HETTANZ PD

HETTANZ Professional Learning

Pippa Lawlor – kaiarahitechnology@hettanz.org.nz  

Aims: Assessment and Moderation Focus.

We started with a Kahoot quiz, as a team of three, to help clarify assessment information. Here's what I learnt...

-      NZQA requires all internally assessed work to be kept for one year or when another sample of the students work is available.

-      External moderation by NZQA provides Feed forward. Depersonalise the feedback

-      Digitally generated or stored evidence can be submitted online for external moderation.

-      All work from the previous year must be kept in case it is required for external moderation – No –

-      It is intended that the results of a moderation report should be used in teacher appraisal – FALSE.

-      A further purpose of moderation is to improve assessor judgements

-      External moderation indicates the effectiveness of the school’s internal moderation – True – to pick up discrepancies.

-      All standards need to be internally moderated – True – anything you teach needs to be internally moderated to ensure it is fit for purpose.

-      The internal moderation cover sheet must be used to document internal moderation – FALSE – it’s recommended.

-      The main role of external moderation by NZQA is – Quality assurance

-      Every piece of student work needs to be verified – FALSE

-      Publically available tasks can be used unmodified – FALSE – authenticity in a public domain.

-      A standard will not be selected for external moderation if it has not been assessed in two years – TRUE – no results or grades submitted.

-      If a moderator alters a grade that grade must also be changed in the school’s database – FALSE

-      External moderation provides an assurance that assessment decisions re consistent nationally – TRUE

The above information came from the NZQA Website: Schools and Teachers > moderation > NCEA - The Myths

Assessment

Simon’s Golden circle

WHAT – is the outcome

HOW – is the process

WHY – is the reason

Thinking, Fast and Slow – Daniel Kahneman

Thinking fast
System 1 – fast, efficient, heuristic, intuitive, and sufficiently accurate for most assessments

Thinking Slow
System 2 – slow, inefficient, analytic, reasoned, and logic.

Experiential blindness – In a state where you do not recognise the information in front of you.

On your phone, using predictive and going with the first option a few times.

I complete assessments on time because… and keep tapping on the predictive text on the left.

Unpacking a Standard – What do we need?

-      The standard

-      The Clarifications

-      Moderators Report

-      Special notes

-      Assessment specifications/Conditions of assessment

-      The Teaching and Learning Guide

How to find the information you require: NZQA > schools and Teacher > subject resources > ...

Mint Education Website > Contacts > Resources >

Testing and Trialling

Testing > modelled against the specifications (a known set of results. When testing the result will be within the spec's parameters).

Looking > visual checks – directions or orientation

Right side/wrong side > on/off > range on the dial – stitch settings >

Checking seams > measure > what instrument is being used to measure?

Smell > not so much used in Textiles. Iron temp > burning fabric

Taste > not so much used in Textiles – descriptors in Food Tech

Hearing > during construction > is the machine thread up correctly?

Hands > feel/texture/nap/stretch/ease/trimming/clipping out/weight

TESTING

Inserting into the correct spot

Does the closure work?

Include physical and functional features in specifications.

This was a really fantastic opportunity to clarify my understanding of assessment tasks, NZQA information, clarifications and external moderating. Because I haven't had any formal training in NCEA, creating assessment tasks, or moderating, I sometimes feel a bit overwhelmed or like I am failing the students I teach. I've learnt everything on the go, with the support of some colleagues and other fantastic Waikato Textile's teachers.

Today's PL was very valuable in moving forward as a confident teacher of Textiles. I will be keeping in touch with Pippa and looking for more professional learning opportunities.

                

                

Staff PLD

FHO – Write that essay

-      2 year plan

-      Target group: Yr 9 & 10

Post writing Strategy

After writing, introduce two rules (sentence with 18 words; reading aloud). This is based on evidence from research.

They need to think about the size of their sentences. Helpful for reluctant writers and ‘over’ writers.

Reading aloud you can hear your pauses and often come across errors.

The perfect student: these strategies won’t work with students who already write well.

Activity Ideas

Series of short sentences that they can recraft using the two rules- needs to be relevant.

Use work from previous students - apply the two rules.

Use an example of their work to develop as a class - split sentences up; count how many words (highlight them); recraft; highlight first two words; look at sentence starters...

Success Criteria: Develop the control of a sentence

Term 2 Target: All year levels

There are more workshops coming up. At this point in time teachers from ENG and SOS will be given this opportunity. 

Further development opportunity for another teacher to focus on level two.

Another workshop on paragraphing will be available later in the year - maybe one teacher from 

What do we do now - use these two strategies in our classes!! Discuss with our HOF's if we would like to participate in any workshops.

BMA
Pastoral entries.
We need to input pastoral notes correctly - we need to make sure we are putting the note into the correct category and including the correct teacher code/s. In group entries, make sure we do not use the students names - initials are OK. Professional language needs to be used. 
I feel like my KMAR entries are done correctly. 

MCH

Collaborative inquiry - second one can be moving on from the first (digging deeper).

We are using the six standards and links to Mahi Tahi.

Gathering evidence for our teacher appraisal. We have been sent the appropriate docs by email.

Gathering evidence shows that we have participated. Evidence that demonstrates how we meet the standards we keep ourselves.
Everyone will be observed twice, there will be PD on how to do this. Observe for 5 mins; write furiously for 10; observe once more,  note any changes/extra info.
Gathering evidence; making sense of the information gathered; discussed with the person you have observed.
Term three and four - digging deeper.

Textile's EOTC

I was able to take a group of year 12 and 13 students up to Auckland to visit the Zambesi work room on Tuesday, 23rd October.

We left school just after 8am and arrived at the work shop by 10:30, after being stuck in numerous delays on the Auckland motorway. 

We were shown around the work room by Liz Finlay (owner/designer) and able to gain first hand insight into how the industry operates - and in particular how Zambesi functions. The students were able to see everything from office work to pattern drafting and garment construction.

Liz was a truly fabulous host. She kept it very real - she didn't sugar coat anything!

We were fortunate enough to get to view the Zambesi Winter 2019 collection and spend time looking over garments and discussing elements of design as well as techniques undertaken to construct the garments. No photos were taken during that point of the visit!

 Before we left Auckland, we went to The Fabric Store to peruse the range of fabric and notions they have. The store was much larger than we anticipated and we met one of the Project Runway NZ contestants!

If we were to do this again, I would leave a lot earlier than 8am - to ensure that more time is spent in Auckland - and possibly visit a Zambesi store.

This was an amazing opportunity for the students and they were an absolute pleasure to take. I'm looking forward to doing this all over again, and possibly visiting other NZ labels.

This is a pic of the blog post on the Textile's blog. I shared the link with the FFC staff and have been getting really positive responses. I'm also hoping they will look at other aspects of the blog!! 

This is the slide show of the photos taken throughout the day

Stars-opoly

In their groups, the students and their peer mentors had the task of rolling a large die and going to the room/community group they land on to complete a task. I am representing Textiles, Hard Materials, and Food Technology. For Textiles, students need to stitch a button onto a piece of fabric and make sure it's secure; Hard Materials, they are identifying native trees, their leaves, and what the finished wood looks like, using a bunch of pictures; for Food Technology, they are separating egg white from the yolk. 

I was a little out of sorts for set up as it hadn't all been explained to me. I had to quickly gather the resources for the Textile's task and set everything up in C1 - a Food Tech room. 

Students are coming around in quite large groups. I have had four groups at a time and then one or two groups. It's quite hard to manage all the different tasks when there are a lot of groups in at once. I think one group pretended to separate the egg yolk and got the sticker from me in the melee that was ensuing!!! I'm trying to be vigilant. 
The kids all seem to be enjoying the tasks and mostly supporting one another!

Next time, I think it may help to have two teachers in here - not sure if that's viable in terms of relief.

This was the very quick set up that I managed to do in the time given. The Hard Materials task was on the teacher's bench at the front and the egg and button tasks were on the first two table groups.

Inter-Mountain Netball

It’s that time of year again!! Apart from the Sing off, this would have to be my favourite inter-mountain event. JHE has organised this year for student umpires and for V and I to step in where needed. Once again, I don't think I will participate in the staff vs students final - I'm too broken and cannot afford an injury!
As the lead Mountain teacher, I have been around to all the Maungatautari Waananga Akotahi to encourage students to participate and give them the details of the games. The lead students were awesome last Tuesday when I was away - helping to run Mountain assembly, handing out certificates and also talking about the upcoming games.
Maungatautari start off against Pirongia on Monday.

Ngaruawahia Day, 2017

I'm really looking forward to this day next week. I've been talking to students about the activities they can participate in. Some are excited about a day to chill with friends before school ends and some are out right not coming to Ngaruawahia or school! It's a real shame. As a staff we are expected to sign up to help out at two activities. I've signed up to help out first at the Flying Fox and then the Kayaks/Paddle Boats. 

Update 10/12/2017
Ngaruawahia day was loads of fun. We had to be signed off by Camp Staff to be able to safely operate the Flying Fox. Students had to wear a harness and have a couple of carabiners attached. Once they'd swooped from one side of the lake to the other, we had to unhook the carabiners and lift the flying fox off the line. Students would then take this all back up and around to the start. A number of students enjoyed a brief dip in the water at the end of the flying fox! 
Kayaks/Paddle Boats were brilliant. I bet those kids had a great sleep that night!

Boundaries in Place

Boundaries are now in place for the remainder of the year. This is to minimise the space that the juniors are allowed to be in since the seniors are on study leave. The hall is a complete no go zone as this is where the majority of exams take place. We have been asked to go over these boundaries, and the fact that there will be no bells to signify the end of lunch 1 and 2, with our Whaanau groups.
We were told this morning to encourage/support students that are organising games on the field :-)

I have printed off copies of the boundary 'zones' and highlighted the area bordered by red. These are now taped to the windows on wither side of C4 with the message - If you are reading this during lunch 1 & 2 you are out of bounds. Hopefully these will help somewhat.

End of Term Preparation

Preparing our classrooms for the end of term - in  reference to Ross's specifications! There isn't much on the list that we don't already do in the Textiles room. The only difference is that I will need to organise students to help me with the rubbish bins.

I generally open C4 on Thursday/Friday lunch 1 & 2 for Textiles students to come and work on tasks or familiar/trustworthy students to come and hang out in a safe place. Lunch two on Friday will come with the condition that they help to tidy the room :-)

I'm sure this won't be a problem as the students that usually come in are reliable and cooperative.

Inter-mountain Netball Week 8

Inter-mountain netball!!! I've been looking forward to this week since I heard they run this, and I haven't been disappointed. Competition between mountains is fierce and so far Maungatautari have done well - beating Pirongia by 1 point and drawing against Karioi 14 all.

I've helped to umpire - and taken it way too easy on them! As the games have progressed (I've tried my hardest to be at every game during breaks), the student umpires have definitely been tougher than Vikki and I.
JHE (main organiser) had to head away to a family emergency and asked me to help support the running of the game in lunch 2. There wasn't that much I had to do as the organisation is great. Sport's coordinators and students are fantastic at getting teams sorted and getting on the court in time. I had the privilege of time keeping.

Looking forward to today's game against Kakepuku. 

Mountain leaders - SMA and CWI - have asked me to step in today because they are away. The students are fantastic at organising themselves, so it won't be a problem.

Cyber Bullying Workshop

Constable Pete came to discuss cyber bullying with year 10's a couple weeks ago. The school felt it was incredibly worthwhile and arranged to have Constable Pete return to do the same workshop with the Year 9's. This occurred during period two when I have 9G for English.

Actual paedophilia case here.This case was used as an example of accepting random requests.

Ways to check out random friend requests:

- Google search their name

- Google image search their pics

- Check how many posts/images they have on their profile (limited and they are probably fake).

- Check if they have other social media accounts.

Examples of Cyberbullying

- calling people names online

- posting pics/information without your consent.

- Making mean comments on other's posts/pics.

- Threats or harrassment.

- Rumours spread online

- Catfishing

- Telling someone to harm themselves online

The definition: Online bullying (also known as cyber bullying) uses technology to transfer,

Students were shown a video of an English teenager experiencing bullying at school, in and out of class time. He was made fun of by his peers and then they started to harass him through text. He didn't talk to his parents about it and the bullying continued. He received verbal threats through phone calls and texts, as well as bullying on social media chat groups. A page was then set up by his peers to bully him through nasty messages and pictures. Had 'loser' chanted at him on the school bus. He was clearly distressed and made a video about his experiences - his mum saw this video and action was taken. Police visited the school, he received counselling. 

Questions they were then asked:

- Why do you think Joe was bullied to begin with?

- Should Joe have deleted the texts he received? 

- After Joe blocked *** what should he have done? 

- Who can you go to to talk about bullying issues?

- What effects did the bullying have on Joe?

- What is a bystander? Can they make things better?

- What could Rob have done to stop the bullying once it begun?

- What eventually stops the bullying?

- Why did the police turn up at the school?

Generated some really good discussion about the reasons why people are bullied, why you should keep evidence of bullying, feelings of suicide, 

Everything you do online leaves a digital footprint - police can get a 'production order' to retrieve any evidence they may need. 

Constable Pete discussed the times he has attended suicides - the reality of bullying.

"Your next message that you send someone could tip them over the edge."

A bystander is someone who is witness to bullying and does nothing about it. 

Harmful Digital Communications Act - It is illegal to send messages to post material on line that deliberately or intentionally cause harm or serious emotional distress to any person. The penalty can be up to 2 years jail.

netsafe.org.nz is a place you can go to if you are concerned about cyber bullying.

"Think twice before you post because it can affect your future."

If you notice nasty comments on someone's posts/pics ask one question - "Are you O.K?"

Facebook sharing settings:

- The world symbol means it is accessible by the world - i.e. public

- friend settings - which friends can see the post/pics

9G Co-Construction

Inter-Mountain Singing Challenge

Mountain Assembly 12:15 - 12:45

Introduced the song that has been chosen to Maungatautari today during mountain assembly - S Club 7: Reach
The reaction was mixed, but with the help of some senior students I have faith that our maunga will pull through. Here's a link!

The school Hymn will also be sung. Matua Colin added some actions for the first verse and the chorus , that align with the words being sung.

I am doing my best to join in and encourage students across all year levels.

Co-Construction Meetings

First round of Co-Constructions  meetings are coming up. I'm not quite sure what to expect - I understand that this is an opportunity for us to discuss learning programmes, star students and students of concern.

We are expected to take some evidence along - books/prototypes etc. 
Here's the schedule below...

Lighthouse Learner PLC - 17/11

This was a really great opportunity to discuss the opportunities for Lighthouse Learner's in the classroom and their successes with the PYP.

Weekly Log: Term 3 2016

DATE	DESCRIPTION/DURATION	ACTION
14/7	Exibition planning: Year 7s;  (9:00 – 1:00)	Contribute to collaborative planning; collect resources for students to experiment with.
18/7	Non-contact 10-4: Organising classroom resources/wall displays; began math/literacy planning	Threw away loads of ‘junk’ and orientated myelf with students books/classroom layout etc
19/7	Non-contact 11-4: Shared in on term overview and how to organise planning on google docs (shown by Rach VH); introduced to using Sites to create a class ‘blog’; using e-asTTle to create formative tests; Will be teaching Spanish during Teaming, found Spanish resources in LC (thanks Rach!)	Continue planning checking on Rachel’s planning and working collaboratively to complete. Begin planning for Spanish.
25/7	Team Meeting: Term 3 Curriculum overview and collaborative planning/teaching; UOI4 HWOO discussion (resources); duty expectations;	Continue planning & building connections with Room 9 and the Te Aroha Team
26/7	Staff Meeting 3:30: Waiata (E noho Tuheitia) practice; e-portfolio discussion (are students up to date/do they know how to add information?); Information evening (organisation/expectations); Prospectus 2017 (read through; specific focus on STEAM Y9 programme)	Discuss with Amelia what she would like me to do. Meghana’s name put forward to be a speaker; push forward the idea of students remaining as Y9s.
2/8	Staff Meeting Exhibition: Exhibition SUP Planner details; Y7 expectations and organisation of lessons/management; collaboration	Meet Monday Week 3; Contribute to Y7 planning
3/8	Lighthouse Meeting: Opportunities for Lighthouse Learners within school; LHL to reflect on their year so far; How are we meeting their needs in the classroom?; Gifted And Talented evening: learning about teaching GAT students	Continue to talk with Regan about LHL and learn strategies for deeper learning; give students opportunityt o reflect. Think about registering for  GAT evening
8/8	Information Evening catch up with Amelia: discussed how the room will look and what my role is, as well as costume ideas. Y7: Exhibition meeting with Ed, Sarah, & Duncan: collaboration of SUP planner and organisation of resources. Meet The Teacher, 3:20 with C Roach: Discussed the plans for the term, my expectations, & establishing a positive rapport with Adam. Tutor Teacher meeting: Information on Google Doc. Discussed release plan; students of concern; Room 9 homework	Amelia is on top of organisation, I just have to show up! Contributed minimally to plannig but, will step up my involvement by adding to planning and searching for more teachable resources. Feeling positive about connection with Adam and his mum. Plans on GD
9/8	Meet the Teacher: 7:20am with C. Pentecost Meet the Teacher, 11:30am with W Dong Exhibition meeting, 3:15	Refer C to ELC for help with reading comp. W Dong happy with her daughter’s achievement just asks that I challenge her as much as possible. Exhibition planning explained. Still need to add to SUP planner
10/8	Staff meeting: Information evening, Drama support:
12/8	Tutor teacher (Rachel van Hueven):: Students of concern; plan for release	TB on daily report; observation of analysing persuasive advertising during first half of release
15/8	Meet the Teacher: 3:30pm with R Wilson	Discussion about J’s needs and how she is currently going. Happy with teacher change-over
16/8	Staff Meeting e-portfolio: Student’s needs and how we can best teach understanding of e-portfolio.  Meeting with Justine (TB’s mum): Concerned about daily report and the reasons behind it.	Continue to collaborate
17/8	PCT with Wendy:  Gail Day; preparation; expectations; reading chapter 1-2 of ‘The Language of Influence in Teaching’ and providing feedback	Meet with Rach and plan for Gail Day
17/8	Tutor Teacher (Rachel van Hueven): Planning for Gail observations; discuss students of concern and how class is going;	Planning up to 3 lessons, for Gail day, aboout persuasive writing including an informal debate. Still concerned with some students behaviour that is negatively impacting the class
19/8	Market Day: Setting up stalls durng third block; handing out gloves for food safety; discussing table layout; cutting onions!/	Counting up each students cash box at the end of the day and entering amounts into a google spreadsheet. Using formulas to work out profit/loss
23/8	Staff Meeting: Gail Loane: Analysing writing samples; quick write (factual) with autumnal leaves as a prompt; shared writing with group and talked about how hard it was not to be emotive when writing factually, but can be descriptive;	Incorporating creative writing through quick writes into the classroom
25/8	Gail Observation: Block one (9-9:30); Finishing second lesson lesson of persuasive article/text. Recapped previous lesson, (which was interrupted by an opportunity to listen to a Food Technologist) and continued with moving students towards a debate in order to develop use of cause and effect statements and persuasive language.	Although extremely nervous I was quite happy with how the lessonwent. I have some really fabulous students
25/8	School Dance 6:30 – 9:40: Supported Rongo (canteen), to sell food and drinks to students from the musci room entrance. Support also from T Ahie, C Hogg, and C Donnelly. Took turns serving and popped into Whanau Hui (20mins) in the staffroom to show support. Spent the last 20mins dancing with students and then making sure students were picked up, and then helping to clean	Collaborated with other staff, connected with a range of students and started getting a sore throat!!
30/8	Staff Meeting:  Missed due to illness	Follow up with team members
31/8	Lighthouse Learners Meeting: Missed due to illness	Catch up with Beth Germaine
31/8	Tutor Teacher Meeting: Missed due to illness	Catch up with Rach vH
1/9	Staff Meeting: Began with Waiata E Noho To Hei Tia Te Reo Maaori; iPPit plan; Oral Choral; IRDPX	Will be adding more rich tasks when teaching Spanish and Te Reo Maaori, such as ping ponging and looping.
	Team meeting: Beth UOI discussion. How the UOI is taught in our classrooms (team); What summative tasks look like; how we as teachers give feedback/feedforward to students; managing the tasks in the time given	Provide explicit teacher feedback as often as possible; May be provided with a Stamp to manage feedback more effectively
6/9	Staff Meeting: PYP. Began with waiaita: E Noho To Hei Tia The inquiry cycle’s connections to the PYP; how we use the inquiry cycle at Berkley; the inquiry cycle is cross-curricular; expert group/home group strategy used; Misconceptions about inquiry cycles; form of inquiry cycles	Student led links to the inquiry cycle; including connectins to the inquiry cycle across the curriculum;
7/9	Tream Meeting: Pallet lesson reflection (verbal), uploading photos to shared folder. Arranging timetable and resources for UOI5 Pulley lesson & lessons for Week 8.
7/9	Tutor Teacher (Rachel van Hueven):  Filling in google doc: Areas to discuss; students to discuss; looking forward…
8/9	Report Writing Meeting: Expectations and requirements still the same as last year. Slight change in access to report blanks.	Begin in Holidays. Collect assessment marks from Etap, NZCER and e-asTTle
8/9	Communication with parent: Called CP’s dad to discuss repetative non-compliance in and outside of the classroom. Dad was happy with strategies that have been put in place. CP has been removed from class and supported in the ELC. Working towards making his way back into room 9	Ongoing communication with Judy in the Elc to see how CP is going. Open communication with dad. Will be in touch about progress by 16/9
13/9	Team Meeting: PLR (Priorty Learning Registar), filling in math WALTs for target students and their progress with knowledge development. Target students identified and records of progress up to date	Continue to monitor and support identified PLR students.
13/9	Staff Meeting PYP: Continued review of inquiry cycle; initial group discussions revisiting misconceptions; small group work looking at a range of other inquiry cycles and choosing elements that may suit a change to the current BNMS interpretation.	Continue to deliver learning through the use of inquiry cycle, but iencourage student owenership through discussion and choices of connections. Doesn’t have to be so prescribed (linear)
15/9	Team Meeting, e-asTTle moderation: Two examples of students work from Room 9 was moderated alongside Pip. Annotating and deliberating their level. Chosen levels had to be justified using the exemplars and e-asTTle marking rubric.	Have marked 6. Need to continue marking and have faith that I am on the right track. Quite enjoying marking this persuasive piece!
22/9	Parent Meeting:  Regan support. Meeting JH’s Father to discuss behaviour and self-management. Father was very open and reciprocal. Discussed strategies to work towards better self-management, and attitudes/responses towards learning/peers	JH to do any form of writing on laptop and create Agenda doc each week to share with parents and myself. Discussed safe space to use when feeling frustrated/angry; Father fully supportive, Mother no-show.