03/11/16 – TERM 3 WEEK 8

Can I turn teaching into a career that I absolutely love and don’t want to leave? What is missing for me?

Why am I reluctant to put in the extra effort – readings etc – to become an expert? Commit to this career?

Is it because it is not valued as a career by society?

Is it because I find myself working largely on my own and therefore I am less motivated? For example who is going to plan the units with me??

Criteria this relates to:
Code of Ethics
4 – Truth – to be honest with others and self,
Key Competencies
1 – Key Competencies – Managing Self

28/08/16 – TERM 3 WEEK 5

Highlights:

– PCT Workshop 2 (see notes from the day here). Though it was a bit repetitive this was a good refresher. I found it helpful to be able to share ideas and experiences with other beginning teachers from other schools. I learnt about some helpful resources and have been inspired to complete my inquiry.

– Using the SOLO visual organisers for the Yr 7 experiments. This has been very successful and I have received some great verbal feedback from students that they prefer using these over the booklets. However, printing these for every experiment will get costly and time-consuming – plus I will be left with heaps of A3 sheets to keep? mark? etc. Perhaps there is a possibility here to make a digital one? Or maybe it isn’t required for each experiment?

– Marae Trip on Wednesday. Although it has been quite a challenge for me to plan this trip and I felt a lot of responsibility was put on my shoulders to pull this off I am really proud of myself for doing so. It was amazing to see our ākonga learning about the māori culture – at the marae. It really hit home to me how valuable contextual learning is and how much more engaging it is for our students. Having the tour around the Kaiapoi Pa was definitely a highlight. Talking to some of the students afterward they really enjoyed their time. Many of them had never been to a marae before so this was a very special and unique experience for them. I have asked some students to email me with a few sentences about their experiences so that we can generate a Hail article from it.

– All my lessons this week have been fantastic as I have really developed some great relationships with my classes (we are now in the final week of this tech cycle).

– Tech Angels has been going really well! We are getting some of the students to be contributors to Hail so that they can write articles for their classroom.

Challenges:

– Some of the behaviour on the marae was less than desirable – especially towards the end of the day. Two of the students were particularly challenging and were not always respectful towards their peers and staff members. Myself and another teacher who joined me on the trip tried to manage this as best as we could. I did have high expectations and sometimes I wonder if this is unreasonable?

– Balancing teaching with extra-curricular. I am spending a lot of my release time doing things for Kapa Haka, the marae trip, and ICT so I do feel that my time spent on planning for my teaching and getting things done for my registration (readings, reflections, inquiry etc.) has been a little neglected. In saying that I felt I had some fantastic lessons this week.

Next Week:

– Kapa Haka : Cultural festival rehearsal on Tuesday and the final performance Thursday night

– John Key visiting my classroom Wednesday afternoon

– Observation on Monday – 11:50am

– New tech cycle starting on Thursday – get feedback from students about my teaching

– Write Hail article for Marae Trip

– Get written feedback from the students about using the SOLO sheets

Personal goals this relates to:
School Wide Goal 2016 – Cobham teachers and leaders will use the Tātaiako competencies of wānanga, whanaungatanga, manaakitanga, tangata whenuatanga and ako to ensure their teaching/leadership behaviours and practice are about knowing, respecting and working successfully with Māori learners, whānau and iwi.,
Inquiry: How does the use of SOLO in Science Tech help improve the delivery of curriculum and student outcomes?
Criteria this relates to:
Practicing Teacher Criteria 
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
10 – Work effectively within the bicultural context of Aotearoa New Zealand,
12 – Use critical inquiry and problem-solving effectively in their professional practice,
Cultural Competencies
2 – Whanaungatanga – Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori Community.,
3 – Manaakitanga – Showing integrity, sincerity, and respect towards Māori beliefs, languages and culture.,
4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
Code of Ethics
3 – Responsible care – to do good and minimise harm to others,
Key Competencies
4 – Key Competencies – Participating and Contributing

3 COMMENTS

Tamara Bell said:

Kia ora Veronica, I was not surprised to read your reflection today as I couldn’t agree more with you with the additional workload and responsibility you have had added to you this term. I myself have been concerned you have more than you should in regards to major responsibilities and I say that with the upmost respect, because I would never have let you take them on if I didn’t think you could and wanted to do it. That being said, you are a 1st year teacher (an amazing one at that) and developing and growing your teaching practice should always be your first priority this year.

So congratulations on pulling together a fantastic marae trip, on your hard work preparing our Kapahaka for their major performance this term and for all your leadership in Tech Angels and Hail. Now it is time for you to prioritise and accept help…think about the things you need to do vs they things you want to do. We can also discuss the load you have taken on – it is above and beyond what I expect any first year to be responsible for and you have exceeded my expectations but sharing the workload & re-distributing tasks is another way to grow the skills and knowledge of others. One of the hardest things lessons to learn for teachers is about managing their workload carefully and how to pull back when things pile up! I am more than happy to support you here so lets chat and make a plan for next best steps.

– 28/08/2016

Peter Fowler said:

Hi Ronnie. Yes I agree with all that Tamara has written. You can be very proud of your contribution to activities outside of the classroom. It requires commitment, thoughtful organisation and time allocation. Well done for stepping up and taking on the responsibility. That being, said as Tamara has mentioned, it is important that you don’t feel too overloaded and that there are things we can do to help when you feel you have too much on. Thanks for you ongoing enthusiasm and willingness to contribute. Cheers Pete

– 29/08/2016

Annie Bowker said:

Hi Ronnie I am in awe of what you are achieving as a year one. Wearing my science hat I have no doubt that you can feel proud of the lessons that you are planning and implementing in the lab and that you are acknowledging the benefits of using SOLO. I agree if there was a way to make these digital then you are on the way to having lab outcomes as part of an e-portfolio. Is the use of SOLO making assessment tracking any easier for you? I think that maybe you don’t need SOLO evidence for every lesson. If there is a big idea, science concept then could you choose one at the end of the sequence of lessons to use SOLO? Perhaps there is an opportunity for a class SOLO outcome rather than individual.

Please ask if you need help to juggle all you are doing. You shared with me how you were now planning to do appraisal connector updates on a regular basis- this is just another example of evidence of how professionally you manage all that you have involved yourself in. Cobham is indeed fortunate to have you on the team.

– 29/08/2016

28/07/16 – VISIT STAC

On Wednesday the 15th of June I visited STAC to learn about how they are incorporating SOLO into their science curriculum from Yr 7 – 11. I met with a number of teachers who shared with me their material and how they are using SOLO as a learning and assessment tool. They also shared the feedback that they have received from a number of students who have commented on the use of SOLO helping them to manage their learning and enabling them to identify their next steps.

This has given me insight into how I could effectively incorporate it into Cobham’s science curriculum.

Next steps:

– Use SOLO entry/exit slips for each topic of work (own knowledge, peer knowledge, and next steps). Will need to scaffold some classes more than others for this process. Perhaps have examples in place.

– Incorporate one SOLO activity into each unit of work, for eg a Describe ++ map, Hooks SOLO Hexagons etc. This is to be used for formative assessment.

Finally I want to slowly modify the booklets, as I have been doing, so that each activity correlates with SOLO. This will make it easier for both students and myself to monitor student learning and next steps.

Personal goals this relates to:
To implement 2016 Technology Inquiry: How does the use of SOLO engage priority and target students in assessing themselves. ,
Inquiry: How does the use of SOLO in Science Tech help improve the delivery of curriculum and student outcomes?
Criteria this relates to:
Practicing Teacher Criteria 
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
2 – Demonstrate commitment to promoting the well-being of all akonga.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
Code of Ethics
1 – Autonomy – to treat people with rights that are to be honoured and defended,
2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,
Key Competencies 
2 – Key Competencies – Relating to Others,
3 – Key Competencies – Thinking,
4 – Key Competencies – Participating and Contributing

3 COMMENTS

Peter Fowler said:

Hi Ronnie. Really pleased that you got some value out of your trip to STAC. They have some good practices going over there, don’t they. I think your next steps are all worthy from a curriculum perspective. Please don’t hesitate to let me know if you need a hand with any of your future SOLO initiatives. Keep up the open to learning mindset. Cheers Pete

– 28/07/2016

Annie Bowker said:

Great Ronnie I am so pleased that my suggestion to visit StAC was worthwhile for you. I think that you are well on the way when you note scaffolding- this means you are aware of the needs of all students.- inclusive tki and universal design for learning are other links worth checking out. I am more than willing to assist with you modifying the booklets as regular review is important. I am aware that for some strands not much has changed for awhile. Lately, I have been reading about the push for Nature of Science and career pathways that involve science. I wonder if there is an opportunity for us to integrate this into the booklets.

– 28/07/2016

Veronica Noetzli said:

Hi Annie, I would love your support in changing up the booklets – I agree, lets look at integrating the NoS into them as well. I have a number of ideas I would love to share with you.

– 29/07/2016

After school on the 27th of July, I helped Brian with Hail and how it works. We uploaded photos and generated and published two articles about water polo for the school website.

 

31/05/16 – HUI WITH MĀORI LEADERS AND PARENTS

What?

We had our first meeting on Tuesday 17th May with the student leaders, parents, and staff. We discussed what we wanted to achieve during the rest of the year. These included:

  • Marae visit
  • Hāngi

It was great to have an opportunity to meet and discuss as a group how we can develop māori learning as māori at school. It was good to see the young leaders begin to step into their position and to share their ideas. I do want to ensure that they have a good amount of responsibility and ownership during this process and that their ideas and thoughts are legitimised.

So what?

What do the leaders need/want? The idea is that some PD be provided for the students around Māori Tikanga, leadership etc. Maybe this is a way in which we can build the mana of these students?

Is there a possibility for the students to work with the Hauora Leaders? This was an idea brought up by one of the leaders.

Now what?

  • Have a brief meeting with leaders about when we can do a PD session? Ask them what they would like/if they have any ideas about this?
  • Set a date for the first PD session
  • Ensure that they leaders are connecting in with the student cultural group – email staff involved to see when the meetings are.
  • Discuss with the staff about the Hauora Group and if it would be appropriate for the Māori leaders to be a part of that.
Personal goals this relates to:
School Wide Goal 2016 – Cobham teachers and leaders will use the Tātaiako competencies of wānanga, whanaungatanga, manaakitanga, tangata whenuatanga and ako to ensure their teaching/leadership behaviours and practice are about knowing, respecting and working successfully with Māori learners, whānau, and iwi.
Criteria this relates to:
Practicing Teacher Criteria 
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
2 – Demonstrate commitment to promoting the well-being of all akonga.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
10 – Work effectively within the bicultural context of Aotearoa New Zealand,
Cultural Competencies 
1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
2 – Whanaungatanga – Actively engaging in respectful working relationships with Māori learners, parents and whānau, hapū, iwi and the Māori Community.,
3 – Manaakitanga – Showing integrity, sincerity, and respect towards Māori beliefs, languages, and culture.,
4 – Tangata Whenuatanga – Affirming Māori learners as Māori. Providing contexts for learning where the language, identity and culture of Māori learners and their whānau are affirmed.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,
Key Competencies 
2 – Key Competencies – Relating to Others,
4 – Key Competencies – Participating and Contributing

2 COMMENTS

Annie Bowker said:

I can see that you are certainly wanting to assist the Māori leaders to make connections with other students and to feel valued. I wonder if we have any way that we could connect our current leaders to past Māori students from Cobham who are being successful in their chosen field of study, careers etc. The idea of networking as we as professionals do may provide our current leaders with part of what they have discussed.

– 31/05/2016

Peter Fowler said:

Hi Veronica. It sounds like a very good beginning for this group. The next steps make sense to me. Tino pai! Cheers Pete

– 01/06/2016

DISCUSSION ABOUT MOVING TO A MLE – 11/04/16

I had an interesting discussion with Brian and Pauline about how as a school we are moving to MLE and what this would look like in the technology department. We discussed a number of ideas about how we could trial having a shared learning environment. Perhasps between Science and Hard Materials and also between Science and Sowing. We spoke about the areas in which out curriculum overlap and how combining classes for one or two lessons could be very beneficial for student learning. It would also provide and opportunity for us to learn from each other as teachers and perhaps lead to an enriched and integrated techonology curriculum. We also discussed how this could be a huge strength for having neighbouring technology blocks and is an advantage that we could exploit further.

What now?

We will give it some thought, do some research and perhaps this will form an inquiry which we could complete in the coming term. We would start off very simple by combining one or two lessons.

Criteria this relates to:
Practicing Teacher Criteria
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
2 – Demonstrate commitment to promoting the well-being of all akonga.,
5 – Show leadership that contributes to effective teaching and learning,
Cultural Competencies
1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
Code of Ethics
1 – Autonomy – to treat people with rights that are to be honoured and defended,
3 – Responsible care – to do good and minimise harm to others,
4 – Truth – to be honest with others and self,
Key Competencies
2 – Key Competencies – Relating to Others,
4 – Key Competencies – Participating and Contributing

2 COMMENTS

Annie Bowker said:

An interesting point raised. Have any of you had an opportunity to visit schools to see how these work. It certainly could lead to further student choice as students have access to other areas for things such as fair testing, making models to show there understanding.

– 11/04/2016

Pauline Smythe said:

This has been a very valuable conversation and I’m already starting to think about the possible ways we could integrate the science and technology curricula, especially in the area of electronics. I have a couple of simple projects in mind that blend electronics and soft materials, using conductive thread to sew a simple circuit. Definitely keen to trial these in cycle 4 when Yr 7 students will arrive will in science already possessing the stitching skills needed from their time in fabric technology.

– 13/04/2016