Tuesday, December 18, 2018

A Year in Review

Looking back on my 'Walking on a tightrope' post at the start of the year, my one word was 'DO'...

Reflecting on my 'DO'
  1. Get-up-and-Go (be determined and full of energy) - This I have definitely achieved in all areas this year. 
  2. Stop and celebrate [even little] Successes - Yes, not only did Seesaw's ePortfolio enabled me to regularly check in and comment on students' progress, which has been celebrated weekly by a 'Virtue award', but progress was recognised and celebrated almost daily in our learning environment. 
  3. Look after myself (no school work after 6.00 pm) - Although I did look after myself, I was not able to do no school work after 6.00pm... in fact due to all my responsibilities, I have been working later than I have last year, even during weekends! Maybe this goal was a bit unrealistic?
  4. Continue DOing [something] despite difficulties (stick-to-it-iveness) - Thankfully, I did not experience any difficulties (personally)
  5. Do what I believe to be best for ALL my students as they are my number one priority - As I understand the importance of inclusive education and that for some learners to access the curriculum and realise their potential, I was able to focus effectively on curriculum adaptation and differentiation.
  6. In my role as Assistant Principal and ICT Lead, I will take the 'bad days' in stride and remember that I get to start fresh tomorrow - One of my leadership strengths, I believe, is to actively support colleagues, reframe dialogue/thought processes to eliminate deficit thinking and focus on the capabilities, progress and successes. I have been able to transfer this effectively in my leadership role, enabling and fostering a positive, safe and united culture where successes are celebrated with all staff. As an effective communicator, I demonstrated exceptional communication and interpersonal skills in my current roles, supporting staff as and when needed. 
  7. Blog more regularly - Not yet...

Highlights for me this year
1. Some of my Professional Development included:

  • SENCo Development and Training online course/study through Raising Achievement
  • Embedding Oral Language Across the Curriculum workshop by Sheena Cameron & Louise Dempsey 
  • Anxiety, Learning and Behaviour workshop by Dr. Izelda Pelser, Educational Psychologist, MOE 
  • ‘The Developing Brain’ workshop by Nathan Mikaere-Wallis 
  • Online training to be recognised as a Seesaw Ambassador
  • Digital Passport: Workshop One - Years 1 - 3 Certificate 
  • Digital Passport: Workshop Two - Years 3 - 5 Certificate 
  • ‘Setting your School up for Success’ seminar for SENCo / RTLB / RTLit
2. My Presentations:

  • Digital Technologies & Hangarau Matihiko: Build awareness and mobilise (Staff meeting - 11 June 2018)
  • Collaboration for Success: SENCo and Learning Difficulties (Staff meeting - 28 May 2018)
  • Digital Citizenship & Cyber Safety (Staff meeting - 14 May 2018)
3. Teaching as Inquiry:
After administering an Oral assessment, I analysed the data, which helped me to identify target learners who are ‘at risk’ and their specific areas of need. I then started my 'Teaching as Inquiry' by asking 'How can I enhance students’ oral language skills through retelling (news & after guided reading) using Seesaw, which will then also result in authentic writing experiences?'

I planned deliberate activities that meet the needs of these learners, whilst also capitalising on spontaneous authentic learning opportunities that support oral language development.

Student achievement can be seen as shown in the end of year spreadsheet below. 
Although Student 4 still requires some support (student had trouble with attendance), I am pleased with the overall progress.

4. Other:

5. End of Year Highlights:
I received so many lovely messages and gifts... here's just a few messages... #EndOfYear #FeelingBlessed

~ "Teachers should not forget how far they take their students every year" ~

Saturday, October 27, 2018

Seesaw Featured Contributing Author

Thank you for the the lovely email ! 🤗 Feeling privileged to be part of the Seesaw community and for being able to share activities!

Friday, October 12, 2018

Saturday, September 29, 2018

CoL TOD - Taking our Community on a Journey

Outline of my involvement during the Day...

Moral purpose

1. Recap Appreciative Inquiry & Sharing of Teaching as Inquiry
Adjusting the lens we look through - Making a conscious decision to look for strengths.
Coaching skills to be used - active listening - without interruption and reflective questioning at end. 
Genuine Inquiry - open minded, declarative statement or genuinely open and non judge-mental reflective question
Positive does not ignore deficits but instead focuses on the solution

2. Evaluating Effectiveness
Hard data vs rich data - formative, making sense of the work children are doing, the shifts they are making.
Appreciation - how do we talk about the hard stuff - challenge each other - to ask a probing reflective question does not show lack of appreciation - the way the question is communicated is possibly the key - today and the way we are working together is about digging deeper - in a non judge-mental way.  Holding up the mirror
Sometimes in our work as Principals, DPs, or HODs we work in a mentor role where there may well be an element of judgement and direction in a learning conversation, but this approach is not about mentoring - it is about listening to understand and asking probing questions to deepen understanding and to require the presenter to deepen their reflection.

3. Knowing they impact
Knowing they impact - if we are to be innovative as a profession and if we are to make a difference for kids we need to work through ways of knowing and justifying what works and why. - as a profession.
The way you think about your role as a leader or teacher defines the way you work and the impact you will have.

4. Oral language focus - What has been the effect of the work you have been doing with students?
Ask reflective questions - in line with coaching- levels of reflective questioning.
Have levels of questioning for students.

5. Disrupting the status quo
How can we create a learning system where all young people leave as successful learners.
Not about cruising through the system or dumbing down learning.

What are the rich skills we want to assess? (that would enable this goal)
What do young people need to know/do? 

6. Bus stop activities

7. Evaluate well-being 
Discussion:  Looking at ways the current system might impede well-being and success.

Evaluate personal identity, language and culture (Do I know the language of mine) 
We become our stories – so... What are the stories we want to tell about Reporoa? What does it mean (look like, sound like, feel like) to be an actively involved, confident, connected member of our community?
What is already working well in our community? Who are our success stories? What worked well for them?
What part do you play in this? What is your responsibility in this story?
What do we expect from each other and from ourselves?

~ "The manager accepts the status quo; the leader challenges it." - Warren Bennis

Friday, August 24, 2018

Seesaw Contributing Author

I am sharing activities I create on Seesaw (for my students) with other teachers (over the world) to use too.
Received this email in recognition from the Seesaw team in the USA. How uplifting! 

Thanks Seesaw!

Friday, August 3, 2018

Further assessing children identified as 'at risk'

As part of my online SENCo training, I had an opportunity to work with and learn from Jenny from Raising Achievement on assessing students identified as 'at risk' to further identify their specific learning difficulties using a Screening Assessment kit. This will be very helpful in my role as SENCo and will enable me to create a specific plan to help cater for the needs of these students.
The purpose of the Screening Assessment is to find underpinning cognitive weaknesses. These are the underlying reasons why students are being held back and not able to achieve in academic subjects. Underpinning Cognitive Weaknesses are Auditory and Visual Processing problems. Other Underpinning Cognitive Weaknesses are things like processing speed, short term and working memory and gross and fine motor skills.

I learned about the different Screening tools and what to use for students under the age of 7. Yes, it can be done under 7... and [in my opinion] early identification is vital.

I am absolutely loving my role (on top of everything else) as SENCo. It is rewarding to see how students progress when given extra support and to see their confidence grow!

I am looking forward to implement my new learning into my role to support students, teachers and teachers' aides.

~ "A child with 'special needs' will inspire you to be a special kind of person. - Anonymous ~

Wednesday, July 25, 2018

Oral Language across the curriculum

This workshop presented by Sheena Cameron and Louise Dempsey aimed "to support teachers to include more quality 'learning talk' in the classroom and to embed purposeful oral language opportunities across the curriculum." This was timely PD for my Teaching as Inquiry with my focus on developing Oral Language.

We started the session with the Talking strip - Introductions' by turning to a partner and by follow the steps on the strip.

We can use oral language strips to get children talking and using full sentences. Explicit teaching can include using pictures - lips closed, eyes open, ears listening etc.

The types of talk:
1. Exploratory talk (to help us understand and develop ideas)
2. Presentational talk (to share ideas and information and to entertain others)
3. Conversational talk (to build relationships)

Types of listening:
1. Informational listening (to obtain information and understand ideas)
2. Critical listening (to evaluate ideas and form opinions)
3. Appreciative listening (listen for enjoyment)
4. Responsive listening (listen to build relationships)

Establishing a 'think, pair, share' culture. Move away from the 'hands-up' approach as it is controlled by the teacher and severely limits student talk. This often results in a small group dominating the talk in a competitive manner.

Listening activity ideas:
1. Partner activity: call a friend - pretend to talk on the phone to a friend about something. Sit back to back and share.
2. Barrier games - making shapes, use a barrier to hide. Two students have the same bag of sticks. One student makes a shape, the other has to make the same shape through listening to the other's description. Another one is the Pizza barrier game where one has to explain to the other how to add pieces on the pizza.

Asking more open questions using:
1. Question strip
2. I wonder...?

Students should be talking in full sentences and elaborating on ideas...

Some elaboration questions / Prompts:
- Tell us more about...
- Why do you think that?
- Can you give us an example?
- What is your evidence?
- Can you justify your opinion?
- I have another example...
- I have a different idea...

Some alternatives to questions:
1. Students sit in a circle. Introduce a talk topic. Students use a microphone for taking turns to talk and to generate questions.
2. Shared Reading - predictions from cover. Do think-pair-share. Move away from hands up.
3. Make a suggestion - "My idea is ..." can help with getting students into a discussion

Talking groups:
Use different groupings to increase opportunities for student talk
1. Think, pair, share (partners)
Pausing in a lesson engage students in 'think,pair, share' and benefit both students and teacher as students shift from passive to active learning.
- Think:  allow students five seconds to think of what they will say
- Pair: students talk for a short time with a partner. Teacher can end talking time with simple countdown from five
- Share: a range of students can share back responses when appropriate and not necessary every time students talked to a partner.

2. Think, pair, square
Instead of sharing back as a class, partners can turn and face another pair and then share as four. Students can listen to ideas from one pair and summarise/add and new idea/ask a question.

3. Doughnut circle
Students sit or stand in two circles, outside one faces inward and inside one outward, so that all is facing a partner. Each student have a turn to speak. When it is time to change partners the teacher could call 'switch'. The inside circle then moves one partner to the left.

4. Jigsaw
Effective when planning an in-depth collaborative task. Each student in the group is given a number e.g. 1, 2, 3 or 4. Students with same number move to form a group. students then work together to learn about a topic and afterwards return to their home group and each team member shares his or her information.

5. Listening triads
Students work in groups of three taking on roles e.g. speaker, questioner, recorder [and/or] speaker, listener, questioner. The speaker talks about something specific and afterwards the other two students follow their roles by either asking questions (Questioner) and taking notes (Recorder) in order to feed back to the speaker, another group or whole class. Roles can be rotated.

6. Circle
This is a common grouping in the classroom. The idea is that everyone in the circle have a turn to say something. Students talk and listen to other's ideas and points of view. It is also good practice for speaking in full sentences.

7. Line up
Similar to the doughnut circle except students face their partner in two lines.

8. Horse shoe
Similar to the circle, but students are able to view the teaching area as well as each other.

~ "Children need writing to help them learn about reading, they need reading to help them learn about writing; and they need oral language to help them learn about both." - Anonymous ~