Charlotte Verity Professional Learning (School Based)

I visited Rowan Lockton at Somerfield School to learn what wellbeing strategies they have in place.  Like Beckenham School, they have a leadership system for older students. They also have school values (SMART - see http://www.somerfield.school.nz/)  Key Differences (that we might consider using beyond 2015): Pastoral Care Team * Meets once a fortnight * Comprised of public health nurse, school mental health team rep, teacher reps, leadership * Each team identifies students with pastoral needs (e.g. safety, welfare, attendance, nutrition etc) * These students are listed on a register. The team reviews and decides the next step: either teacher to work with family or the child is referred for, or connected to further support (e.g. a welfare agency etc) * There is an ongoing loop of communication: each level/team feeds back to the Pastoral Care Team, to share whether issues are resolved or continuing. Further support is then allocated, or further referrals made....

The last three weeks have been great learning for me.  Parent conferences These were really positive and valuable for learning more about my students and celebrate success.  Several social issues came up, which we will address in wellbeing and general class time: * Including others at playtime * Using kind hands * Reporting any problems to a teacher at the time these occur How can I connect with parents more regularly? I have set up a googledoc with student names, and aim to more regularly contact parents to share progress, photos of student success etc Collaboration Our collaboration model has changed since my last blog. We now have two teachers (Amanda and I) working in one hub for reading. A small number of children read with our third NE teacher in another room. Amanda and I have shared our children. We have parent helpers in, working with target students from both classes, for 15min sessions.  We have also discussed collaborating in maths... I read Jen...

Our Assistant Principal, Michelle Maule, came and ran Circle Time with us today.  We are using Circle Time throughout the school this year, to help our students learn about and reflect on our School Kete Values:  We Care  -  We  Love Learning - We Get There Together -  We Make a Difference Michelle bought a sign with Circle Time protocols, and went through these with children: We then had a circle time discussion, sharing differences about ourselves with the whole group. Children also turned and talked with a buddy, sharing their favourite flavour of ice cream and identifying if this was differerent from their partner's preferred flavour. After Michelle left, we used the Circle Time model and protocols, and shared our highlight from the day. I noticed that more children had something to share (i.e. less 'passed') on the second circle time session.  My next steps: * Utilise  the Circle Time model weekly so children are used to th...

The Treaty - Why is it important? * We need to understand the past to understand the present * Bi-cultural practise = treaty-based practice * All students should have opportunity to learn about Te Reo,  Māori culture  * Teachers have a role in helping the future generation understand their past and each other (students) * Our country's history (and ours) is a woven mix of  Māori and European culture  Assimilation European migration carried a social policy known as 'assimilation', or that races were hierarchically from 'savage' to civilised races. The British government of the time saw themselves and their culture as superior, and that other cultures should be taught how to 'be' British. Native schools were established to 'assimilate  Māori to the habits and usages of the European' (Consedine, R & Consedine, J (2001) Healing Our History: The Challenge of the Treaty of Waitangi ). The Treaty Debate 'Māori seek justi...

My Questions For Observation *How can I use this to help my more advanced writers? *How is teacher  and / or peer feedback provided? Writing Modelling Book Lesson Outline Students were sharing facts about space, in preparation for writing factual reports about space (stimulus / ignition).   The teacher revisited yesterday's modelling, on putting facts in order. Students had a reason for writing  and the specific teaching of genre was woven in according to this purpose. Clear WALT (learning objective) in modelling book. Independent writers were given feedback the day prior, and sent off to continue with their work. Modelling for First Focus Group Teacher Focus Group 1 The teacher ran a focused group with target writers (WALT: use our picture plan to write), creating a modelled/shared piece of writing. Teacher and students discussed  facts related to the picture plan. The teacher used questioning and probing to help students think of further i...

This month, I am collecting work samples of target students' writing. Hyperlink to: Individual Monitoring Documents Four out of six students can now: * Say a sentence and draw a picture plan * Identify (at times, with teacher prompting) the initial sound. Children use the phonics card for this, or known sounds * Three of the students are writing known high frequency words: the, to, Mum * One student is now using spaces consistently, and writing middle and end sounds for most words (VF) What has worked: * Sharing info with home - so parents can do further practise with students * Phonics practise and cards (songs, chants, games with parent help) * Explicit modelling on finding start sound and using 'knowing words' * Giving individual feedback to each child after writing * Slowing down handwriting teaching - teaching each letter over two days, and modelling/explaining how to write each letter for students * Holding a teacher focus group with ...

Key features of the writing workshop with students Teaching Focus: adding further detail. 1. ASK students what great writers do. Note their ideas with icons on board. This is your shared success criteria ( see example from TKI ). 2. SHARE writing. Ask PEERS TO GIVE FEEDBACK (e.g. one great thing). 3. ASK students what their next step is (using icons and success criteria). Exemplars to guide my instruction -  Standard after One Year At School http://literacyonline.tki.org.nz/Literacy-Online/Impact/Progress-and-achievement/Assessment-processes/National-Standards-Reading-and-Writing/National-Standards-illustrations My use in class I tried Murray's approach the following day. We looked at one child's work from the previous day. His teaching focus was adding details. Children were able to tell me that great writers: * Think of a story (and plan it - either in head or with a picture) * Say and hear the sounds * Count out the words in their story * Use finger spaces * R...

Reminders For Teachers At Beckenham  Staff Professional Learning 9 May 2016 Red text are my next steps! What is working for our Hub? * Using books to ignite ideas * Explicit teaching of phonics to help students attempt spelling * Individual feedback and prompting * LOTS of modelling for target students * Sentence starters to build confidence e.g. I can, I went, I like etc * Differentiation: encouraging independence for those who can, providing one to one scaffolding for those who need direction (e.g. by sending off independent students before modelling some days) * Using teacher think alouds & explaining to guide students * Individualised followup e.g. questioning to help child add details; word practising; re-reading and editing Ideas from other staff: * Using books as inspiration e.g. Mr Men  * Using icons for self-reflection * Using looking, knowing, sounding words * Good resources: National Geographic photos online  Challenges : * How do I e...

Reading - reflections and next steps after week 1 in our collaborative journey for Reading: Successes: * Named reading folders and self-managed fruit snack works well - children have a clear system/place for putting their things, and are showing excellent self-management * Most find activities on the reading stations during independent time. I explain each station at the end of our shared book, and repeat the same station activities throughout the week so children gain confidence and independence. * Many grew distracted around 10am. I introduce extra station activities (eg simple alphabet puzzles) at this point. * I want to target reading group time on children's specific needs  -  observing students and having flexible plans is helpful here e.g. segmenting/blending CVC words for one group tomorrow. This requires being flexible with my planning so I can meet student needs as they arise. Challenges: * Are target students getting maximum support for phonics and word knowl...

I had the pleasure of assisting a friend with her Certificate for Teaching Adults.  She wanted assistance on how to manage nerves while teaching adults.  The strategies I discussed, with examples from my own practise, were:   Research different methods to calm myself, perhaps using a book on mindfulness and find one that is effective for me to use before a training.   Running through the training using a timer to get myself use to the timing of each part of the training. Use positive self-talk before each session. Visualise herself teaching. Join VLN and read through some of the information online to develop strategies to overcome nervousness. Ask a colleague to sit in on a training and feedback on delivery.

RTLBs will gather during week 2, 5 and 8 during term 2 2016 Steps to complete an RTLB referral: 1. Get permission from Michelle (AP, SENCO) and Cath (SENCO SUPPORT).  2.  Obtain parent consent form (signed) and ensure parents are aware of learning or behaviour issues. 3. Ensure the following fields are entered: Status: incomplete     Area for support: individual (usually) Reason: ESOL (must have been at school in NZ two terms, without progression) or other If unsure - see SENCO leaders or leave it  NSN: National Student Number (etap - very important) 4. Press save frequently. 5. Load supporting documentation (e.g. running records etc). 6. Behaviour data - be specific  e.g. date, number of physical outbursts (eg hitting), length or tantrum or leaving classroom etc 7. Strategies/Interventions: this covers what you are doing in class / school. It does not cover external interventions. 8. Confirm the consent has been completed by: check ...