Charlotte Verity Professional Learning (School Based)

Wow - I am learning so much about my team, quality teaching and learning and systems over recent weeks. It has been very challenging but fun at the same time. Working with my team I value the different backgrounds and strengths of my team members, and their senses of humour as well as their individual strengths. I am learning to not take things as personally as I once would have, and to focus on the content of what people say rather than the tone or facial gesture. I loved the simplicity of the suggestions put forward in the Seven Norms of Collaboration (Annotated Poster) , and am endeavoring to increase my use of  presuming positive intentions  as well as posing questions. I am also working on improving my own confidence in meetings. Key phrases that are helping me are: What unique characteristics/views/skills do I bring to this situation? and How can I build on/add to what has been said?  Visiting Waitakiri I loved and would like to explore: * The different col...

TEACHING AS INQUIRY: WRITING  Focusing Inquiry What is important given where my students are at? I have chosen to focus on three students in writing. A full description of their current development can be found here . Teaching Inquiry What strategies (evidence-based) are most likely to help my students learn? * Providing rich motivations * Giving students audiences/platforms for sharing their writing (wall, blog, sharing with other teachers) * Writing criteria (visual) and explicit feedback (verbal) * Individual modelling, prompting, praise and questioning Teaching & Reflection - (Action) T erm 1 The Baseline Situation * Variation in writing stimulus and topics engaged students * Modelling was kept short, but didn't engage all students. How can I increase involvement during modelling? * We did lots of writing about ourselves: favourite playground, a family member * Students loved ...

Kate introduced her six stages of Inquiry (Copyright EduKate), see details below: My Next Step  after this learning: * I am going to try planning backwards, flexibly planning according to needs of children and then documenting the learning as we go. * Focus more on FORMATIVE and SUMMATIVE ASSESSMENT e.g. a wall display or verbal statement from the children of their learning. This is EVIDENCE OF LEARNING AND TEACHING.  * Spend time unpacking key words, questions and ideas through engagement e.g. picture sorts, ask an expert etc 1. PURPOSE - So what does this mean for our Identity Unit: I will suggest to team that we spend  longer  on engaging the students into the concept of Identity and why its important.  e.g. tell a personal story about why my family is important OR start with the word identity on the board and have students draw/write what they think it means OR cut / sort paper words related to identity. 2. EMPOWERING STUDENTS TO TAKE OWNERSHIP ...

Progress to date One student may achieve the standard for After One Year at school. The other children are working at a 1B level. However, the group have made huge personal steps: * All students now plan and start their stories independently. * 2 of the students include initial and end sounds in words. 3 children consistently use initial, middle and end sounds * 4 students write and re-read their stories independently. 3 make corrections as they re-read.  * 3 of the children include conjunctions, and consistently write 3 or more sentences.  What remains challenging? Letter formation causes 2 students to work very slowly (and they see writing as physically taxing). Developing letter formation causes two other children to have problems when re-reading their work. The group would benefit from correct high frequency word spelling, and could add more details to their responses.  My next steps as a teacher * Continue to offer writing experience activities in rea...

Background: observing colleague with 4 students, who have been at school for two terms. Modelling focused on using sound words (roar, crash etc) and the picture book, Demolition , as stimulus. My colleague was interested in helping the children add detail to stories and use think alouds . Students all used sound words, used finger spaces, were actively re-reading and sounding out words. Some children also added detail. There was a positive climate; colleague praising students' effort throughout; writing was truly  co-constructed  between students and teacher ( kids encouraged to have a go!). There was explicit teaching, repeated throughout modelling e.g. stretching out words 'like chewing gum' and modelling knowing/looking words. Strengths colleague demonstrated / Next steps for me: * Clear reading-writing links made by teacher, often using questions, 'What would our readers want to know?' 'How should we read it?' * Model varied starts for sent...

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...

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 ...

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...