Term 4 Week 1 Further Feedback from Students

Student voice is vital in the assessemnt and reflection process. Following on from the cross country training which was somewhat different this year compared to past years, (see previous post)  I asked the students to reflect on what we had done and to give me suggestions for next year. This is a link to what they said. 

Cross Country Reflection Room 22

I will use these ideas to take into cross country training next year.   Empowering students in the learning process gives them ownership which I see as a vtal component iof teaching and learning. 

COL Expression of Interest

(I am unable to get the size of the font to change)

I was unsuccessful in the Across School position and have until November 1st to apply for the Within School position. 

Julie Saikkonen

Associate Principal

Westlake Girls High School

Lead Principal

Pupuke Kahui Ako

Christine Robson

Learning Leader Year 6

SENCO and Digital Leader

Forrest Hill School

Kia Ora

I would like to submit my expression of interest in the Across School position in the Pupuke Kahui Ako. Alternatively, I am interested in the Within School position if I am not successful in the Across School opportunity.

My name is Christine Robson. My teaching and leadership experience is as follows;

·         I have been teaching at Forrest Hill School for the past 14 years.

·         In total I have been teaching for 24 years in four Auckland Schools.

·         I am presently a classroom teacher and Learning Leader in Year 6.

·         I have SENCO responsibility for Year 4 to 6.

·         Previously I had seven years’ school wide SENCO responsibility. 

·         I have eleven years Math leadership with initial responsibility for implementation of         the numeracy project school wide and facilitation of ongoing in school professional           development.

·         Team Leader from Years 2 to 6 over a 10-year period.

·         This year I have digital leadership of Year 5 and 6.

My interest over the past 3 years have been on Universal Design for Learning. Through my classroom practice, SENCO initiates and Teaching as Inquiry, I have looked to develop programmes that are inclusive of all learners and focus on their well-being firstly as people and then as learners. I believe “if we always do what we have always done, we will always get what we have always got” – so my focus over the past 3 years has been to plan and implement different approaches through the key competencies to enhance achievement. I am excited that this is the direction the Pupuke Kahui Ako has taken. I firmly believe that developing the key competencies and addressing the well-being of our students will make a difference as they are growing up in a society where the nationwide trend shows alarming statistics in mental health and general well-being.  

In practice, these are a selection of programmes I have initiated and planned over the past few years, both within my classroom and within the school:

·         

• A multiagency collaboration with Caroline Lotowa (Occupational Therapist) in developing perseverance, resilience and managing self through an eight-week Skate Boarding programme targeting Year 3 to 5 students. This culminated in leading a staff meeting and review to the RTLB cluster.

• Te Whare Rama (Lighthouse) – Writing collaboration within the school between myself and a Year 5 teacher, supported by Julie Rodgers. (RTLB) This involves a presentation day to the RTLB cluster and will lead into a staff meeting to share the inquiry journey with staff in Term 4 and possible implementation into the school in 2018. 

• Boys in Schools two term programme, focussing on Participating and Contributing and Managing self as identified barriers to learning within a group of Year 5 and 6 students.

• STEM – developing Thinking, and Participating and Contributing with a group of Year 6 Girls and a second group of Year 6 boys.

• Strong interpersonal skills.

• The ability to develop relationships with colleagues based on respect, trust and challenge.

• Using evidence based cycles of Inquiry.

• The ability to work collaboratively and utilise my skills and strengths to contribute to the success of a team.

• Considerable and successful experience in mentoring and supporting colleagues in developing their practice. 

• An openness to new ideas, above the line thinking and ability to lead change.

These initiatives are all aspects in my ongoing Inquiry into what students need to develop in order to be successful. Learners. 

The strengths I would bring to this role are as follows:

Thank you for the opportunity to submit my expression of interest.

Yours sincerely

Christine Robson

Forrest Hill School

Term 3 Week 10 Learning Leader

This term in Week 4, I took on the role as Learning Leader of Year 6.  

5. Show leadership that contributes to effective teaching and learning.  
    Actively contribute to the professional learning community. 

My responsibilites have been:

• Day to day running of the Year 6 team
• Agenda for the team meeting put out on a Monday for the team meeting on Wednesday after school
• Attend Learning Leaders meeting on a Thursday
• Behaviour management support when needed
• Finish the Data Story for Year 6 taken from the mid year data
• Contining the camp preparation including a Parent Meeting in Week 10 
• Observations and PAC - Practice Analysis Conversation 
• Support of the PRT in Room 21 through: 

1. Support with behaviour management
2. Support with planning and the week ahead
3. Sessions on GLOSS and Probe in preparation for Term 4 assessement
4. Managing the learning with a reliever when HR was away
5. Parent meetings for three students.

I have been a learning leader in some form for the past 12 years. The last 3 years I have stepped into the role due to matrnity leave and in between a leader being appointed.  Previously I was learning leader for 9 years with Teams at Year 2 and 3, Year 3 and 4, Year 5 and 6 and Year 6.  

Year 6 Data Story with names included

Year 6 Data Story Completed   

Term 3 Week 9 Cross Country Part 2

Movement Inquiry – Goals help us to focus on a personal action plan

Training for Cross Country Term 3

The students moan at the thought of running everyday training for cross country. As Year 6’s they have a good idea who is going to win and who is going to be in the interschool team.  So this year I took a different approach. We looked at becoming fitter rather than training just for cross country.  Movement was the inquiry for the term so we decided to do a personal inquiry into fitness.   During the term:

·            Running training – most days                                                                                           Footsteps – Dance Group 5 week programme  and Jump                                                      Performance Hour – 1 hour a week based on movement and then a performance                  3 times a week 10 minutes’ circuit rotation to music

1    Cross Country Action Term 3

    Criteria 9:  Select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga.  Modify teaching approaches to address the needs of individuals and groups of ākonga                                                                                                    

      This was a most successful way of addressing diverse learning needs.   Would I do it this way again - TOTALLY!!

      This unit has been shared with Miguel who is the facilitator from Sport North Harbour. Miguel is working with the Physical Education Team (Sam, Lisa Negus, Tracey Clarke and myself) on the new school wide PE plan. He asked for a copy of this work so he could share with other schools.   (Criteria 5)

Term 3 Week 9 Cross Country Part One

This is an example of writing after the cross country this term. This student was one of the target writers in the Te Whare Rama programme and completed this writing independently and without needing encouragement to keep working. Connections were made with prior learning to write this as we have been working on a moment in time writing. The learning environement was managed so that all students see theselves as writers and all students willingky participate in writing activities. The teacher sees all studens as writers and input is given as needed based on each student being a writer.

The model has been included as an example of a strategy to promote success as the students know what is expected of them and have a guide to work to. The remember to's were displayed from previous writing we had completed within a moment in time.

The SENSES

I feel

• I feel the fuzzy grass brushing my legs while I was sprinting as fast as I can.
• I feel the slippery slimy water mix while I was speeding down the water slide.

I smell

• I smell the citrus detergent when I slid down the waterslide.
• I smell the strong grassy smell coming from the hay bales which smelt like I was in a farm.

I taste

• I can taste my dry saliva jumping around in my mouth begging for water.
• I taste small portions of mud fling up in my open mouth.

I hear

• I hear screaming from the audience while I cross the finish line.
• I hear batches of wind echoing from around the hall while I climb awhwardly on the hay bales.

I see

• I see cones scattered around the place telling me where to go.
• I see stray twists of hay from theyellow hay bales waving in the distance.

I wonder

• I wonder who made cross country.
• I wonder if the next year year 6 track is the same is this year.

Monday 4th September

This is written in the past tense.  It is a memory of what the cross country run was like. Each sentence starts with a verb.   A verb is an action word.  Every verb has the ing suffix.

there are 4 linked sentences.  The sentences focus on the senses.  The first sentence says what happened and the second sentence adds detail.

I remember,

Dragging my feet through the thick brown mud

Curling my toes as I felt the sticky cold oozing through them

Gasping for breath as I tried to keep running up the hill a second time

Forcing my legs to keep moving me forward

Shivering as slimy soap bubbles slid down my legs

Rolling sideways off the water slide that was turning the grass to slush

Licking  sweat that was slowly melting from my forehead

Tasting the salty and hot liquid on my lips

That was my cross country run.

I remember,

Listening carelessly to the yelling from the younger kids wishing they would be quiet

Blasting noises rapidly and repeatedly in my ears

Splashing viciously into the soggy mud

Feeling the mud giving way beneath me at every step

Ascending painfully up the stacked hay bales

Walking up them slowly one by one

Charging fast through the cones at the finish line

Sprinting quickly with Suhyeok throughout the race

That was my cross country run. 😛 😛 😛

Term 3 Week 8 Teach me Tuesday

Teach Me Tuesday

Ok, so you’re going to be the teacher!

Grab a piece of paper, a pencil and write down what you need to prepare!

• Set a goal about what you want everyone to know at the end of your session and have a WALT in mind (We Are Learning To ...)

• Think about how you will know if your teaching was successful – what criteria can the children use to check they have completed and understood the learning?

• Think through your lesson and make notes about the order of the steps and the time needed for each step.

• Remember that your lesson should be no more than 25 - 30 minutes long – you should aim for 20-25 minutes.  Think about an introduction to your lesson, the main body of your lesson, a conclusion (wrap it up) and then time for questions and answers.

• List any equipment/gear you might need (make sure you bring it from home or if you need me to organise something, let me know beforehand)

Practice your lesson on your family – HAVE FUN!

Teach Me Tuesdays

Friday 7th July 2017

Dear Parents and Caregivers,

Each Tuesday throughout Term 3, your child will have a chance at leading the class in some new learning. They will be the TEACHER, this giving the children the opportunity to connect with others and share their special passions, interests and skills.  

Students will first need to decide on a goal - what the class will be learning from them (we call this a WALT - We Are Learning To).  It can be anything such as a dance lesson, teaching a new game, origami, learning a language, a science experiment, magic tricks, How to sketch, How to make and decorate cupcakes … Students will discuss their topic with me prior to their scheduled week.  Please feel free to talk with them at home about what they would like to teach and share with the class.  You may even like to help them plan their lesson.

Students will have a 25-30minute slot to teach their chosen lesson and there will be a question and answer time at the end.   It is important to note that Teach Me Tuesdays should be fun and stress-free.  There is no expectation for students to go to too much trouble preparing their presentation!  

A timetable has been created so the children will know when it is their turn to teach their lesson to the class.

I look forward to seeing the skills and sharing the interest that your child brings to the classroom.

Kind regards

Christine Robson

REFLECTION

TMT was a highlight of the term. The students eagerly looked forward to the presentation each week and all contributed to the learning environemnt with their enthusiasm and their engagement - very high participation levels. All students had a turn. The learning ranged from origami to drawing to cooking to decorating cupcakes to sports outside to language learning to dancing to science experiments. Photos were taken of each presentation and forwarded to the students so they could go into their learning journals for the term.

Would I do this again? - 100 percent most definitely.

What were the benefits? Empowering the students to lead the learning. Giving every student the opportunity to show their strengths and to present the learning in a way that they chose. Oracy levels increased as all students had the opportunity to lead and to be heard. All students, without exception took a turn and there was no trying to opt out.

What were the points to consider for next time? The presentations easily became longer than 20 minutes and fitting more than 2 in an afternoon became difficult. This meant that we ran over into Wednesday and sometimes even Thursday to fit in the students who were on each week. There was a level of familiarity that crept in which was in some ways beneficial as it broke the ice for the quieter students, however some students tried to take over others presentations. There was a need for reminders about how to behave as an audience and what the level of audience participation was to be.

The other two Year 6 rooms have run TMT for two terms, however I think running it over one term is enough.

The students have completed a reflection in a similiar way to what I have and so I will take the points from this into the planning for next year when I run this again for certain!

Term 3 Week 7 Student Teacher

I had 4 student teachers last year and so said that this year I would give other teachers the opportunity and not take any student teachers into my room.  However with Courtney leaving, the first year student, Tristan Williams, who had completed one week early in Term 2, needed a placement for the longer 3 week placement.  He was assigned to Room 22.

e-version available at https://goo.gl/AfODrg

School of Education Te Kura Mātauranga  

Associate Teacher Report

     

     

	Date:  14th September
Student’s Name:  Tristan Williams	Associate Teacher: Christine Robson
School/Centre: Forrest Hill School	MoE number for payment:
Placement:      1      2      3      4      5	Age Level:              or           Year Level: Year 6
Days absent:                          Days made up:                         Total days attended:  15 Days
PRE-VISIT COMPLETED:        Y     /    N

This report is derived from observations of the student teacher, review of the Student Teacher’s goals, documentation and other required assignments during practicum in conjunction with discussions with the student and associate teacher. 

Please rate the student teacher by indicating where the student is currently against the three GTS assessed by practicum. Each point can be assessed separately. It is essential that you add comments to support your chosen rating and to indicate points for development that will assist the student move forward.

These sections are based on the Graduating Teacher Standards: Aotearoa New Zealand (see AUT University Practicum Handbook). The GTS can also be viewed at www.educationcouncil.org.nz

I recommend a meeting with the Practicum Leader to review concerns raised in this report.

Yes               No

Complete ONLY if student has an Individual Action Plan (IAP) – not GTS goals

Progress towards IAP goals:

Signatures:

(Please discuss this report with the Student Teacher before emailing/mailing to the Student Teaching Office and ensuring the student teacher has a copy)

Student:                                                                Associate Teacher:                                  Principal/School Leader:  

	Emerging	Basic	Proficient	Excellence
Standard Five: Graduating teachers use evidence to promote learning.	·  Understands that teachers constantly refine their practice using evidence. ·  Has an awareness that student learning and achievement drives practice and that students, teachers and family/whanau are a part of that process.	·    Describes their own practice, and what needs to be improved. ·    Assessment information is used in planning lessons, and is communicated clearly to the student.	·     Reflects on their own practice and the impact on students, identifying next steps for both. ·     Lessons are differentiated for different groups of learners based on assessment information. ·     Information is shared with learners to ensure understanding of the next learning steps.	·  Reflects on student learning and considers the implications for practice using research. ·  Differentiated lesson plans include explicit provision for formative assessment to inform practice and planning. ·  Collaborates with learners and others to co-construct next learning steps using assessment information.
Comments/Notes/Future Actions: Tristan has completed reflections on his planning, identifying what the successful aspects were in the lesson and where to take the students next.  He is developing his understanding of the teaching and learning cycle and demonstrated this in his All about Me sequence of lessons and math lessons, Tristan moved the students through their learning on standard form addition, building on previous learning experiences.

Professional Practice:

	Emerging	Basic	Proficient	Excellence
Standard Four: Graduating Teachers use professional knowledge to plan for a safe, high quality teaching and learning environment.	·  Has an awareness that the teacher is responsible for the  physical, emotional, and cultural classroom environment, and that more is required than knowing what needs to be taught.	·   Selects relevant content and designs motivating learning experiences to match. ·   Content and learning experiences take account of contextual information relating to the students. ·   Correctly pronounces and uses greetings in te reo Māori. ·   Demonstrates an awareness of own needs in English, Māori, numeracy and ICT.	·     Plans a sequence of learning experiences, integrating the values, key competencies and other aspects of the NZ curriculum ·     Demonstrates an ability to adapt that planning to the needs of specific learners. ·     Identifies specific strategies to support the physical and emotional safety of all students in the class. ·     Integrates te reo Māori me ngā tikanga into class routines. ·     Develops a plan for addressing own learning needs.	·   Sequenced lesson plans demonstrate in-depth discipline knowledge and promote the development of learning. ·   Planning explicitly takes account of the specific needs of learners and differentiates learning. ·   Risk-taking is supported and students are involved in the development of their learning goals. ·   Te reo Māori me ngā tikanga are integrated into planning for other curriculum learning areas. ·   High levels of English, Numeracy and ICT skills are consistently demonstrated.
Comments/Notes/Future Actions: Tristan was keen to build on his knowledge and ability with Te Reo by working firstly with the mihi and then on the actions for Tu Tira Mai. He had many ideas for possible directions of learning and, through discussion was able to hone his focus in on the learning direction.  Tristan demonstrated a good understanding of the learning steps needed with his small group during math with clarifying place value understandings and standard form addition.  Tristan worked with whole class as introductions to the learning, then worked with groups as the need was identified and individually conferenced by roving.

Professional Values and Relationships:

	Emerging	Basic	Proficient	Excellence
Standard Six: Graduating teachers develop positive relationships with learners and the members of learning communities.	·  Understands the importance of student-teacher relationships to learning. ·  Recognises the need to work as part of a learning community and not as an individual. Respects other cultures.	·    Is aware of own beliefs and those of the learners they work with. ·    Engages in professional discussions with colleagues and contributes acknowledges the role of parents in students’ learning. ·    Learns and can pronounce all student names correctly and identify the different characteristics of individual students in their practicum class. ·    Can pronounce names correctly and use basic greetings in te reo Māori.	·      Acknowledges own and others beliefs and values in interactions. ·      Engages in appropriate conversations with parents/caregivers/ family/whanau to further develop relationships with learners. ·     Integrates students’ interests and strengths into the learning experiences. ·     Adapts teaching style to adjust to individual student and group needs. ·     Includes te reo Māori me ngā tikanga in the classroom.	·     Manages the influence of own beliefs in the classroom and respects students’ and others’ beliefs in all interactions. ·     Effectively and appropriately shares learning information with students, colleagues, and family/whanau. ·     Develops a learning culture that is based on trust and supports risk-taking while respecting the culture, beliefs and values of the students in the practicum class. ·     Integrates  te reo Māori me ngā tikanga throughout the daily programme.
Comments/Notes/Future Actions: Tristan was able to build positive relationships with the students.  He focussed on learning names and finding out about the students so he could enter into a conversation with them.  The All about Me sequence of lessons gave a further opportunity to build a relationship with the students. Tristan coached a football team at morning tea and played handball with the students from the wider Year 6 team.  He interacted daily with the other two teachers in the Year 6 team and took a full part in staff meetings and team meetings. Tristan had a goal of interacting with staff by being in the staff room at break times and initiating conversations.

Principal’s Comment: (This was handwritten by John Marwick)

Additional Comments/Future Actions Next Learning Step:  Lessons are differentiated for different groups of learners based on assessment information.  Thank you Tristan for your willingness to be part of the Room 22 team. You easily developed relationships with the students and easily became part of the Year 6 teaching team.  You were reflective in your lesson planning and were honest in your self-assessment of lessons.  The very best wishes for your future career. Room 22 have very much enjoyed having you and are obviously going to miss you …. By the clap you received and the number of goodbyes!!