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.

Heather Bell 2017

Aaron  - SPS

THOUGHTS / IDEAS / WONDERINGS LESSON FEEDBACK: She reflected on what was happening and made her teaching points from this. Had an idea about what she thought was the barriers and had a go. BARRIERS: - Question - Knowing the headings in depth - Keeping control of the inquiry - Time management. Lack of, focussing on the wrong areas, focussing on more than what we needed to, new learning - Done to - lack of intrinsic motivation. Not knowing the process or the why? - Confusion over spirals and expectations with Maths PD - Leaders were also learning at the same time so often didn't know what advice we were supposed to give - Leaders focusing on the right things - Hunches always changing - spiraling out of control - Took action quickly, but not the learning. - How can we capture student voice better at the beginning of the Spiral process so that we know how much of a difference we are making? -

What will I do differently (explicit actions) TIME: - Believe it is important and timetable this into the week on a regular basis. KEEPING CONTROL OF IT: - Keep it in front on the teacher - have it on the wall (class and staff room) - Make it kid friendly - so that they know what is happening - Timetable it in - make it prescriptive - week 1-3 scanning. Week 4-5 Developing a hunch etc. KEY NOTES FROM TKI "By observing students (scanning) and then deciding on a focus area to change (focusing), teachers can check their intuition about what has led to the current situation (developing a hunch) and look to relevant research (learning) to help guide their actions of change (taking action). An important check (checking) is carried out during and after a course of action: “Have we made enough of a difference?”

Brain Gym 10/3/2017

Readings and Handouts from the day click here

ENERGY: Do I have the energy to learn? If not, i need to sip some water. 

CLEAR: Am I thinking clearly? If not I need to Brain buttons (massage hollow / hand on stomach)

ACHIEVE: Do I feel like moving? If not, I need to do some cross calling / Cross the midfield - Left hand right leg

LISTEN: Can I listen easily? If not, I need to unfold my ears

POSITIVE: Am I ready to begin? If not, I need the hook ups (tongue on top of mouth, legs crossed, arms crossed with thumbs pointed)

Rock from Side to Side, tip of your toes to heels of your feet, reach up high, touch your toes. 

Vertical tracking helps with adding numbers in a column and general organisation. 

- Tap below the lip. Hand on stomach. Move eyes up and down. 

- Tap below the lip. Hand on back. Move eyes far away and close in

- Tap below the lip. Hand on stomach - Hello foot, Hello world. Lean over and look at your foot then look up at the sky as far away as you can. 

Tuakana teina

The following is an excerpt from the te reo maori TKI website. It highlight the importance of this process in traditional maori society and how it can benefit all learners with the bi cultural context of New Zealand schools.

The tuakana–teina relationship, an integral part of traditional Māori society, provides a model for buddy systems. An older or more expert tuakana (brother, sister or cousin) helps and guides a younger or less expert teina (originally a younger sibling or cousin of the same gender). In a learning environment that recognises the value of ako, the tuakana–teina roles may be reversed at any time. For example, the student who yesterday was the expert on te wā and explained the lunar calendar may need to learn from her classmate today about how manaakitanga (hospitality) is practised by the local hapū.

Below is an example of something I organised where Tuakana Teina is taking place - at our Schools Top Team Day. This is where Senior Students run activities and lead the children in learning different skills and games outside the classroom. 

House Captains Fundraiser - Campbell Robertson

HOUSE CAPTAINS

Another example was the fundraising for a local child Named Campbell Robertson from Midhirst Primary. This was done through a Sausage Sizzle with the School Council. Here we have 3 of the house captains presenting the cheque to Campbell's sister with the school thanking us for this.

Community Project with Children

COMMUNITY PROJECT

2 boys worked on the project under my leadership as a community based task for the St Andrews Church. For a full story as published on the front page of the Stratford Press, click on the following link http://www.nzherald.co.nz/stratford-press/news/article.cfm?c_id=1503390&objectid=11805185

School Council

SCHOOL COUNCIL
Using the School Council of elected Children from each class to raise money for different organisations is something that is required of me.

The most recent example was the cans for good promotion with the salvation army and watties

This collected 240 Cans of food which Watties matched the contribution. 

Maths Tiers

Tier System

As part of the Maths PLD project, our teachers have been working on getting the children involved in the Tier system where we can break children into 4 Tiers and track progress:
Tier 1 - At and Above Students
Tier 2 - Just Below Students and identified as our target students
Tier 3 - Well Below Students
Tier 4 - Well Below students who have an I.E.P

From this I have developed a system where teachers and teams will be able to comment on targeted children and collaborate.

To view Year 7/8 Tier Children on the link click here
To view Year 5/6 Tier Children on the link click here
To view Year 4 Tier children on link click here

Maths Leadership 2017

Maths Leadership 2017

2017 T.O.D was a maths focus with 2 key outcomes.
1. Analyse 2016 End of year data so teachers know where children are and what Tier's the children are in based on our new system
2. Create rich tasks in teams that will help with formative assessment

Julia and Kylie as P.D Facilitators helped me lead the rich discussions that took place in teams and drilling down further into the data