Wednesday, December 13, 2017

Leadership appraisal chat


  • What approach/role/experience/responsibility etc has had the most impact for developing your leadership capability?

    • Production
    • AP fixed term role
    • coaching
    • appraisals (same people over time e.g. Joy and Suz.
    • Supporting the leadership team in Elly's absence and then David's Absence.
  • What has been your most significant leadership learning this year?
    • Coaching
  • What area do you know you need to work on further in your leadership practice?
    • Coaching for sure but would love to seek feedback / feedforward about other areas where I could improve.
    • Professional Standards
  • If you were to give James, Kelly or Elly a piece of advice moving into next year and their new leadership challenges, what would it be?
    • James: don't change everything all at once. Get to know your 80 year old caretaker!
    • Elly: you have a lot of relationships to build, Elly! Look after yourself in the process of this! Choose a new principal that you will get along with :)
    • Kelly: enjoy! What a great team to be joining. Learn lots and grow.
  • How would you like (or would you have liked for those leaving) next year's leadership work with Carol to look like?
    • What are our other options?
    • I have so valued the group session times where I have been able to learn from others: David, Elly, James, Mel and Eb and more recently you.

Tuesday, December 12, 2017

End of year appraisal/Teacher Inquiry



The reflective questions for you to prepare your thoughts and evidence for, based on the new Code of Professional Responsibility & Standards for the Teaching Profession.
  • Standard 2: Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all leaners.
    • Reflective question: What professional learning have I engaged in and adaptively applied to my practice?
Accelerated learning: After our first round of JK this year, we decided on a theme of acceleration. During this time, I dabbled with some key learners and had really good results. I loved how engaged the targeted students were when we did the workshop among other students. They had an experience to hang the conversation - they were seeing it for the second time and it worked.  This will need to be something that I follow up with in the future as something I can apply to my practice. Not with all areas though. 

What might be some blockers? Being responsive, just in time learning does not always lend itself to this type of learning. With the acceleration of learning assumes that the teacher has done the thinking about the direction in which the learner is heading. 

Also time. Where do I schedule in an extra one on one time pre-lesson? How might this look like? 

Some drivers could include increased engagement, acceleration. Great reasons really. 

Influencing peer groups (The Hidden Lives of Learners): As I have stated above in my Teacher inquiry, how a teacher can influence a peer culture can determine how much more a learner can learn. I have been focusing on how this might look and some things I have tried are developing "Learning Pods" a group of people responsible for each others learning. Also within this, I invited Suzanne to trial P4C with my students. I wanted to influence the way that the students spoke to each other using the P4C language which also connected to the maths argumentative (?) language. 

My class as a community really thrived with this innovation. They are able to have discourse about an idea without making it personal. Well, most of the time. I really noticed how this supported the development of listening  "thinking" and responding in my class. An excellent initiative that I will continue in the future.

The text "Disobedient Teaching" re-introduced me to how important it is to develop giving and receiving effective feedback and feedforward. 

The Empower book.
    • Standard 3: Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.
      • Reflective question: How have I communicated clear and accurate assessment for learning and achievement information with my learners and whānau?
    Seesaw. Just that - Seesaw!  This is revolutionising the just in time learning portal into the community. There are some wonderings I have about using this tool in the future from a leadership perspective. How might we increase the posts from "what are we doing" to "what are we learning?" Is there still room for a Learning Conference in the same way as we have done traditionally? What other ways can we personalise this process for the learner / family?

    Monday, May 29, 2017

    Investigating Acceleration in Reading

    We have clearly seen that acceleration makes a huge difference in the engagement of the students who have been through the process of acceleration. These students appeared much more confident during the whole learning process. 

    I wonder if acceleration works in the same way in a normal lesson (like something not engaging like a crime scene!).  Will we see the engagement and confidence in the same way in a more boring activity?  

    Watch this space.


    Thursday, March 9, 2017

    Brain Development and Sensory Workshops






    Tuesday, February 28, 2017

    Maths PD Staff Meeting Workshop

    When was the last time you felt nervous about something you had to do? Was it an observation? Was it a tricky conversation to have with a parent? Or a colleague? How do you overcome it? What are your most effective strategies?

    There is no better feeling than overcoming that mountain; focusing all of your attention on something, to visualise it, to breathe it in... and then to smash it home. 


    Feedback and feedforward: