Charlotte Verity Professional Learning (School Based)

Completed by Amanda McLean and Charlotte Verity re: Hub 1-2 New Entrant Link Collaboration What worked? Shared spaces - change of programmes according to student needs, and going back to basics to teach where resources are in each class. Being consistent with self-management and tidy up expectations was important. Having shared systems worked - ,we borrowed items and ideas from each other and just incorporated e.g. using the 'tahi rua toru wha' call for attention or having children bring their reading folders to the floor. We have an open, honest rapport and have checked in with each other daily (and sometimes hourly!) to ensure we are on the same page. We have discussed potential issues openly and without taking offense e.g. behaviour management; dealing with specific parents. Backing each other up in front of the children was important too. Next steps If we were to continue to work together, we'd look to do more observation and modelling of each other, and perh...

As part of my current University study around Curriculum Leadership, I have conducted an action research project on my mentoring strategies. The research involved a literature review of writing strategies for NE children, and two conversations with a colleague. The colleague and I collaborate on planning and teaching our classes. I was particularly interested in finding out her thoughts on what helps our students: * Engage in writing * Develop independence in writing Our conversations and the literature review helped me to realise that our N.E. students most need: * Writing experience activities to build fine motor strength and letter formation * Purposeful tasks, to give them both the motivation to write, and to help them realise the varied uses of writing in their lives. Examples that we discussed and have set up included letter writing, labelling, writing / copying environmental print, scaffolded sentences and mini-books * Engaging tasks, relating to their interests * Qu...

My visit to Somerfield School was both inspiring and grounding. I meet with Year 1-2 teachers, and had these questions in mind: * How is writing planned for student needs?  What routines are in place?  How is differentiation provided? How do teachers collaborate? Using assessment to plan groups, one teacher withdrew an extension group. Two other teachers worked collaboratively in one space; one doing shared / modelled writing while a second teacher took two focus groups (one after the other) on specific skills. Students had clear success criteria for writing, annotated in each book. The criteria were also displayed in the room. Children were encouraged to work on just one goal at a time. Questions and next steps for my team/myself: * Would we benefit from using this model of teacher collaboration (2 teachers in one space) in future? * How does our success criteria compare? Is it displayed in room? Am I referencing in feedback conversations? * Can ...

14 March 2016 The best moment of our day was after lunch.  My NE class and I headed outside for a short PE session.  three children got waylaid on route, having stopped to collect acorns. So we all stopped. And we went back. And we spent 10 full minutes collecting and then discussing  what we know or what questions we have about acorns. Our thoughts: * they sometimes have a hat * they turn brown with the sun * the drop from the trees * there is something inside * they can grow into trees * we have to look after them because they are part of nature * if we squash one then it won't become a tree and our questions... * how long have they been there? * why do they fall? * where do seeds come from? You will pretty quickly see that most of the children's questions were answered by other children. Tuakana-teina and peer-led learning in action! Everyone was equal - all had a chance  to share while all others listened. Everyone had something to say,...