As Part of the Maths PLD, we have been developing a document known as out CAP (Curriculum and Achievement Plan. The aim of this plan is to help embed the Spiral of Inquiry and make it easier from year to year to have all the links and resources available and in one easy place. Initially this was developed with the Mathematics len's, however this can be used for all curriculum areas. This link is a PDF which takes the teachers directly to the documents they need for plan the next steps of their inquiry. 

This is linked to my performance goal of 1.1 of 

"To raise the student achievement of Maori and Boys in mathematics through the development of teacher knowledge of approaches that accelerate learning"

This is evidence of Standards 2 (Professional Learning), 3 (Professional Relationships), 5 (Design for Learning) and 6 (Teaching). 

Checking Links

Taking Action Links

New Learning Links

Developing a Hunch Links

Focussing Links

Scanning Links

2018 GOALS - NADIA

GOALS:

2017 END OF YEAR

2017 END OF YEAR APPRAISAL

TSB REPORT:  FULL REPORT HERE

 


TERM 3 BOT MATHS REPORT - CLICK HERE

PB4L BoQ -  HERE

READINGS 2017. CHAPTER SUMMARIES HERE

TIER 1 - TIER 2 PB4L TRAINING

• To have an understanding of the prerequisites for Tier 2 training
• To have an understanding of the commitments required for tier 2 training
• To plan next steps for your school 

 

THIS IS THE KEY

LEADERSHIP DAY HEATHER BELL 2/11/2017

Brene Brown - Empathy v Sympathy

https://www.youtube.com/watch?v=1Evwgu369Jw

Key Messages:

- Don't start with "Atleast"

I don't know what to say, but i'm grateful you have told me.

Goal for 2017. Related to questioning

Peer process with Megan (Principal at Ngaere)



























GOAL: By the end of the year, I will be using better questioning techniques so that teachers are empowered to make decisions and improve their practice. 

HEATHER BELL 11/7/2017

     

Collaborative Notes from T.O.D

In the notes is included details of collaboration of how we can summarise the Spiral of Inquiry into easy to understand concepts.


Powerpoint Presentation from T.O.D

The presentation the Heather included in her workshop.

This day was focussed on our understanding of the Sprial of Inquiry on how we can change teacher practice which will have a positive impact on student achievement. There was a lot of collaboration of ideas and feedback around the video evidence. The key questions we focussed on asking from the videos were

TOD 11/7/2017 - Heather Bell

Heather Bell Powerpoint

When watching a video, ask the question "What did you do that was effective", "What worked"and "What are your next steps / hunch"

What does a learner look like?

SPIRAL - IN PLAIN ENGLISH, WHAT DOES THIS MEAN?

Scanning:

Looking deeper than just data, what can be done better, inquiry mindset, being open, family and community perspectives, provides a foundation for learning, no preconceptions, what is happening and why?

Focusing:

Focusing is spending time getting more information based on what you found from scanning.  This could include collecting student voice of ‘Focus’ and narrowing down to a specific focus.  Identifying students barriers, strengths and dispositions while keeping in mind ‘what is going on for our learners?’.  Make sure you keep checking in ‘how will we know if we have made a difference?’

Developing a hunch -

It is not about finding a problem, it is about changing your practice. We focus on what we can influence and control. We identify strengths and weaknesses in our own practices. It is possible to have multiple hunches simultaneously based on evidence from scanning and focussing. Developing a hunch is about developing an idea or method for trial. Your hunch is measurable and is either affirmed or disproved in later stages of the spiral.

Taking Action

Taking action is about finding the real reason behind the deficit and implementing changes to support the inquiry question.  Being honest and consistent with teamwork and feedback and keeping self on track.It is about not  being tempted to change for the sake of change but to change specifically to address the needs of the learners.  The change MUST relate to the inquiry question. What are you actually doing?  It is an ongoing cycle of change and reflection.

Checking

Checking is asking ourselves - Have we made enough of a difference?

This comes from believing and having high expectations that our actions will work. To do this we must  have an evidence seeking mindset that is ongoing and cyclical.  This will provide information about the impact of our actions.  Learners and families will be involved in this. All of the above will inform next steps.

New Learning:

• How and where can we learn more about what to do?

Before we explore new strategies, we need to decide what/how/why we want to learn.

Any new learning should link back and be relevant to our learners needs and directly connect to our focus from previous inquiry stages.

Checking all the way through the process is conducive towards embedding new learning into our long term practice.