Leadership Inquiry Reflection

Writing Snapshots

Today we introduced to two snapshots per term of writing. These assessments are from the ARB site. Students are then marked according the assessment. It is important to follow all the sets instructions for the tasks. Children are marked from the standard.

How will this help my practise?
This is going to provide me with quality assessment that I can use to inform teaching and also to help kids. This idea has given me thoughts to maybe use this for the start and end assessment at each writing genre.

ICT Lead Teacher Reflection

Sometimes as a leader you are going to face negativity. How do you deal with it? People don't always like what you say or believe what you do. You will upset people but at the end of the day if you believe and value what you are doing I think it is important to carry on.

As a visonary you need to be willing to try over and beyond even if it doesn't work.

How do teachers handle conversation (Reading)

Three stances
* Consulting - Specialist is providing most of the info and does most of the problem solving.
*Coaching - Teacher provides the info and does most of the problem solving.
*Collaborating - Both do equal parts of the information and the problem solving.

Changes to Writing Practice

This term I have introduced the success criteria at the start of a new genre. This helped students to see what is requied at the beginning. During a writing group students are sharing their writing and as a group we are giving feedback againist the success criteria. I have found that students are more aware of the success criteria and are easily selecting their next step.

For me as a teacher I am able to keep indepth formative assessment and it is helping me to change and teach for the students needs.

New Timetable System

With the start of the new term it was time to iron out some of the wrinkles. The biggest struggle I found last term with the defireniated programme was students being able to manage their time. I tried to go to daily taks rather than weekly. I also had tried using a pen and pencil paper timetable. Both of which I didn't think worked.

This term I have decided to use a visual timetable. The students need to place their sections of when they are doing a certain part of learning of each day. Then I have set a timer to go off each half an hour to stop and allow students the opportunity to change.

So far this has really helped students to manage their time.

Writing Conferencing Session With Kara Mason

Today was a thought provoking session on how I run conferencing for writing. I am currently trying to do individual conferences.

After todays session I want to move to doing writingin groups, I am thinking that I will be chaning it to doing it into their learning groups. One thought that has stuck with me is that I want to run the procedure in one run and then a plan for other areas such as focuses that come from the matrix.

My next step would be to make sure that my conferences are focused and teaching the students something. I want to move to having two days a week when I see two groups each day and then one session on inquiry focus writing. Then I would spend the next two days teaching the matrix focus, with one group doing the inquiry writing.

It has made me think about how I am planning for my week with reading, writing and maths. My thoughts that I am going to try next term using her formative assessment sheets rather than having it on my planning. I also think that I need to move my kids to daily tasks rather than week as I don't think that they are doing enough writing.

I am thinking that with my differenated programme I need to give things out daily and the tasks need to vary between groups.

ICT Leader Teachers Workshop - Coaching

At the heart of coaching is really listening for what is not being said or what the real message is being said. As a coach you need to ask the questions that may require help rather than fix it strategies.

This workshop is fantastic for my coaching inquiry focus.

When approaching someone with something have evidence base, before approaching the problem.

Discussed how I had used 1:1 strategies by planting a seed and then getting them to share it with another person. Getting them to be empowered to share with someone else.

Key Points in the Reading
How to talk so Teachers Listen

• Relationships making it safe to deal with people providing Differated Support
  
• Coaching/Collaborating/ Consulting

We may use one stance or can move between the three depending on the person and situation. The skill is to know when to use in what situation.

You can't coach someone who doesn't have the skill, coaching is the way you question and find out what is already there. Person you are coaching is doing most of the work

Collaborating working together to get to a joint understanding.

Consulting you are doing the work as a leader.

So where to from here?

To work through the three phrases and decide what situaton is right for each person. With a goal to be in the coaching mode.

Changing My Teaching Style

After a lot of thought I changed my teaching style to the facilitator. This meant good bye to groups and hello to teaching students the skills for learning. So it means that each day we begin with looking at the tasks and breaking down what it is that I need to learn in order to complete the tasks over the next week. We still do writing, reading , maths and inquiry.

By planning the tasks for learning it has guided my teaching but also allows more time for conferencing to meet the students needs as well as being able to target learning areas.

Today I felt a state of discomfort and was ready to go back to groups and maths being done at maths time rather than students having choice over when they want to do things.

After calling a meeting and asking the kids what they thought. They wanted to carry on with the new system. They were honest that they found time limits hard to stick to. We decided that I would provide them with a print out of the learning tasks as they find it hard to look at all of the tasks online.

After lunch today we sat down and went through the learning in each of the tasks. Highlighting what it is that we may need to learn. Students reflected on how they needed to take responsibility for their learning and they felt that the new system allowed them to feel in control of their learning.

I think for me as a teacher I was concerned that I wasn't doing what I needed to. But on reflection now I had not thought through the process of how this could pan out. I expected the kids to be able to do it. By going back to a pen and paper timetable and unpacking the tasks and the learning. I feel better and the kids are more confident.

Next year I would like to spend the first two weeks just breaking down tasks.

On Friday I am going to go through the tasks that I have set with the kids and ask them what I need to teach them to plan the following weeks teaching.

We plan together!

Carol Session -3

Be uncompromising in what you expect to be delivered but be patient with the people delivering it.

I agree

· Everyone has their own style and are able to teach it in different ways

· Provide reflective time afterwards

· Goal the same but how people get to it different.

It is about people work not power work. Sometimes people abuse their position of power when others don’t have the tools to get it.

Key Point Today :Working through Others

ü It is impossible for the Principal to do everything. The tasks, responsibilities etc can be delegated.

ü Accountability is always with the person delegating.

ü Through my role I have to delegate through others but I am still responsible for the outcome.

In order to work through others

1. Trust- in the others that you are asking to do

2. Accountability

3. People work

The Five Practices of Exemplary Leadership

Reading from ICT Cluster

I found this reading fantastic, I could relate to all 5 practices and it has allowed me time to reflect on where I can improve.

First I want to summarise a few points under each of the five practices as I feel they are of value to me and are the sections that I was able to reflect on my leadership in ICT throughout the school.

Model the Way

• Leaders need personal credibility
• If people don't believe in the messenger, they won't believe the message
• Titles are granted to you, leadership is earned
• Leaders have to stand up for their beliefs and be clear about their guiding principles
• As leader you can't impose your values on others and expect them to commit. (This is where I have reflected and we are running workshops on the purpose of blogs and class pages so that staff see a purpose and can create a shared belief.)
• Engage others to common goals
• Create shared values and embrace these

This final statement really stuck with me as a sign of leadership

"Leaders do what they say; whether their words and deeds are consistent. Leaders set an example and build commitment through simple, daily acts that create progress and build momentum."

I feel that I do this I model good practice of ICT and support others in their journey meeting their needs along the way.

Inspire A Shared Vision

• Leaders inspire a Shared Vision by envisioning the future and enlisting others in a common vision. (I think I need to do this better so have set up a workshop on the purpose of blogging)
• Leaders passionately believe that they can make a difference.
• Leaders cannot command commitment; they can only inspire it. What may begin as "my" vision emerges as "our" vision

Challenge The Process

• Those who lead others to greatness seek and accept challenges
• Leaders challenge the process by searching for opportunities and by experimenting, taking risks and learning from mistakes.
• Leaders must remain open to receiving ideas from anyone and anywhere
• Leaders know that experimentation, risk and even failure are involved when taking up challenges

Enable others to Act

• Leaders know they can't do it alone. Leadership is a team effort. (This has been my greatest achievement over the last year, realising that I don't have to do it on my own and to use my team to help me out. Celebrating their successes in leadership with them.)
• Enable others to avt by fostering collaboration and strengthening others.
• Leaders proudly explained how teamwork, trust, and empowerment were essential to strengthening.
• At the very heart of cooperation is trust.
• The work of leaders is making people feel strong, capable, informed and connected.

Encourage The Heart

• Part of the leader's job is to show appreciation for people's contributions and to create a climate of celebration.

I have been sending emails to staff who have been showing and sharing blogging with others to congratulate them on their efforts. I had fantastic responses from people.

Team Meeting 3.5

To we had an indepth discussion on planning. After sharing our planning and talking about the purposes, I feel confident that my planning is meeting the needs of the students as well as any other teacher that walked into my room and needed to teach.

One part I am still unsure about is the purpose of the unit plan. When it was being discussed I interpreted that the unit planning was for you only. However after reflection I don't think I agree. I think that the unit plan is for everyone and is just as important as the daily planning. I see it as the back bone to your classroom. If it is not sound and strong then you spend your weeks searching for resources. The unit plan to me should be detailed and focus but have room for movement dependent on the students as they develop through the unit.

Writing Reflection Term 1

Teacher Inquiry Focus: Student Conferencing
What have I done so far?
Students have a log and I have worked with 3 students a day on identifying parts of the matrix that they have meet well. Getting the students to tell me what they think they did well and where they would like to go to next. I record the conversation in their logs.
Successes:
Students are aware of the matrix and examples of each aspect of the deeper features.
Students are able to identify what they did well.
What hasn't worked:
Some students that are more dependent struggle to write without support when I am conferencing.

Students struggle to identify where to next.

Joy Allcock DVD Chapter 1 - Blending, deleting and substituting sounds

Some key main points that I got out of watching the first section:

• Words are strings of sounds


• That we use letters in various combinations to write these sounds down.


• That the same sound can be written in many different ways


• That the same letter or spelling pattern can be pronounced in different ways.

She also drew attention to it doesn't matter how old you are you can always relearn the sounds as long as the four main understandings are ingrained.

So where to for me and my practise

Teach the sounds and let students that this can be written in many differnet ways.

Over the holidays to read parts that I need to teach in relation to the GAP analysis test.

Maths Action Plan

1) To teach mathematics in context.
• Make connections between Maths and other curriculum areas.
• Teach maths in context in non Number Strands. For example, teaching decimals when working with measurement.
• Teach maths in any situation e.g. EOTC, camps where relevant.
2) To track progress in Mathematics
• To ensure we are using GLOSS to test for Numeracy Strategy stage throughout the year whenever our team is teaching a particular domain.
• To ensure teachers are familiar with the mini GLOSS test questions and Dinah’s sheet for recording students’ responses.
• To record data on MUSAC to show beginning and end of year levels and stages in every strand.
• Dependent on Team planning as to how often these are done.

3) To use the data we have to change and inform our teaching
• To use Knowledge and basic facts tests to identify next learning steps.
• After completing the Mini GLOSS tests on students, identify their next learning steps, and ensure these are covered in Mathematics programme.
• To analyse all the data from all the strands of Mathematics and identify trends, strengths or weaknesses of students. If there is a specific trend e.g. if students are failing in Measurement, then make that a focus for Dinah to help us improve our practise in this area.
• Use the PAT Maths Data to identify gaps and use these to create our Thinking Thursday Problems.


• Use grouping sheets provided in Maths folder to group students according to strategy. Record Knowledge percentages beside their names and arrow over any movement/progress.
• Twice a year for Knowledge test. Four times a year for basic facts.
• Dependent on Team planning.

E-Share Ashhurst School 21.3.11

David Reardon
Classroom of the future – The impact of the handheld device. Not after 6 schools that come out with the same outcome. The work of the cluster is not the solution an opportunity to share. It is what is in your school that is important.
The five national goals that help :
1. Students to become successful digital citizens;
2. Principals to lead the integration of e-learning in their schools (strategic and operational);
3. Teachers to integrate e-learning effectively into their practice creating an innovative and exciting environment for all students;
4. Family and whanau to actively participate in their child’s learning;
5. The sector by sharing online professional reflections to inform colleagues of the challenges and opportunities afforded by e-learning.
E Share Importance
To support the teacher inquiry process
Just in time learning
To explore beyond our own gates (cooperate? Collaborate?)
Enhance student learning outcomes

Carol Lynch - Leadership Workshop 2

Leaders must be close enough to others relate but far enough ahead to motivate them.
Agree with this statement at times you need to pretend.
This quote infers planning and that you are going somewhere and you know where you are going.
As lead teacher role you are a change agent
We have a start line and you as the leader are ahead. However not everyone is not at the start line. You can’t use a blanket approach as then you are not getting all the staff.
What strategies do I use to cover all the needs?
The implementation of e-share. However at the moment it is not covering all needs need to make sure next term it covers a wide area of abilities.
Principals of effective teaching apply to leading.

1. How do I see myself as the lead teacher?
Fix it person at times, the knowledge of everything and at times some people are disappointed when you don’t know. Guide and delegating tasks out to others.
2. How do others see me?
Helpful, having ideas to offer and a person to celebrate success that they have had with.
3. How do you know?
People sharing ideas with me, seeing ideas in class blogs on walls and sharing. Seeing growth in others.

Two types of change 1st order change and 2nd order change. 1st order are when people can still keep their beliefs but make little changes. 2nd order change is when people have to change their whole beliefs.

How are others having a say in ICT?
At the present time not much. This year we have had a delegation with team to do workshops. Next term will ask teachers what they want.

A leader cannot lead if the followers don’t follow. You get appointed from above but it will be unsuccessful if the followers won’t follow.
Power
Positional Power
Positional power, or authority, is conferred by a position or role within an organisiation. The follower responds to this kind of power because the person exerting it is able, by virtue of what they are and the role they fill, to direct the behaviour of the follower and to ‘punish’ any resistance of the power.
This type of power is commonly associated with management.

Personal Power
Personal power or influence may be exerted by individuals at all levels of an organisation, irrespective of the position they hold or the authority they are able to wield. The follower responds to this type of power because they acknowledge the value of the relationship they have with the person exerting it, and understand that failing to respond may have a detrimental effect on that relationship.
It is the type of power most commonly associated with leadership.

Knowledge Power
Knowledge power is based on the expertise of the person using it. Like personal power it can be wielded by individuals at any level of the organisation. Followers respond to this type of power because they accept that the greater the knowledge or experience of the leader gives them the right to guide their actions. They are inclined to follow the example of the leader and emulate them out of respect for their expertise.

When people are confrontational it doesn’t mean that they have a personal problem with you it is that the issue doesn’t sit comfortably with them.
Homework
1. Which power base do you predominantly use, and why?
2. Do both positional and personal power have a place in your leadership style? Describe the up sides and down sides of each.
Read The Five Practices Exemplary Leadership

LEADERSHIP INQUIRY-TE APITI CLUSTER 2011

LEADERSHIP RESPONSIBILITY-What am I responsible for as a lead teacher?

• Developing ICT in the classroom practise across the school.
• Implementing Ultranet across the school.
• Facilitating the ICT Team


AIM - What am I trying to achieve this year-for teachers/for students?
• To have an integrated approach to putting ICT into classroom planning.
• Time to work 1:1 with other teachers to help them input ICT into their planning.
• Use of a range of web 2 tools.
LEADERSHIP- What leadership learning might help me to achieve my aim(s)? What will I focus on?
• Coaching others so that they are solving the problems.
• Communication with others so that they don’t feel like they are in ‘trouble.’

‘The Dimensions of effective literacy practice pgs 12-15 in ELPS.

Read ‘The Dimensions of effective literacy practice pgs 12-15 in ELPS.
What do we know about literacy learning?
That all dimensions of effective literacy need to be present in all literacy learning experiences.

What do we know about our learners?
That they are having difficulty in writing deeper features in their writing. Thery need to be engaged in meaningful experiences to help them retain literacy experiences.

Instructional strategies are the deliberate acts of teaching that focus learning in order to meet a particular purpose. How is this included in our planning? Are we including a range of purposeful activities?

Through a range of meaningful experiences and providing guided lessons, allowing students to share their ideas with other talking buddies and then moving onto independent learning.
By using a range of thinking tools and different experiences allowing students to revist particular learning concepts more than once.

e.g students using texts as models to identify powerful verbs. Then using bus stop activities where students place into application. Moving onto modelling using them in writing.

Literacy Action Plan

Literacy Curriculum Team Action Plan 2011

Team Members :
Kara Mason, Renee Strawbridge, Debbie Sorensen, Marie Palmer, Tash Whitta, Sharron Bester, Kirsty Wilkinson, Kylie Gorrie
Team Overview Statements:
The aim of the Literacy Team is;
• To ensure progress and achievement in Literacy, through;
- Implementation of effective Literacy Teaching practices that are monitored and maintained throughout the school
- Students’ being involved in quality Literacy experiences which foster a love of speaking, reading and writing and which celebrate students’ success.
- Teachers’ having the resources and support, including professional development opportunities, to deliver quality Literacy programmes.
Team Goals:
1. To improve students’ reading comprehension across the school.
2. To monitor the teaching of writing in classrooms.
3. To implement school-wide spelling expectations and practices.
4. For students to participate in a range of ‘Literacy’ events.
Implementation of Goals
Specific Action Timeframe Who Outcome
Goal 1 Gather relevant reading data. (Running Records/STAR/Reading Comprehension) Interpret data.

Gather information about areas of comprehension that students are having difficulty with/trends/strengths.

A range of forums including professional reading, PD sessions to focus on;
Comprehension strategies:
- What are they?
- How are they taught? Which ones when?
- Integrating strategies across the curriculum.
Texts:
- Suitability.
- What do we have?
- How to use them appropriately.
Effective Literacy Practice:
- Facilitating effective discussion/prompting/ scaffolding learning
- Planning and assessment.
Teachers are reflecting on their practice through guided and own reflection.

On-going monitoring of data. Term 1


Teachers/Kara We will have comparable data available to be able to measure progress over time.

Teachers will have information about the types of comprehension difficulties students have – they will be able to focus on these areas. As a team we will be able to pin-point focus areas/resourcing/PD.

Teachers have an understanding of the comprehension strategies. These will be taught explicitly. Teachers will know that strategies should be integrated and drawn upon by students as they are needed and that they are applied across the curriculum.

Teachers know the resources we have available. Teachers choose texts which are appropriate for teaching particular strategies. Teachers understand the importance of knowing their text.

Teachers develop their understanding, knowledge and practice in Literacy.

Teachers are becoming aware of their practice and making modifications where necessary. Teachers have opportunities to discuss their practice with others.

Target groups can be identified. Student achievement can be monitored.
Goal 2 Teachers to familiarise themselves with the Writing at Roslyn school folder.
Meeting to go through what is in there and what the school expectations are.
3 teams are focusing on Writing as their PD focus. See Team Action plans for Ferns, Mana Tahi and Te Roopu Arohanui.

All teachers know what the expectations for writing are.

Teachers develop their own understanding around effective teaching practices in writing.
Teachers have samples of writing to add to their team moderation folders which have been moderated across school.
Teachers have an opportunity to unpack writing matrix.
Teachers are provided with resources to support programmes.


Goal 3 Meet with Literacy Team to review the plan we have from course attended by Kim, Renee and Kara.
Deliver to staff and provide the relevant resources/documents. Term 2.

Term 2. Literacy Team

Literacy Team Decision will be made about how we want to organise the spelling programme and how it will be set out as a plan for the rest of the school.
All staff will have a plan to follow for the delivery of spelling.
Goal 4 Literacy Awards to be started. Information circulated to staff about the selection process. (Addition of shortlist names)

Book Week to be promoted and implemented. Literacy Team to meet prior to this to plan events and activities for this. This will include Book Fair and Literacy Lounge evening and Literacy Quiz(Training of team) as well as other events that were successful last year. Term 2. Week 3.

Teachers will have regular opportunities to discuss Literacy data. Students will be recognised for their Literacy Achievement.

Students, Staff and Parents will support the Book Fair.
Parents will attend the Literacy Lounge evening to get ideas for promoting reading at home.
Students will enjoy some exciting literacy events during the week and foster a love for reading.

ICT Lead Teacher Reading Response

RESPONSE FRAMEWORK FOR PROFESSIONAL READING

Reading: Short on Power long on Responsibility

• By: Richard M Ingersoll
  
  Date: 15.3
  REFLECTIVE QUESTIONS – PERSONAL RESPONSE
  What key issues emerge from this reading?
  * Teachers have little say in management decisions

* Little input and not say

* Schools have dominant hierarchical structures





How do the writer’s views match with my own experiences/beliefs?
Schools seem to have dominant management strucutres and unless you have strong communiuication and trust within that management structure your voice can be missed.

Does the reading confirm existing good practice in leadership?
No

Does the reading challenge practice about my leadership?
No as I am not in a management position to make budgeting and suginificant changes.


Do I want to use the ideas in this reading? How?

Not at this present time as I am not in the position to change management structure.

Creating win-win discipline By Dr Spencer Kagan Reflection

Can you think of a time already this year when a child has 'acted out'?

Briefly describe what happened:

Student A was asked to upload a document in his uspace. He worked through several steps on his own then came to an area where it was more difficuilt. At that time I was engaged with another student and Student A started screaming and thumping his feet and fists.



How did you deal with the situation at the time?

At the time I asked student A to ask another student for help. Student A asked another student for help but got frustrated when they started showing him how to do it, he got frustrated that they were showing him exactly what he had already done and started stomping and throwing his fists. I asked him to leave the room to calm down and then to return when his anger was in check for help.



Which of the 7 positions was the child coming from?

Anger venting


Knowing this what would you differently next time?
Beware of this next time and implement a response where student A removes himself from the learning when needing to vent.

Reciprocal Reading

Kara came into model a reciporical reading session. In folder on shared students is all the resources needed to run the programme. Focuses on two of the learning intentions a day. Reciporical is giving and talking to each other about the text. The only way you understand what you read is to read it.

Root word is the simpliest form of the word.

The process:

• Select learning intentions


• Then go through the four steps - Clarifying, Questioning,Summarising,