PLAN TO ACHIEVE 2016 SCHOOL WIDE GOAL – 09/03/16

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.

Steps to achieve this goal:

  • Re-read the Tātaiako
  • Incorporate the competencies into my LTP and unit plans.
  • Get involved with Kapahaka
  • Attend whanau hui and other such hui
  • Attend a PD day at Tuahiwi Marae
  • Complete PD around Māori views on science and how it should be taught

Contribution to student achievement

  • build whanaungatanga with ākonga and whanau
  • engage ākonga with their learning
  • give ākonga more ownership of their learning
  • develop respectful learning relationships in the classroom through the use of ako, allowing the fluent sharing of information and knowledge
  • enhancing the mana of all ākonga and kaiako
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 
2 – Demonstrate commitment to promoting the well-being of all akonga.,
3 – Demonstrate commitment to bicultural partnership in Aotearoa New Zealand.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
7 – Promote a collaborative, inclusive and supportive learning environment.,
9 – Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga.,
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.,
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

4 COMMENTS

Annie Bowker said:

Thanks Veronica for sharing my vision and goal to further engage our maori students in science learning. I am aware that research indicates that maori are not well represented in science careers. How could we share with students NZ maori scientists who have made a difference and achieved , Shall we investigate using the Pond and science learning hub contexts with a maori perspective?

– 09/03/2016     (Private)

Charlotte Lamb said:

Some really practical and well-thought out steps to achieve your goal.

– 14/03/2016

Tamara Bell said:

Agree with Charlotte – straight forward but achievable steps to achieve the school goal. Ka mau te wehi!

– 15/03/2016

Scott Thelning said:

Thanks Veronica, appreciate you getting onto this and being clear about your steps.

– 16/03/2016

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COBHAM STAFF INQUIRY MEETING 7/03/16

This was a staff meeting to share the progress of our inquiries. We filled out a staff shared document with an update of our inquiries. It has provided a platform which we can use to communicate about our inquiries. I need to continue to plan out and implement our/my inquiry.

Remember: need to make sure I am working with colleagues.

Next steps: Is there anyone else who is doing a similar inquiry to mine?

Personal goals this relates to:
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.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
12 – Use critical inquiry and problem-solving effectively in their professional practice,
Cultural Competencies
1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,
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,
4 – Truth – to be honest with others and self,
Key Competencies 
2 – Key Competencies – Relating to Others,
3 – Key Competencies – Thinking,
4 – Key Competencies – Participating and Contributing

PD – DIVE INTO POND WITH THE SCIENCE LEARNING HUB – 03/03/16

Annie and I completed a professional development course through Science Learning Hub Conference Room about Pond. In Pond, you can discover and share resources, knowledge and experiences within a supportive and generous environment solely focussed on teaching and learning. Pond hosts resources from numerous different sources.

  • It is a search engine that uniquely services kiwi classrooms and can connect you with a number of different New Zealand resources.
  • Enables teachers to share important and valuable resources.
  • You can easily collect resources and organise them.
  • Social network platform for teachers to share valuable resources.

Wonderings:

  • Can I get akonga to use this resource successfully?

Next steps:

  • Find useful resources and to stay connected with what is going on in the teaching world.
  • Build up a number of resources or ‘buckets’ and connect/follow different leaders in my curriculum area.
Criteria this relates to:
PTC’s
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.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
5 – Show leadership that contributes to effective teaching and learning,
6 – Conceptualise, plan and implement an appropriate learning programme.,
Cultural Competencies
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,
Code of Ethics
2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,
Key Competencies
1 – Managing Self,
2 – Relating to Others,
3 – Thinking,
4  – Participating and Contributing

1 COMMENT

Scott Thelning said:

Thanks for doing the PD. I must admit that I need to delve more into this…I’ve heard of it, know what it is in general terms, but that’s about it. I suspect it is pretty awesome! There weren’t things like this when I began teaching…make the most f it!

– 16/03/2016

PRT AND MENTOR WORKSHOP – 1/3/2016

This was a PRT and Mentor Workshop day provided by Mau Ki Te Ako. It covered the requirements (PTC’s) that need to met by a beginning teacher in order to gain your registration. It also outlined the role of the the mentor and what is expected of them.

I now have a clearer understanding of how I can ensure that I am meeting the PTC’s and the type of evidence I should be collecting and were best to store it.

I came away deciding that appraisal connector, supported with the use of google docs, provides me with great platform on which I can track my progress as a beginning teacher.

One thing I found interesting was the different stages that beginning teachers or teachers go through over a year.

Next steps as a beginning teacher:

– Clearly outline how we are going to record my progress

– Establish goals for me to work towards

– Outline areas that I want to focus on

– Establish my inquiry and begin recording it

Notes from the day here.

Criteria this relates to:
PTC’s
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.,
12 – Use critical inquiry and problem-solving effectively in professional practice
Cultural Competencies 
1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement.,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.,
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,
4 – Truth – to be honest with others and self,
Key Competencies 
1 – Managing Self,
2 – Relating to Others,
3 – Thinking,
4 – Participating and Contributing

3 COMMENTS

Ann Lane said:

Veronica, you have made an excellent start in your career and I value your input at our team meetings. We can all learn from each other. It doesn’t matter where you are in your career there is always new learning to undertake.

– 02/03/2016

Tamara Bell said:

Agree – great start, awesome to see you analysing how your new learning can impact on your next steps.

– 04/03/2016

Scott Thelning said:

You have made a superb start to your career and an amazing impact in and around our school. We love having you as a part of our team. I agree with Ann, we all can learn from each other and you have much to teach us. I’m keen to hear more about the different stages you referred to.

– 16/03/2016

TEACHING AS INQUIRY PROCESS – 29/02/2016

Today we had a meeting with Tamara and Pete about the Teaching as Inquiry Process. We completed a jigsaw puzzle exercise around the spiral of inquiry. The different pieces covered where:

  • Scanning
  • Focusing
  • Developing
  • New Professional Learning
  • Taking Action
  • Checking

Reporting back is well summarised in the following document.

Key understandings:

  • Keep your inquiry small and focussed on a few priority learner
  • Do not try to solve/address ALL issues or concerns, again focus in on one area
  • Maintain a holistic approach in all areas, be careful to take in all considerations/influences when analysing data or completing testing etc.
  • It is important to take on a collaborative approach to teaching as inquiry

Next steps:

– Begin to narrow down my own teaching as inquiry beginning by identifying my small group of priority learners.

Research:

(2014) H. Timperly, L. Kaser & J. Halbert. A framework for transforming learning in schools: Innovation and the spiral of inquiry. Centre for Strategic Education Seminar Series Paper No. 234, April 2014

Personal goals this relates to:
Inquiry: How does the use of SOLO in Science Tech help improve the delivery of curriculum and student outcomes?
Criteria this relates to:
PTC’s
1 – Establish and maintain effective professional relationships focused on the learning and well-being of akonga.,
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
6 – Conceptualise, plan and implement an appropriate learning programme.,
Cultural Competencies
1 – Wānanga – Participating with learners and communities in robust dialogue for the benefit of Māori learners’ achievement,
5 – Ako – Taking responsibility for their own learning and that of Māori learners.
Code of Ethics 
2 – Justice – to share power and prevent the abuse of power,
3 – Responsible care – to do good and minimise harm to others,
Key Competencies 
1 – Managing Self,
3 – Thinking

1 COMMENT

Scott Thelning said:

Great to see you got the key understandings and have given yourself an achievable task. I look forward to hearing how that goes and how you identified them.

– 16/03/2016

TECH ANGELS MEETING 25/02/16

This is the post excerpt.

I attended the first Tech Angels meeting and came away very impressed and inspired. It is clear that the use of technology is a tool that has huge potential to revolutionise the learning environment. I had a brief discussion with colleagues after the meeting and I came away with a number of observations and challenges.

Observations (What?):

  • Many akonga have skills and talents that are often not ‘exposed’ or ‘tapped into’ in the traditional learning environment.
  • It is interesting to note the learning environment that can evolve when akonga are given ownership, choice and responsibility.
  • The topic or context around which learning takes place hugely impacts on the learning environment. i.e. relatable, relevant, etc.

Challenges (So what?):

  • How do I conceptualise learning and the learning environment? Is it very ‘traditional’ or do I allow akonga to explore, connect and develop ideas freely? Do I challenge them to think or do I ‘feed’ them the knowledge?
  • How can I incorporate the use of devices in the science lab to revolutionise the learning space and really become a facilitator to learning, rather than a driver or director of learning?
    • further what impact could this have on akonga ability to self manage and develop intrinsic motivation?
  • Can my classroom become paper free? Is this a good idea? Are there negative impacts on learning for this?
  • How do I effectively use devices in the classroom for learning when all akonga have different levels of ability? And how much time can I spend teaching this when, as a science tech teacher, I have limited amount of teaching time with akonga?

Next steps (Now what?):

  • Begin an inquiry around digitalising the science curriculum and the impact on learning.
  • Research other science teachers who have effectively digitalised their curriculum.
  • Continue to attend Tech Angels meeting (and others) to further develop my own skills and knowledge.
  • Read some of the research around MLE that constantly use devices and identify the pros and cons.
  • Check the availability of suitable devices for use in the science lab. Do I have enough?
  • Begin to plan how I could digitalised the science curriculum.

Criteria this relates to:

PTC’s 
4 – Demonstrate commitment to on-going professional learning and development of personal professional practice.,
5 – Show leadership that contributes to effective teaching and learning,
6 – Conceptualise, plan and implement an appropriate learning programme.,
7 – Promote a collaborative, inclusive and supportive learning environment.,
9 – Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga.,

Code of Ethics 
3 – Responsible care – to do good and minimise harm to others
4 – Truth – to be honest with others and self

Key Competencies 
2 – Relating to others
3 – Thinking

Tamara Bell said:

Great first reflection Veronica – it is really exciting to see you inspired by the mad skills our tamariki have and begin thinking about the implications this has on your own teaching practice. I look forward to seeing your inquiry develop further and what gains our kids will have from your new learning. Kia kaha!

– 29/02/2016   

Scott Thelning said:

I’m so excited as the Principal to read your reflections and thoughts. Your questions are meaningful, well considered and could lead you to some great outcomes! We talked about these students and it is frightening how much we are potentially numbing them to bits in our classes. Great job.

– 16/03/2016