Term 4 Week 4 Files on Google

I find the amount of content that comes through my Google drive to be huge and I am constantly trying to find docs shared with me - and find ones I have created myself as I cant remember what I called it!   I definitley need a new system. Over the sumemr break, I am going to clean up the google drive and really get it sorted! I came across this information that may help me to at least filter for this year until I can sort and find a better organisation that will work for me. 

There are various ways you can filter the files inside the search panel of Google Drive, each with their own advantages. For example:

• Type – this is the most common choice at the top, it allows you to choose whether you are searching for a text document, presentation, spreadsheet, form, image, folder plus a number of other less common options.
• Date modified – handy if someone sent you something last week!
• Item name – this searches only in the file names, rather than inside the body of the files themselves. Because it is quite specific, you may need to alter how you phrase your search.
• Has the words – this is a broader search that looks inside the contents of the files themselves. You might like to alter how you phrase your searches using this.
• Owner – if someone shared a document with you but you can’t recall what it is called.
• Shared with
• Located in – this searches inside specific areas (ie. folders) inside your Drive, or inside Team Drives.
• Follow up – this is an interesting search because it looks for items that have a specific follow up inside them. 

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

Week 1 Term 1 Break

ED Tech Summit Thursday 20th and Friday 21st April

Link to Blog for Summit Notes

Week Nine Te Whare Rama

Te Whare Rama    29th March 2017   Introduction Day Windsor Park

Te Whare Rama means Lighthouse. (Doctor Michael Irwin)

71% of students referred to RTLB are boys. Most of these students are boys who have a dislike for writing.  There are many reasons why they dislike writing – lack of ideas, boring genre, handwriting, have to sit and be quiet, and more.

All kids have imagination
Throw away genre
Bring back the magic of writing for our children.

Show not tell
Say as much as you can in as few words as you can.
Engaging, drawing, talking, talking and more talking.

Writer and audience - readers attention needs to be caught
Express and create a scene where the reader is hooked and wants to know more.

Technology: finding ways to build connections: Google mad, google earth,  - becoming a shared community of writers.
Used digital devices to reduce barriers
Typing instead of handwriting, easier to find correct spelling, writing easier to revise and make changes,  giving feedback to each other, million dollar word sentences.

Emphasis on language and building vocab. Million dollar words and million dollar sentences - how descriptive is your word or sentence.  Aim to encourage more precise, descriptive vocab choices. Million-dollar word different for each student - challenging themselves to build a stronger word than they have previously used.  Actually gave them million dollar notes  - word written on the back, pinned up next to a child's name - encouraged to use others million dollar words. Showcase the words. Same with sentences - creating vivid imagery. Show not tell.  

Telescopic text.  Begin with a simple sentence. Insert words or change the text and elaborate on their ideas.   Changing one word can make all the difference to the picture you are building.

Too easy to get hung up on surface features. Focus on ideas and building language. Workshops help as needed on surface features.

Finding a way to motivate kids and love writing.  Kids have the ideas inside them - find the way to unlock the writer.

www.talk4writing..co.uk

Year 3 experience
Imagination Station
The mystery box - visual artefact very important.
An old scratched wooden box. Where did it come from?
Could hear there were things inside the box,but it was locked with no key.  Go and draw what you think was inside. Building the excitement.
Next day the key was delivered in a gold envelope.  Inside was a map and a tooth necklace. If the box was locked, it meant there was something new in the box. This became a dragon theme.
When drawing, it's not an art lesson. Draw what is in your mind, take rubbers away.

Sparking groups - lighting a fire in someone else's imagination. It's not stealing ideas, it's building power together as a writer.
Engaging, drawing, sharing and talking. This is our writers community. Add to their drawing after talking with their sparking group.

Important for Oracy:  If they can't tell a story, they can't write a story. So the talking and sharing very very important.
Rich picture books also vital to start the next piece of drawing or writing.

Tell me the dragon by Mackie Morris.
The egg by MP Robertson
The genre came incidentally through the term depending on the motivation.

Writing tools: devices, writer at work lanyard , writers notebook. What are u if u are a writer? What is your job? ( audience - no point in writing something if no one is going to read it)
Ninja mode - silent mode. Lanyard on. Writer at work. Do not disturb.
Writers notebook - very important - a writer will carry around a notebook to jot down ideas, drawings, pictures, you just never know when you are going to need words or pictures or drawings to spark.
Wow words wall - newspaper wall - words put up on coloured paper then be ones a resource for all.
About ownership of the writers notebook. Covered writers notebook with brown paper and try decorated it.

Flip books made for dragons.

Writing books are the students - they may choose to draw through it - ownership.

Student voice
Publishing writing so it is available for everyone to read.  These often be one the most read resource.

How to share writing that is online - not printing it out.

www. nightzookeeper.com.

Engage, draw, share, write.       Process that engages.  Visual artefacts.

Michael: engagement most important but engagement has to be open. E.g what's behind the door?
Drawing is about capturing your ideas visually - it's a visual reference - not an art lesson.
5 minute engage, 10 minute draw, 5 minute share, write.
Some children are very poor story tellers. If they can't tell you the story, they can't write the story. We are pressured as teachers to have kids write, but it doesn't happen as a writer until you can get the ideas out orally.
As a teacher its exhausting.  Listening to writers sharing their writing with you.
Teachers should have autonomy in their own rooms. Writing may be all day and other areas come from it. Balance out your programme.
Planning - you don't know where it's going to go. Plan week by week. Reflect each week then add the next week.

KellySinger
Not writing about their weekend.  Audience - who is the audience ....teacher??
Ownership and empowering them through choice
Writing groups are based on the passion. Eg ninja group, adventure group
Have to let go of planning for the term ahead. Has to be flexible and move with the kids.

Anticipated learning
Learning observed
Engagement ideas
Teacher reflection

Passion based writing clubs. Have an identity, name, motto,
Sparking - kids bouncing off each other
It isn't about the length of the story, it's about what has been said in the writing and how it was said.

Community of writing. Building a team.
What will work for one class, won't always work with your next class so need to be flexible and open to change.
Each assign based group had a closed blog.
I write - app

Artefact could be something from the story they are writing, e.g Make the dragon tooth necklace.  Clay and sculpture. When the artefact is put on they become the character.

Focus on storytelling not genre
Flexible planning

Making groups - write on post it notes all the things they are passionate about. Teacher then groups so it isn't friendship based.

Each child has 3 goals: Goals come from the writing sample and rubric the school has. These become the hot spot workshops - these are the gals they are filling.

Group intervention initially.
Moved to whole class - challenges with access to technology, dealing with many more kids, how to give feedback and make comments, relationship building with all your writers,