. Can send these away early for feedback. Make sure there are sufficient samples of student work. Random samples are chosen by the HoF. The teacher is not to remark the work. Keep the work accessible to the HoF or the PN. Digital work can be stored in Teacher Shared. 

Make sure there is a mark chosen before publishing.

Physical Evidence

Stored in a faculty work area as determined by HoF. Access to the assessment task.

Moderation Website – this needs to be kept up to date.

Senior Subject Guide

                                                          

  

COL - update and the Collaborative Inquiries of - In school teachers.

Drivers of change - moderation 

Collaborative inquiry - coaching and mentoring other people. The programme is designed to build stronger relationships with FFC contributing schools.

How does collaborative inquiry look at FFC?

How are we culturally responsive?

Kahui ako - MCH

-      Purpose is to work collaboratively to raise student achievement

Research has proven that collaborative teaching and learning has many positive outcomes.

Kahui ako will receive specific training

Explain how you make the perfect cup of tea – with a partner.

The CI process – MMA

-      More minds, more experiences, more direction, more purpose

-      Genuine interest

-      Challenge and be challenged

Interested in finding the driver of change

GHI - Student Engagement
Where did we start? Narrowing down the process; finding the focus; where do we want to be?

SMA - Collecting Evidence and Data on Engagment

Focus is on Year 10. Engagement based on: cognitive; behavioural; emotional. 

1:30 Faculty - AFI & CBO

Professional Learning, 6/6

Culturally Responsive Pedagogy                      3:30 – 4:10                      Cath Steeghs

What is the meaning of the artwork? The tiki is broken and lying on the ground; The mask of a white face is being held by a Maaori girl; whaanau is huddling in the background; Education is aimed at white people; She’s alone, whereas all the other people are supported in groups.

Cultural price for students at FFC? In comparison to other schools, I do not believe there is a lack of ‘culture’ at FFC. There are numerous opportunities for students to participate in cultural practices at FFC. The school culture is quite diverse, as well as the staff – How does FFC include culture in classes?

Where learning is interactive and dialogic (relating to or in the form of dialogue).

Te Kotahitanga (united with one purpose – enhancing student achievement)

New standards and enhancing student achievement.

What are the implications for my practice?

Student-Led Conferences                             4:20 – 5                           Richard Crawford

          What do effective learning conferences look like?

Why change the learning conference approach?

-          improving quality and quantity

-          strengthen relationships

-          moving towards student-led conferences

-          Moving towards Pouako centred conferences (?)

Staff Meeting, February 19th

 

Staff Meeting 19/2

Agenda

1)    Charter Goals

-          Analysis of variance

-          NCEA discussion

2)   Appraisal Processes

3)   Reviewing start of the Year

-          Waananga Akotahi

-          Monitoring Attendance

-          Building Relationships

-          Contacting home

RCR – Air con issues; JCEA changes from five assessments to four; changes are being reviewed.

Charter goals: main points in the terms of learning and achievement.

-          Improving engagement and retention of Y11, 12, 13 – primary focus on Māori students.

Seniors:

-          Increase the number of Y11, 12, 13 students on the roll.

-          Raise school achievement

-          Strengthen tracking in Akotahi

-          Strengthen pathway development

-          Importance of developing culturally response pedagogy

Junior

-          Raise achievement in literacy & numeracy by two levels.

-          Continue the focus on literacy & numeracy

-          Culturally responsive pedagogy

-          Strengthen relationships with Whaanau

Raising the achievement of Level 2 Māori students, strategies.

MCH

Appraisal Document

Values – PP will be sent by MCH

The code applies to all teachers – Commitment to students/Whaanau/community

The sets out shared expectations and remind us of our obligations.

The standards apply to all teachers.

BMA

Lifting expectations because the ‘honeymoon’ period is over!

Akotahi – pros and cons in groups

-          Attendance (is the process clear and easy? What has been working well?

-          What is engaging your students in Akotahi time?

-          Have the mini chats and the calls home been received positively by the students and the Whaanau?

DSU

KMAR

When you are marking attendance, you can use the little circles on the right to add a note – e.g. late…

2^nd – note to another teacher

3^rd – pastoral notes

4^th – negative: wants this to change to a positive points system. Can also add a comment

Staff Meeting Week 3

3:30 - 4:15

Lynn, Roger, and Vic (Chairperson) discussing the Fairfield Project.

Known as the Bankwood gully, this project started with the idea that the people of the community wanted to save/restore the area to use for environmental education and community. The trust have six guiding principles. Educational/contemplation spaces will be set up. Concepts of the educational center have been drawn. Significant funding has been given by the Bryant trust and the Hamilton City Council as well as the Waikato River Cleanup.

Community Garden Aims

- connections to the curriculum

- connections to the community

- community connections to the land

Gully restoration has begun with 1000 trees already planted by the year 9's; kumara, potato and other vegetables have been planted by the community; Waikato Dio have also started planting in their part. The Tongan community have planted kumara.

Kukutaruhe is the Gully guardian; giant Kukuhu live and breed down there. 

Benefits for the school include a significant point of difference to other schools; student learning opportunities; new pathways to tertiary education and employment; access to significant to new funding; community engagement; restore and preserve the College environment; provide a legacy for future generations.

Think-Pair-Share

Staff were asked to think/pair/share ideas about the use of the FFP for staff/students and the community.

In terms of Textiles - I would like to see flax and lavender planted to use for sustainability projects

4:15 - 4:30

Learning Advisory - SAT

PD3 will be aimed at informing staff of what LA 2018 will entail. 

Reading from The Little Prince - pp (the long winded approach!)

"It is my responsibility to fill my kete with things that will help me, and to share the things in my kete that  will help others. Together we can make the world a better place."

Virtues and what they may be in 2018 - Goodness; kindness; 

Designing booklets for senior and junior students to use. Will they be differentiated? projects: murals; paintings; sculptures; flags; books; fables; vamping up the library.

Reflection on learning and moral development.

Break into small groups to discuss and design the booklet to use as a resource for Learning Advisory. Trying to build relationships through responsibility and consideration to the individual.

Mountain spirit: Must used connectedness to maunga to make the advisory count.

Administrative 'things' need to be covered - could be in the booklet so it's like a manual.
Week 5 on Tuesday school will finish early for the next PD session.

4:30 - 4:45
Timetable - RCR
School will start at 9am for students - it is believed that this will be better for students.
Staff briefing will be 8:35-8:50 - 10 mins time will be given for lesson prep. 
Learning Advisory will be counted as contact. Because of the rotating assembly times we may be asked to step into other roles.

Textile's at Lunch Time

Quite often I open the Textile's room at lunch one and two on Thursday's and Fridays for students to continue working on tasks. This week I have had both year 9 and 10 students working through their lunch times - screen printing and sewing.

I enjoy this time with students, as I can often have really great chats about their tasks and what they are finding challenging. I encourage a growth mindset in the Textiles room. Sometimes tasks are really challenging, but a positive attitude will see you through. I encourage students to learn from their mistakes and to persevere. The tua-kana-teina approach works really well in this class. I believe it is not only beneficial for the students to share their knowledge and skills with one another, but to also be able to rely on their peers/classmates to guide them - often I am busy helping out and can't get to everyone in a timely manner. 

I have found as each term progresses, the more positive relationships I have built with students, and the more I learn about myself as a teacher, I love this job even more!!

Professional Learning - Teacher's Only Day

 Began at 7:04 with RCR's email - A form for us to fill in about NCEA Level One. We now have to choose a total of 10 credits to offer or two assessment standards. I'm not the biggest fan of this change as I feel that this is not really preparing the students for level two and three. But, I guess that's where my classroom programme comes into it - I will have to come up with a range of tasks that prepare them to complete the assessment standards as independently as possible.

Staff Briefing: RCR                           8:30am

Reminder about COL meeting -4pm at Rototuna High
Reminder last period Friday – plan for it to be finished around 2:45. CATCUS could potentially be pulling a fire truck from Bankwood Primary to FFC and staff and students go out to support.
An unveiling of the grove of trees and a memorial rock at the Marae – foundation students will be present.
NCEA Level 1, planning for 2018 – HOFs will report back to RCR using the word doc he sent this morning. Two standards or no more than ten credits will be provided
High Wire Trust: National Certificate in Services will be offering different credits.
End of term morning tea in the staff room lunch 2 alongside foundation students.

SAT                          

Pin board in the staffroom is intended to be interactive

$1000 Budget for Learning Advisory – we need to come up with something iconic to have an impact on the school.

Proposal to have Learning Advisory Budget’ for individual teachers.

Song: An orchestra flash mob – some of the audience (a choir) joined in with the lyrics. The point of showing us this is to inspire!

Based on last PL ideas: Lifelong learners – connected contributors to community.

Leadership for an Age of Wisdom – Branson

We still need to define the meaning of the flower symbols on our logo.

In search of Alignment – todays focus.

RCR – purpose and focus – Learning Advisory Groups 2018   8:55 – 9:30

We will have a clear understanding of what Learning Advisory will look like in 2018. They will remain vertical!

Cyclic Model – Noticing (attendance); investigating; collaborative sense making; prioritising to take action; monitoring impact…

Purpose of Learning Advisory:

-     To provide a caring environment for academic and pastoral mentoring and guidance

-     Each student following a purposeful and meaningful pathway.

-     Changing the framework to make this more achievable.

Difference from current whaanau structure

-     This is included in our teaching time.

-     1200 minutes is the most a non -unit holding teacher can teach.

-     Current whaanau teachers do 4 20min slots that are not counted as teaching.

-     Class sizes of 14-18 (24 is the current average)

-     A focus on coaching, guiding, and mentoring (Thematic curriculum of learning)

-     Requirements to follow as issues arose

-     Further promote the mountain spirit of FFC

-     A formal acknowledgement of your role as a teacher.

“The idea is to make the present situation as Whaanau teacher more achievable and realistic.”

The vertical structure is important to the school culture

Each table group was asked to fill in the ideas for the third column - How Could this Improve our capacity to engage our core – business – performance indicators?

-     including teacher time 90-120 mins

-     class sizes of 14-18

-     focus on coaching and guiding etc

-     thematic curriculum

-     Further promote the mountain spirit.

JHE Connections

Began with a baby photo activity – collaborated with BTU and Bei. 9/10

Mountains are a big part of the inter-connectedness of FFC.

Moving into our Mountain groups – maintain and fostering the mountain spirit

-     Could possible combine 2 learning advisory groups to cater for inter-mountain competitions.

-     Different activities bring in a diverse range of students.

-     Put your own flavour on your programme.

Maungatautari – completing a worksheet/questionnaire about mountain affiliation, learning advisory groups…

SAT                                                  10:00 – 10:45

Themes and tasks organised into groups – collaboration with BTU; SRA; AMC; AHOU; BWA; JHE; MTR. Saved on an excel spreadsheet to be collated by SSC

Sub calendar of the main school calendar with focus themes for Learning Advisory.