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Observation at Te Waka Una

By Anonymous
I was interested to focus my observation on Te Waka Una on:
* How do teachers collaborate - in terms of space, student groups, planning?
* What opportunities are provided for student self-management, agency and voice?
* What digital devices are used and how these are managed?

I saw a very calm, focused working environment with all students doing, making, writing, reading together or independently…inspiring!

Teacher collaboration
  • Each term, teams review data and group students, with a focus on target students. Target students receive additional teacher sessions (short, sharp sessions during other whole class work e.g. handwriting)
  • Students are grouped (assessment) and matched to teachers' skills and interests e.g. one teacher may teach multiple art classes, across levels. Students develop relationships with more teachers, and get the best teaching skills available for their needs. Staff teach to their strengths
  • Frequent data review and flexibility were key in this planning approach
  • Relationships are supported - contact teacher starts and ends day with students
  • Clear organisation - 'Brain space’ wall in each hub lists groups, teachers etc. Teachers, students and parents know who is where at any stage
  • Productive use of teacher time in collaborative setting e.g. teachers freed to take focus groups, extra lessons during other whole class activities
      

Self management, agency and voice

  • First two weeks on term students remain with contact teacher and build relationships, establish routines, cover expectations covered. Families have a 'go to' teacher and feel supported and connected
  • Teachers manage all resources and books in Year 0-2. Students self-manage resources after Year 2
    •
  • Year 0-4 children have grown up in the collaborative approach and so naurally know how to self manage in the setting. Year 7-8s had the greatest difficulty with the MLE approach…due to the change from what they were used to
  • Withdrawal areas and smaller spaces are available as/when students want own time or for small teaching groups
  • Student voice is constantly gathered via teacher relationships. This is shared in team discussion weekly
  • Gifted and Talented/Inquiry group – Year 0-2 students identified by teachers are work together to create, solve and collaborate on a topic twice weekly 
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