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

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...

Term 4 Te Aroha Focus

Focus is an opportunity for teams to share their learning, with the rest of the school.
Last week I was a part of the collaboration process of getting the Te Aroha focus together. As a team, we discussed what our learners could share with the rest of the school. Their are a few unspoken rules about putting on a focus and one of the main ones is: Do not repeat what another team has done! This is pretty self-explanatory and the majority of Te Aroha learners wanted to present something completely new.
Our team teachers collaborated and came up with a range of ideas to present to our respective rooms and hand over ownership to the learners.
Room 9 were really excited to work on skits that retold Berkley's 2016 events/adventures. Together, the learner's and I decided to focus on three different skits: The evacuation; The Culinary Challenge; Market Day.
Collaboration and communication were the key to successfully creating the scripts and making sure as many learners from room 9 were participating. There were a range of ways learners could participate, such as: technicians (working on lighting and sounds); props (bringing on and removing props from the stage); hosts etc
I was really pleased with the way most groups came together, shared their ideas and bought the scripts to life. The organisation was quite stressful! Rachel created a really fantastic video, along with backing music, that showed images of Te Aroha learners throughout the year, and events that the whole school participated in.
Rachel taught Sarah and I how to insert audio and videos into a powerpoint. Sarah and I worked together to add suitable images/audio/videos for the backdrops (projected onto a white wall in the Cultural Centre).
Te Aroha learners pulled off a really funny, attention grabbing Focus. There were loads of laughs, and moments that other learners could relate to.

UOI6-How We Express Ourselves - Communication with the Community

Next week we will be starting the new Unit of Inquiry (UOI): How we Express Ourselves. During our Te Aroha team meeting, on 21/10, we discussed what the overall summative task would look like. A decision was made that the students would create a 'Sophisticated Picture Book', that will be a culmination of all their learning throughout the UOI. My question was: How can we create a purpose for the learners that would encourage/motivate them to succeed, with this being the last term of 2016. With my links to Hillcrest Normal School,  we have successfully organised an opportunity for our year 7/8/9 learners to share their sophisticated picture books with year 1/2/4 learners from Hillcrest Normal School. This will go ahead on the 30th of November between 2:00pm - 2:30pm. So very excited, watch this space!!!

Images of emails sent to/from Hillcrest Normal School teachers, rooms 4/19/14, and team members.

Team Meeting - NZCER Assessment Information Reading/Video

You can find the NZCER document here

NZCER: New ways to use assessment information

Diagnostic and evaluative categories for assessment data. PAT (Progression Achievement Test), shows how student's progress in any given subject. Understanding intention provides relevant reasons for collecting data. PAT data is part of a range of ways data is collected to identify learning needs. Purposeful assessment: What is working well, what is not, and needs to change?
Diagnostic and development focused: Finding out about students strengths and learning needs.
Evaluative: To assess the overall effectiveness of programmes and interventions.
Understanding the scale is crucial to getting good diagnostics...

Measurement Scale: The difficulty range of questions in any test is important because it will allow students to accurately demonstrate their knowledge capabilities e.g. If its to easy it will have a 'ceiling' effect, and if it's too hard will have a 'flooring' effect.
Scale score matches to the NZC level, so teachers can accurately identify gaps and next steps.
Multiple choice questions are deliberately used to reveal students 'ways of approaching' a problem or task, therefore revealing misconceptions, allowing teachers to fill in 'the gaps'.

Allows you to track a student's progress over time and across year levels.The scale score is a standard that shows where students should be working. You would expect students to be working at a higher level at the end of the year.
Assessment should be used to inform future teaching.

Professional Development: Sexuality Rd

Sexuality Road PD: Julie

This was a very eye-opening session. a lot has changed since I was at intermediate and learning about 'puberty'!! I'm feeling so much more confident that I will be delivering an appropriate programme to Room 19. Nervous about some of the language we have to use and the unknown - student knowledge and questions!

We all have some great wall displays to start putting up. I'm going to create a 'rd' out of black card and use twink as the white lines. Karen is a fantastic support - she has taught this many times before.

Activity 3 - Heads down then thumbs up for yes and down for no



Diamond Dilemma Cards





Suggestions:
- Leave a few cards blank so that they can fill in their own words
- Work in single sex groups

Lesson 6 - Relationships
Main aim - talk about discrimination that they may experience
Find a safe space in the classroom

Note: not to show to students

Lesson 9:

Do not teach Sam and Jesse's night or Jordan's story.

Photos:
Intersex. On a continuum between female and male.