So once again we got to the end of the first day of term and all realised we were behind already.
I recall an ERO visit when I was at a previous school where the Deputy Principal commented as we took our paperwork over to their office space that this was the first time she had been up to date with her paperwork in 30 years!
Why do we do this to ourselves? How do we stop?
Some people seem to have developed a good system for themselves, working set hours and not taking work home except around report time. But others are posting on facebook, whether it be showing what they have been doing or asking for help with some curriculum area or behavioural issue, at all hours of the day and night, "non contact- holidays" or not.
I liked the idea discussed at a recent NZSTA training where one board is looking after the well being of their teachers as they realise that that ultimately affects the well being of their children.
I have tried many different ideas over the years so maybe it is time to write some down and post some results so I know what works best for me.
Ideas:
. Set hours for work - tricky when we are carpooling and I want to take chances to spend time with Danni when it is available. Maybe it just means putting a limit on hours worked in a week.
. Massage - love this one so need to try and find somebody I like and ensure money is put aside for this
. Craft
. Reading
. Gardening
. Coffee- not relaxing for me, but maybe make time for an alternative eg hot chocolate, iced coffee, at someplace nice
. Follow relaxation tips from the relaxation/ massage therapist we visited in Wellington.
. Accept that some things won't get done
. Make a 'done' list instead of a to do list
.Set realistic expectations, both for myself and others
. Delegate
. Do the less desirable tasks first
Teacher Inquiry:
How can I spark more energy and joy?
Start with registereing for Outdoor classroom day November 1 2018?
.
Was great to meet you on Friday and see all the interesting e-learning that is happening at your school. Here is a quick summary of our meeting, and I'll be back in touch with you once I have spoken with our team.
We met on Friday 28th Sept 2018. You saw Warren present at a beginning principals' hui and took up the offer of a CLA audit.
Tasman Bay Christian School is a state integrated, full primary school with a roll of 46.
You have a 1:1 ratio of digital devices to students. Your senior students are all allocated a laptop for use during the school day. Junior students are using iPads.
You have a teaching programme with a strong emphasis on individualised learning. Your school programme utilises a series of online learning sites for reading (Reading Plus, Lexia), maths (Maths Buddy, Sum Dog) and typing. All students are working at their own level. Data, particularly from online learning programmes, is used to drive learning decisions for each individual student.
You have a fibre connection via N4L, and you have a fast wireless network that is meeting your needs well. Every room has a TV or projector and students regularly use these to share their screens with the class for presenting and collaboration. The learning spaces are flexible and can be reconfigured for quiet individual work or collaborative work.
Google, Reading Plus, Lexia, and Maths Buddy can all be accessed from home. Most students have access to digital technology at home, but not all.
In terms of engaging with whānau and the wider community, the school are using Seesaw for digital portfolios. Students are good at uploading evidence into the portfolios. Some parents interact with Seesaw, but you would like to increase that.
You have been allocated 150 hours CF-PLD, and have used 80 this year. You have been working with Rob Clarke (Learning Architects) with a focus on digital fluency & digital literacy. Staff are using Google docs to collaborate, particularly managing the team teaching environment. You are using Google Team Drive to manage your school data, and it is well organised.
I showed you the e-Learning Planning Framework, and suggested that you could use it as a possible next step. You and your staff could identify which phase (pre-emerging, emerging, engaging, extending, empowering) you best fit on each of the five dimensions. This would give you an idea of what you're doing well, and where any gaps might be.
Have I missed anything?
I'll get back to you soon.
Ngā mihi