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.
Friday, March 25, 2011
Tuesday, March 22, 2011
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
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
Wednesday, March 16, 2011
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
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.’
• 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.’
Tuesday, March 15, 2011
‘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.
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.
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
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.
Monday, March 7, 2011
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.
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.
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