TBCS - Craig - Reflection of Term 1 2018

This term has gone really well and there have been lots of positives. Most students have progressed really well in Reading and Math, and Bible has progressed well with the students learning Genesis well and being challenged about how the Word of God impacts their every day lives.

One area that has been a challenge has been writing. I have tried lots of different means of getting the students to write and it has had mixed results. The term goal was about sentences. That still remains a challenge.

We have started using ICT to improve writing outcomes, but this is still in the learning, messy stage. The kids are excited, but our school goal has not seen improvement yet using this media.

I have seen improvement in the students that struggle, but most of the problems are ones of attitude and head space, not so much in ability. I have worked tirelessly to point out strengths and abilities and to create empathy for others. Once they can look outside themselves, they will more quickly see the impact their actions and words.

The students wrote some great reflections of their learning which showed the progress each of them had made. It was really encouraging for me.

• 2  Reflection on how aspects of PLD have been enacted and the impact on ākonga learning.
• 3  Participating fully in school/syndicate/faculty/department meetings and be an active member of the team. Share ideas with others.
• 4  Discussing my practice with colleagues and being open to new ideas.
• Promotion of positive and appropriate relationships with and between ākonga.

Reflection on the term - Rob

I've had a great term. I've really enjoyed working with you all and am excited to see your progress and where we can go to next.

I've also had some exciting learning that I've been doing during the term, with the highlight being going to Sydney to train to become a Gallup certified Strengths Coach. This is a coaching framework which takes the philosophy of 'what if we only focussed on what people are naturally good at, rather than what they aren't good at?'.

This is something I'm super excited about and I am applying this to the work I do with school leaders, leadership teams as well as collaborative teams. I've done the youth version with Isabella, my 11-year-old and it has also given me a new 'language' to use with her as her Dad.

My team has grown in my business, with Tabitha Leonard who is based out of Auckland and has specialist skills at inquiry into practice and design thinking/SOLO taxonomy, as well as two new people to help in the background of the business.

In terms of the progress for Tasman Bay Christian School, it's great to see how attempting new things is challenging each of you and the mixture of skills, confidence, and pedagogy coming together as you learn to more naturally integrate technology into the learning process.

Reflection-Steve-Term 1 2018

The most noticeable item for me has been the reminder that when learning I need to be more open to accepting the learning opportunities that are outside what I had previously thought where the main ones. i.e. not reading, writing, maths for Nat'l Standards, nor that writing is restricted to pen and paper. The use of audio is an appropriate format for conveying meaning - I guess that is literacy.

Developing our school goals as collaborative has started. Making our practise more streamlined, i.e.
using the blog for our appraisal process, with the Teacher criteria, with the school goals, PD, reflections etc.




This crosses over into so many other areas of my practise. I will focus on this one and hopefully become more open to seeing other opportunities.

Relationships: the mixes we have in school have altered or maybe I have.  The teachers have strengths and abilities that I have drawn on but maybe not helped to develop. I am becoming more aware with help from others, that I have certain mindsets that may be worth modifying? How do I do this?


The change from Teacher which has it's own set of dynamics to Principal which have a whole other variety of similar but different requirements. i.e. the way I run the classroom is not how I am managing my role on the BOT.
Again how do I change this?

Teacher Only Day Planning

As far as next week goes here are my thoughts thus far:

• please be prepared to share 5 examples of student learning each (Steve you can do a minimum of 3) that shows: digital learning with writing or English in some shape or form. If you've not done a lot of digital learning in writing, then just digital learning is fine. We need a number of examples as part of what we will do will be analysing these together...
• goals of the two days include: continue lifting confidence/skill at using digital tools, looking at student learning data with a view to designing teacher inquiries (these will feed into your appraisal process), unpacking and expanding on your definition of learner agency and how this can influence planning programmes for T2.
• Would you each please take a series of photos during this week that depict different things about learner agency in your class or in the school? If you can have 3-5 each that would be ideal.
• I reckon we will work from 9-4pm each day

Remember when posting to the blog to put your name as the label also - you'll see links at the top to your posts now, plus a section we'll populate for Inquiry into Practice.

Please help relabel labels for ease of access on blog. Steve
Check e-mail shortcuts i.e. year groups etc. Steve
Google for room 4, docs etc.

Craig wants to know how to set up a room drive, because his teacher didn't use a pencil and Steve asked him how to do it...

Craig wants to know how to set the mistake levels for writing on Room 3 because at the moment it doesn't help at all.

Examples:
Seesaw- Journal
Seesaw- Activities
Lexia
Sunshine Online
Pobble 365
Learning for fun
Sunshine Classics
Photos with ipads
Reading Plus
Epic
Typing
Maths Buddy
Sumdog- Reading and maths
Room 3 drive- writing
ANZAC discovery kit

Writing - TBCS - Rm 4 Target

Writing
In the use of seesaw, Craig shared what he was doing, using another mode of communication than text, he was using audio. I thought about the use of audio in seesaw instead of text for my class. Communication has been differentiated by me in the past, I didn't really use audio as a means of communication with parents. I can see how audio is and should be part of literacy. To that end.

Action
I promoted the use of audio for explaining our last posts in lieu of the normal written explanations.
Responses have been varied, some continue to only 'like' while others have made their responses using audio as well.
A positive is only 3 families are not on seesaw, I am hoping that the children have recognised that their posts aren't being seen at home. I know this was one reason for signing up.

Reflection/next steps
Continue to monitor what Craig is developing and look into extending my posts, maybe even drafting a script? Looking at developing the 'writing' for the audio?

NZ Teaching Standards

https://sites.google.com/site/nzteachingstandards/

Here is a slideshow I found which you may find helpful:

https://docs.google.com/presentation/d/19ENISja-n9WPlfjifVOojd4oBMTYokLUJNYkss2rdaY/edit#slide=id.p

Strategies for engaging reluctant writers

Here are some good references for helping engage the reluctant writer. Note the balance between surface and deeper features, but with the emphasis on making meaning.

1. 5 strategies for inspiring for reluctant writers
2. 13 ways to engage reluctant writers
3. 7 Ways to Guide and Inspire Reluctant Children to Write (note ideas for making handwriting a ‘comfortable experience’)
4. What to do for reluctant writers

This video about the author's purpose reinforces the idea that the purpose is critical.

LLI Workshop - Reflection - Judy-Anne

Mel and I had the chance to go to a workshop to support Karaitiana on Tuesday. It was run by Jaki (speech language therapist) and Tania was able to join us too.

We gained a few things from the actual presentation but the major value of the day was being able to sit and talk together. We learnt a lot about life at home and were able to discuss a lot because we had a large amount of time.

We discovered that Karaitiana used to be very reluctant to come to school and had a transition object to help encourage him to come. He has been away a lot recently and is again very reluctant to come. Routines are difficult to follow at home at present, sometimes breakast does not happen.
I suggested Karaitiana could have his breakfast at school. Tania said she would box up cereal for him and he could have it with his milk. Apparently he bounced out of bed the next day and was happy to come to school, though a little confused about why he could have his breakfast at school!

He has now had cereal at school two days in a row.

Yesterday we talked about him staying with me at Junior Sports Day, he was happy with the idea, arrived at school today and stuck close to me at Sports Day- but he was there! This was a huge step for him as he does not historically deal well with large groups of people. Mel wrote a social story for him about going to dancing tonight so we will check tomorrow on how dancing went. had forgotten about social stories but think this could be a useful tool to use to help him with his anxiety and increase his confidence in social situations.
Action Plan Use social stories for helping Karaitiana with new / uncomfortable situations ( will help the whole class) Memory games for Karaitiana ( will help Brianna too) Personalised alphabet book for Karaitiana and Laila - Karaitiana to be the 'expert'

TBCS - Craig - Reflection - P.L.G

I got to go to my first P.L.G yesterday. It was held at Tasman School.

We started by introducing ourselves: where we were from, what class we taught and what we had done in the past.

We then got to go in a circle and say what was on top for us... I said it was keeping track of my students who were all working at different levels in lexia and Math Buddy. Others needed to get to know their students better individually, learn to deal with wide range of abilities, and set routines as we have not had many full weeks this term.

We then got to talk about what goal we were working on at the moment. Mine was trying to improve my students writing. Other issues that arose included Math and Science. For Math, it was in regard to games that could be used for activities. In science, most of the other teachers have it for P.L.D and have lots of requirements to meet, and there was some confusion about the big picture.

Some things that came out of the conversation that I thought would be good to remember and/or put into practice were...

• using a speaking stick and named ice cream sticks for answering questions.
• Math games: study ladder, and the bankers game (with dice) Paul Swan 
• Give instructions clearly and say what you want and not what you don't want. Rather than say, "Go out to lunch when you have finished your work", I should say Finish your work and then go out to lunch. It helps those who need routines and and lists to have instructions in order.
• Writing helps included...

1. Quick writes
2. Literacy shed https://www.literacyshed.com/
3. National Geographic short videos (David Attenborough)
4. Fishbone https://www.google.co.nz/search?q=fish+bone+planner&safe=strict&rlz=1C1GGRV_enNZ751NZ752&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiyz6LomujZAhWEyLwKHe5BDfAQ_AUICigB&biw=1800&bih=700#imgrc=0JNNE8Z3R1cdoM:
5. Brain frames

Action plan

I am going to check out fish bone planning which seems easier. than the writing for fun template I tried to use these last two weeks.

I am also going to try brain frames, which seem very logical and I think may help many students.

But first, after looking at their e-asstle tests, which I did today, I am going to hammer simple sentences! Some have got it and will need to be challenged in other areas, but some still can't even use a capital letter, let alone have a complete thought in a sentence. I have my work set out for me...

• 3 Discussing my practice with colleagues and being open to new ideas.
• 2 Being an active member of professional learning communities.
• 3 Appropriate and professional communication with colleagues, ākonga and whānau.
• 3 Establishing collegial relations by participating with colleagues in staff activities, and taking an interest in what others are doing through positive professional interactions.

Reflection - Judy-Anne - Time management

As the term ticks by I once again feel I am getting further behind. Am I doing something wrong in terms of prioritising my work or are the expectations too high? Maybe it is a mixture of both. It definitely does become the tyranny of the urgent! How much paperwork is necessary- do I need to put info about reading only in the reading plans for instance or should it go in the planner as well? Can I use Teacher Aide support more effectively?

Action plan:
 Trial having planner open on desk each day and write notes directly in. This might also help me note changes to the timetable! Because we have such a routine I don't tend to note the changes on paper, just in my head.


Action plan:
Use release days to prioritise setting up systems which take time to organise but will save me time once they are set up! eg ensure Andrea and Mel can access learner support information and their reports can be filed there and our discussions can be more effective, get IEPs set up in conjunction with learner support register and set reminders for when these need updating. Does the calendar need another colour for Learner Support stuff?

We had a fantastic preschool playdate on Friday with Oasis Motueka. They were a great bunch of children and teachers/ parents and coped really well in the school environment. One girl even climbed our fort even though she has never played on the smaller one at preschool. Her teacher was delighted.
This afternoon we worked on an abstract self portrait following videoed instructions. I joined in with the children doing my designing and colouring at the same time.
Both of these things helped to remind me that sometimes it is more important for us to stop, join in and talk than it is to be constantly teaching the next thing. The taking time bit is when our relationships are strengthened and we find all sorts of odd things out about our families.

It is also very Biblical to rest and to develop relationships.

Action step:
Join in with the kids play. Encourage their play. Continue to look into play based learning- what can we do more effectively?

Reflection - Steve - 9 March 2018 - Beginning Principals Hui

Standard 2 Professional Learning.
Attended the Beginning Principals Hui at Nayland Primary school.
Appraisals: this was discussed by Jacqui Clayton.
The links were made clearer i.e.
Reflection comes from the inquiry process of identifying something that isn't right (for want of a better word), formulating a plan of action, trialling it and re evaluating the outcome against the goal.
This reflection is also and identifier of the quality practices we use to meet the Standards for the Teaching Profession.
It is also an opportunity for collaborative problem solving with colleagues.
This therefore ties into the goals for the school, not always but normally as those are our focuses.
This in turn also helps in our own appraisal processes.
4 birds with one stone.
Action Step: how do we make this clearer to ourselves, Principal and Board?

reflection - steve

Reading.
I observed a student reading by sounding out each letter of each word. I was a bit confused as I had heard her reading before. I decided to investigate.
I paid direct attention and her reading was stilted, letter sounds, no recognition of sight words.
I was then distracted by another student, and from the corner of my eye and ear I heard her reading less stilted again. After discussion with the teacher aide working with her, i decided to try an experiment.
I sat her down and before reading asked her to explain what she does when she reads. After the usual "I just read" she advised that when she gets to a word she isn't sure of she sounds out, and then continues for each word after that.
We talked about blends not individual letter sounds, and endings. She agreed to try it.
With direction and coaching we started reading. When a word confused we worked it out and when we got to the end of the sentence we went back and reread the whole sentence.
Action Step: confer with the teacher aide and support this process on each occasion. The teacher aide is going to talk to the parent to explain our process so it can be used at home.