Charlotte Verity Professional Learning (School Based)

This meeting included a summary of maths teaching tools and strategies we are currently using, and our next steps as a school.  Rapid Routines include...  Full Notes Maths Staff Meeting 

 Focus: Start of day - setting a positive tone, use of Te Reo, inclusion of all students, student voice provision, interoception) Observation document and next steps saved here  .

Log in here: https://e-asttle.education.govt.nz/SCWeb/  Choosing the best fit test * Choose appropriate test for the child * The 'mainly level 2' test includes level 2 questions, level 3 includes mainly level 3 and some level 4 and some level 2. Give the children time to do practise tests, a week prior to the real test. This helps identify any who have difficulty with devices, sign in, reading questions etc and upskill them as needed.  The practise test could also be run with the whole group as a modelled/shared version. Understanding the quadrants: image link Viewing the Test Results Click on 'view reports' from the left hand side of the e-asTTle screen, set filter to 1/1/23 to xx/2023 and then view tests. Choose the level 2 test i.e. 23COL Lv2 PSILFRead. View in ' student speak '.

Understanding Behaviour and Responding Safely: MOE Staff Workshop 19/8/23 Full presentation  Understanding behaviour: we can only see the tip of the ice berg...what might be hidden?  History, perceptions, physiological things (e.g. sleep, food intolerances etc), psychological, personality (including propensity to worry), preceptions, cultural background and migration experiences, neurodiverse profiles.. Flat affect - A person with flat affect has no – or nearly no – emotional expression. It is important to know about children's background and connect with those who need it as/how/when they need it. Survival loop & threat processing  Some students are in a state of high alert, monitoring their environment for potential threats. These children are more likely to interpret neutral faces or situations as threats....this can cause a flight, fright or freeze reaction. It is important to have a shield around shame When people distract from feelings of shame/badness by l...

  Whakapapa of Te Maataiaho  Useful videos on link above Full Presentation The why... Maatairanga: the guiding kaupapa Maatainuku: creating a foundation Maataitipu:  vision for young people The what.... Maatairea: supporting progress Maataiaho : weaving learning within and across learning areas The how...  Maataioho:  school curriculum design and review Maataiahikaa:  connecting to place and community NELP Alignment  National Education and Learning Priorities (NELP) Objective 1: Learners at the centre – Learners with their whānau are at the centre of education Objective 2: Barrier-free access – Great education opportunities and outcomes are within reach for every learner Objective 3: Quality teaching and leadership – Quality teaching and leadership make the difference for learners and their whānau Objective 4: Future of learning and work – Learning that is relevant to the lives of New Zealanders today and throughout their lives Objective 5: World-clas...

This programme comes from the Peace Foundation  Building a toolkit for peaceful conflict resolution and mediation.  This includes the peer mediator programme and training.  Peer mediators are trained to deal with lower level conflicts / issues. Opportunity for different students to build leadership skills as mediators. Can build on / link to established virtues and values in the school. Negative reactions are common (remember this is a choice, however!) Resources on drive Animal Conflict styles  Pūpūrangi (avoiding)  Denial, avoid, withdrawal,  lose-lose situation Stop talking - silent or walk away; sulk; ignore the issue; can become resentful Kiwi (accommodating) Suppression, accommodating, lose-win situation Act as though nothing is the matter, Peace-keepers & like to preserve harmony, often say ‘yes’ to preserve the relationship, can refuse to talk about the problem, can become cross with someone afterwards (suppressed anger and f...

 Te Mana Raupō Staff Only Professional Development Day Strands of Language Jane Newberry's Presentation  The areas of language and common difficulties for students with speech / language challenges. They are often Developmental Language Disorders or DLD (non-transient). Words * Limited understanding of categories and word meanings Sentences * Difficulties with morpheme and grammar, i.e. ordering words, may miss parts of words, may miss words in sentences Sounds * Mix up sounds e.g. t for k etc * Difficulty relating letters to sounds Social skills * Difficulties communicating in varied situations * Difficulties reading social cues / faces  Memory / Learning  * Difficulty remembering sounds * Difficulty following patterns or directions * Difficulty in written or oral language, or both Discourse * Lots of restarts/revise speaking * Difficulty expressing self, infering and sequencing and / or figurative language (e.g. metaphor)  * May tune out frequently  * Li...

 Presentation by Nathalie Doering, much informed by Bruce Perry and his studies. Trauma : experience/s that have enduring negative impact/s.  Attachment can be... * Secure  * Ambivalent : can come across as controlling * Avoidant : withdrawn, reluctant to ask for help * Disorganised  The Neuro- Sequential Model The response we can take to assist children... 1. Centre (regulate) 2. Connect (relate) 3. Communicate (reason) Every positive interaction children have can help them heal. Recognise the need of the child, from a trauma perspective, before working with (or reprimanding) a child. Address that need before expecting a shift in behaviour. Remember ...lots of co-regulation may be required over months or years, before self-regulation is possible. Respond with Curiosity Will my response break or build trust? What do I hope to gain by this response? Is my response helpful and trauma-informed? What will / can my response model to the child? Core Beliefs Identify your c...

The Situation This year, our team has a group of diverse learners who we are working collaboratively to support.  We have access to Resource Teachers: Learning & Behaviour (RTLBs) assistance for this. Two RTLBs observed our lessons during term 1, and we also undertook student surveys with 16 students (half considered diverse, half not diverse). Their feedback is as follows. We are exploring how we might use a more UDL style of approach to support these, and indeed all of our students. Student Voice: Survey Results from whole cohort Student Voice: Survey Results for my  home group RTLB Observations Feedback From RTLBs and Team Discussion Some of the positives noted:  High level of teacher attention on appropriate rather than inappropriate behaviour  Students are scaffolded to complete tasks and reach success, at times with 'first, then'. Students have access and are encouraged to use a range of learning tools e.g. visual timetable, fidgets, wobble cushion Teachers...

Link to Presentation, created by Lisa Collier Heart Words & Orthographic Mapping * Students should be taught to map these orthographically, each of the phonemes or word parts can be linked to part of the English code.  * Students learn the codes of spelling through exposure and explicit teaching. * Teaching students the code allows for students to learn most efficient and effective brain patterns for reading. * Don't teach students to visualise or memorise these words. Teach them to decode. It is useful to alert them to the shape their mouths are making when they say each sound part.  * Students with dyslexia need more exposure, repetition and careful, planned teaching of the sound parts. * Orthographic mapping involves the student using the oral language processing part of their brain to map (connect) the sounds of words they already know (the phonemes) to the letters in a word (the spellings). They then permanently store the connected sounds and letters of words (along w...

Gifted Learners & Mindplus 

Full presentation by Caroline Morrit Background Reading and writing are reciprocal processes.  Reading and the spelling part of writing rely on phonological awareness.  Spelling involves encoding sounds and reading involves decoding sounds.  A cohesive approach best supports students' overall literacy development...or students are best supported to learn if spelling is taught explicitly.   Key Terms Phonology (spoken) - The organisation of speech sounds into words. Orthology (written) - The written spelling system of language. Morphology - The structure of words and parts of words - affixes and bases. Phonological awareness - An awareness of the sound structure of spoken words.  It includes words in sentences, syllables, rhyme, alliteration and phonemic awareness. Phonemic Awareness - The ability to isolate, identify, blend, segment and manipulate individual phonemes in words. Phoneme - A phoneme is the smallest unit of speech in a word.  The word...

  Click to view team and individual reflections

It was a pleasure to have Sue Leadbetter (Assistant Principal) observe my teaching of reading, using a new phonics based approach and book range. Various staff across the school are trialing this approach at present, and I am loving having an opportunity to learn and build my skills in this area.  The full observation and reflection can be found here.  Key positives which Sue noted:  * Children had a positive disposition in the reading class. I have worked hard to show a personal love of books, and to present our material as fun and engaging.  * I showed a sense of trust and belief in the children's abilities... this is very true, I believe they are all smart, inquiring children who have every potential. I believe they can become great readers with the right teaching and resources from us, and engagement and effort from them,  * Explicit teaching of phonics related skills were clear, e.g. fast blending.  Possible challenges/next steps (with my reflections h...

  Teacher Only Day Workshop 31/08/20 The Ecological Model, Brofenbrenner Under this theory, the child’s development is viewed within the context of the systems and relationships in their environment, extending from the micro (e.g. immediate family) to macro. Microsystem: small, immediate environment the child lives in. Mesosystem: is the interlinked microsystems a child is involved in, e.g. the connection and relationships btwn home and school. Exosystem : the relationships that exist between two or more settings. Macrosystem :   the largest system, it encompasses all the institutions, people and relationships that affect the child. It includes the values and beliefs of the cultures involved. Chronosystem : the shifts or changes in one’s lifetime, e.g. moving towns, divorce etc. Universal Design For Learning https://everyones-in.tki.org.nz/ PLANNING TOOL FOR UDL Overview ·        Aim to teach the “hardest” children, and the ...