Professional Development Undertaken 2019
January - Beginner Teacher/Mentor Course
First Aid Course
PD with Rob - using IT in the class, strength finders
June/July - NZ Christian Schools Teachers Conference in Tauranga
August - Beginner Teachers Writing Workshop
Showing posts with label 2 - Professional Learning+Steve. Show all posts
Showing posts with label 2 - Professional Learning+Steve. Show all posts
4 September 2019
7 July 2019
TBCS - Margaret - Conference - Building Relationships that Thrive
Josh McDowell –
Personal Notes from Course
Displine is worthless without relationship
Truth is worthless without relationship
Discipline without relationship leads to rebellion
Affirmation – affirm their feelings
Rejoice with those who
rejoice. Weep with those who weep Romans
12:15
Share in their sorrow,
rejoice in their happiness
(Blame, suck it up,
quote scripture) identify in their hurt
Finding out what is
wrong – what are you feeling. Feeling
questions not thinking questions
Share in your kids
sorrow and happiness
Acceptance
Romans 15:7 Therefore
accept each other just as Christ accepted you so that God will be given glory
Your child will rise
to the level of your opinion of them.
Appreciation
Give them a sense of
significance – done or said something worthwhile
Matthew 3:7 This is my son and Im well pleased in him
The sweetest sound is
praise – XENOPHON
Availability
A sense of importance
TIME Matthew 19:14
But Jesus said “Let the children come to me
Spend time with your
kids otherwise they wont come home
Affection
Give them a sense of
them a sense of their lovability
John 15:12 Love each
other as I have loved you
Verbally, express
appropriate physical affection
Approach
Sense of connection –
connect with what what they are interested in
Give them a sense of
What Im interested in Mum is interested in
Accountability
Responsibility give limits and boundaries (with
relationship) without leads to rebellion
Wifi protection
So the next generation
will know - book
TBCS - Margaret-Conference - Improving Religion in Class
Septic Religion –
Shaun Brooker
Notes from Course
Worldview chart – use
this with students
What does the Bible
Say?
What do others say?
What do I believe?
We think by osmosis
they are going to get it. We need to be
more intentional
Intentional sheet
Christians(students)
who have walked away – you shalt not rather than proclaiming life – relate to
our students. How they deal with mercy
and grace and justice
Rules – we don’t do
this at a Christian school – not an understanding of the rules but
understanding of a relationship – he has promises for us
Discpiline/disciple –
how does it help them with their walk with the lord and represent him well.
Prayer – daily, set
words you should pray, not based on reality.
Laying hands – praying
for each other
Risk – what do we not
want it to turn into – a wishing well, repetitive prayers, meaningless prayer
What is the intention
– worship – why? Time to reflect on the
words/verse
Verse of the week –
before prayer – each contemplate what it means
Worship - Student
led/inspired – assembly leaders to talk about the words before playing the song
(like a worship leader at church)
Verses – themed/or
based on what are the key verses you want kids to know when they leave.
Seans – memorisation
plan on website – how so we make it relevant for what they are going through
tomorrow.
17 October 2018
TBCS - Steve - ICT - Audit - Oct 2018
Karl came to carry out an audit as requested by me, after having spoken to Warren Hall about an audit. This came from attending a Beginning principal's Hui. The following is his feedback from our initial meeting.
Karl Summerfield (Connected Learning Advisory)
Oct 1, 11:59 NZDT
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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