Charlotte Verity Professional Learning (School Based)

As part of my management unit this year, I have established a Wellbeing Action Team and am over-seeing a review into wellbeing using the MOE Wellbeing@School tool. See: ww. wellbeingatschool .org.nz Establishing The Team Schools are made up of various teams and groups. It is critical that each group is represented on our Wellbeing Action Team, so that all groups' needs are considered . Together, we can develop shared strategies to address our common needs, and work to help those strategies happen. Our team includes Year 7-8 student reps, and support staff, parent, leadership and level representatives. Gathering Survey Data The Wellbeing@School tools place a large focus on positive peer relationships. Aspects like bullying, sense of inclusion, and respect are covered. Key findings from Year 5-8 students and staff surveys shows that we need to address the following issues. The strategies so far discussed are detailed. Key areas identified Strat...

I enjoyed reflecting on term 1 teaching and learning with my hub colleague. Together, we discussed challenges and successes, and developed strategies for progressing in term 2.  Reading Unit Evaluation Term 1 reflection on programme (Ind. assessment & reflection is ongoing and evidence can be found in anecdotal notes, running records & reading wedge graphs) : Are the students engaged and progressing? How do you know? *Students have learnt and demonstrate core reading routines (looking after folders, coming to teaching table, undertaking reading activity stations) * Assessment shows many students are improving letter-sound knowledge, high frequency word knowledge and moving up reading levels * Participation in shared book * Celebrating success by sharing what they are practicing at home. What resources are we using/adapting? Big books Take home reading books Reading logs Rowe’s shared games: roll a word Effective Literacy ...

This year, I have been privileged to undertake a paper at the University of Canterbury on Curriculum Leadership. My first assignment has been to explore the Key Competencies, their importance in teaching and learning, and why, how and when we might utilise the Competencies to improve students' outcomes. Key Findings from Research: The Competencies were developed from an OECD project, which outlined the key capacities students will require today and in future The Competencies are ‘ the capabilities people have, and need to develop, to live and learn today and in the future ’ (Ministry of Education, 2014).  They embody the knowledge, skills, values and attitudes necessary to live a “ successful life ” in a “ well-functioning society ” (Chamberlain, 2009 in Ministry of Education 2014;  OECD 2005 in Boyd & Watson 2006, p.13) or to participate actively in their communities. Our students' will live in a future that requires  learning throughout life, and  a...

Kath Liberty (University of Canterbury) has led a study exploring the impact of the Canterbury earthquakes on preschool and NE-Year 1 children.  Key Findings: Background Earthquakes are unlike many other disasters - they are ongoing (after shocks). Data included Parent surveys (sleeping patterns, eating patterns, behaviour), Teacher interviews and surveys and National Standards data. Over 200 children from various schools in Christchurch have participated pre-quake. Baseline data was provided from an Asthma Foundation study done in 2001. Data From Our School Behaviour challenges or issues noticed in many children. Some children with reported behaviour issues at start of year decreased across one year of the study. Others increased across the year. 49% of families noted they did or are still experiencing high levels of stress due to the earthquakes. Symptoms of post-traumatic stress are often similar or may co-exist with symptoms of other conditions (e.g. ADD, ADHD, ...

Rowena Barker, my team leader, is highly experienced in literacy. I was excited to come and have her watch my writing lesson.  Notes:  https://drive.google.com/drive/folders/0BxdNc5F9bYO1bE1SRDN3WjVmY28 Appraiser Observing Rowena Barker Observation Date 4th April 2016 Teacher Charlotte Verity Observation Time 10.50-11.35 Topic being taught  Writing with Target writers (LC, AA, AVV, TP, RMC, KR) The specific area of my practice / a specific strategy I am trying to implement, that I would like data about or feedback in from the observation:  to use deliberate acts of teaching (modelling, prompting, questioning) to support target students to say, hear and identify letter sounds in writing. Lesson Focus:  I will also provide a sentence starter ‘I went’ to scaffold students. I will model writing a sentence, and ask students to help me to say, hear and identify lett...