Wednesday 2 February 2022

2022 PLD AFL

 AFL ... 

                                                                                                                    
We are beginning our year, 2022 with new learning and reminding about traditional practice of what Assessment 4 Learning looks like and the benefits to our learners.
Involving our Learners in the learning process is paramount.
Going back into the NZC to see what we are expected to teach across the curriculum.
Incorporating; 
  • Modelling books
  • Shared language
  • Co-constructured success criteria
  • Valuing the learning.
  • Student friendly language
  • Students being able to articulate the learning
  • Individual children may have their own behaviour goal to support them into the learning.
  • All children being actively involved in the learning
  • Self assessment / Peer assessment strengthens understanding

When sharing the specific learning intention be mindful not to use the context and separate them from the task.

'Think Aloud' is a strategy to include in our teaching skill set, it does not always have to be written. The design can be flexible to suit the teaching, the learning and the task.

We were lucky enough to have Sue Leslie and Judy Nicoll support us today and for the continuation of the year.


Friday 21 May 2021

Our Wellbeing, Our Profession, Our Future

 Our Wellbeing, Our Profession, Our Future

Andrew Jones

You can't maintain wellbeing without being competent.

The better you’re performing the better your wellbeing.

Interesting as the better that I feel about myself the better I am able to teach, lead and make decisions.

The Mindful Leader

Developing a Whole School Approach to School Leader Health and Wellbeing

Episode One:
The Internal Landscape
Best Possible Self

Rules for Engagement: Norms and Protocols
  • Be mindful of confidentiality and privacy
  • Be here now
  • assume positive intentions
  • Ground statements in evidence
  • Take an inquiry stance
  • Create a space for all voices
What makes the biggest difference in the classroom is the teachers and learners attitudes and dispositions.
How we teach is more important that our knowledge of what we teach.

'It is wrong always, everywhere, and for anyone, to believe anything upon insufficient evidence.'
(The Ethics of Belief)

Work Related Stress- Psychological Hazard
The response people may have when presented with work demands and pressures that are not matched to their knowledge and abilities and which challenge their ability to cope.
 
Practice could be put into policy NOT policy into practice.

The Problem with the Problem
The solutions are coming from the outside / can we solve our own problems? Do we have the solutions to lessen the stresses in OUR school?

Leadership Practitioner Identity
Personal Social Professional

At Your Best
A moment of high impact that I have had as a teacher-
  • What made it so effective?
  • What strengths / qualities were I displaying?
  • How was I feeling?
Reality Gap
My current reality How far apart are these? The person I want to be

Performance
Ability
Skills ................... Performance
Knowledge
Experience

Cognitive Fusion
  • Thoughts dominate behaviour
  • Entanglement with judgements- thoughts are taken literally
  • Reduces the impact of direct performance
My Negative Bias -
  • Hard wired
  • adaptive
  • Velcro / Teflon
Default Mode Network
Unhelpful Human Thinking!
I am my own worse CRITICAL BOSS!

Mindfulness
  • Headspace
  • Smiling Mind
  • Calm


Episode Two:
The Social Landscape
The Social Eco-System
Managing the many minefields that impact on our lives and thoughts as us as teachers, in schools and education. Facebook, the NEWS, papers, radio - putting expectations, making assumptions and judgments onto schools and teachers.

Learner Outcomes
Learner Experiences
Teaching Practices
Team-based Practices
Learning Leadership Practices
Executive Leadership Outcomes

Team-Based Practices enables us to have sustainability - Builds commonality - supports Well-Being - THESE build into strengthening teaching practices and this will increase learner experiences and learner outcomes.

Social Ecological Model
(Bronfenbrenner)
From Individual Minds to collective mindfulness

Relationships
The most important factor of life satisfaction and emotional well-being


Can this book be used to fill the buckets of staff members? Can our lead team use this book and adopt its practices to BUILD a climate of increasing 'Positive Psychology' ... if we are modelling these behaviors do they make a difference to our teaching team.

Belonging is an important aspect of being able to build ones own positive psychology.


Episode Three:
The Professional Landscape
Make Plans not Excuses

Psychological Safety and Psychological Strength
Luke Rowe
Highly effective / High Performing Teams

Team Effectiveness

Flourishing self can contribute best to the team.

Coaching 10%
Conditions 30%
Composition 60%

Compositions:
Me Factors

We Factors

'Smart Teams need smart individuals!'
Can we increase IQ? YES!
Each year of Education raises IQ from 1-5 points

Integrity and Conscientiousness 
Conscientiousness - personality factor dutiful, dependable, responsible
Demonstrates a positive effect on team performance
Predictive validity is bolstered by coupling IQ with conscientiousness or integrity

'Grit'
Angela Duckworth

Grit - is nested in Conscientiousness
Sustained passion and perseverance for long term goals

People with excellent 'Theory of Mind' skills
  • are better place to be socially sensitive.
  • Are better at sending and receiving social cues
  • Boost group performance
  • Boost group learning
  • becoming great room readers
  • cultivate psychological safety
The 'WE' Factors
Psychological SAFETY -
Individual - being able to show and employ ones self without fear of being put down
Team Safety - 

How do I create psychological safety in my team?
  • everyone has a voice
  • focused listening
  • approach conflict as a collaborator, not an adversary
  • Speak human to human
  • anticipate reactions and plan countermoves
  • replace blame with curiosity
  • ask for feedback on delivery
  • Measure psychological safety
That which unites us is bigger than that which divides us!

Psychological Safety example items:
See slide from Luke for questions to ponder.

Fostering safety and resilience in schools
  1. Sense of safety and security (I am safe)
  2. Self-Worth ( I am respected and valued)
  3. Social connection ( I am wanted and needed, I can listen and be heard)
  4. Self-efficacy (I can do things to look after myself and others)
  5. Sense of purpose, hope and meaning (Going to school is worthwhile).
How do teams stay strong in the face of challenge?
We optomise the the resources we have.
We adapt well to change
We promote self-care in our daily work routines
We are alert to and respond to early signs of overload in our team members.
We encourage others to feel part of the team.






Tuesday 8 September 2020

Thursday 14 November 2019

Accelerated Literacy Learning


This year offered Emma and I the opportunity to review our entry to school literacy programme and the effectiveness of it in preparation for moving into Year 2. 
This has been a valuable experience as it supported us in developing our online planning so that we could better meet the needs of our shared learners.
Together we have built our skills and capacity to do this and are now transferring these skills across our HUB. 
We are now asking questions about the most effective way to track assessment using Google Tools and this is a next step for 2020. 
Manaiakalani have provided me with the skills and knowledge to carryout some of the development and the knowledge and ability to discover how to do what I don't know.

               It is all about efficiency for time and effectiveness for progress!


Thursday 24 October 2019

Manaiakalani Wananga -2019




A two day journey through the impact that Manaiakalani has in education.

'The Manaiakalani Programme'

Digital Fluency / Accelerated Outcomes

An intentional, focused, evidence-based programme to support your community of learning move from the analogue world to the digital world 

Increasing teacher effectiveness and accelerating learning outcomes in this digital environment.



Day One ... we visited two schools on the Manaiakalani Journey ... seeing children in action.

"Desperation into Admiration" - the future for our children

This is the difference that comes for Manaiakalani being involved in our community, our learning, our education!

How fortunate are we to be a part of this outreach programme that is changing lives, adding value and making the world a better place for all learners.

Through Manaiakalani we not only make the future for our learners brighter yet ours also! 

Young people who are:
“confident, connected, actively involved, lifelong learners”
NZC 2017

Who are instructional Leaders?
'All who exercise influence to make a positive difference'
Vivianne Robinson 2011

'Learn, Create, Share'
Our mantra that is the focus of our delivery in the class to make learning for the children more authentic and to increase student agency!
It is through this model that my own learning and skill in ICT for the betterment of my teaching world, my learning world and my personal world is developing!

SHMOOSHED - A new word that means just as it sounds.

With the support of the partnership between Manaiakalani and Wolf Fisher we have the benefit of gather, sharing and analysing data in such a way that we can build on and improve the learning outcomes for all students. Together we can learn to make the most of all learning opportunities.

From the data gathered overtime the investigation into BEST practice is now benefiting us all! The breakdown of the data- the findings have assisted us in identification of these elements that make the difference to not just learning yet acceleration.

Just as we set deliberate acts of learning for our students we can also foster this for our teachers in order to make change and to increase acceleration and achievement for our students. Manaiakalani and Wolf Fisher have identified the strengths and weaknesses across our cluster and it now our responsibility to respond to this proactively and to change our practice. Robust discussions in our schools and across our cluster will support this change.

This statement may seem logical yet is it intentionally part of my daily teaching? If not it soon will be!!


Collaboration ... must be part of the reading process and reading is a language based activity and discussion will strengthen the outcomes! 
Student Agency- learners selecting the text to read and the way they will share their findings increases engagement which will increase ability.


A HUGE bonus today was our opportunities to talk in groups across not only clusters yet also the regions ... this has been very powerful to bring to light where we are at in our clusters and that we share the same challenges and having them openly discussed and solutions offered has been so valuable ... learning from clusters that a five years down the track is brilliant
Image result for reading strategiesAs in writing ... when our focus moved from teaching surface features to focusing on the deep features acceleration occurred ... we now need to shift our teaching focus in reading the same way. Is this the time to increase mine and other teachers understanding of  Reading ... to unpack it just as we did for writing, to develop the language of reading ... to move away from teaching to the level to teaching to the need ... to also ignite our own passion for reading.

T-Shaped Reading is a researched initiative that is well supported as BEST practice by Manaiakalani and supported by Wolf Fisher research data.

Thank goodness Manaiakalani is rewindable as we were given the privileged of listening to innovative teachers that are excelling in their delivery! Each delivery ... 6 minutes long!

MIT- Manaiakalani Innovative Teachers

What do I feel has possibly been lost over time that supports learning and acceleration?

  • The Tuakana-Teina philosophy - the planned and formal inclusion of this has faded in our school yet can it be just as powerful when we foster and encourage it as a way of being in our school and for us to encourage the philosophy across the school in order to build relationships, develop confidence and mana within all our students across the curriculum.
  • Ubiquitous"presence everywhere or in many places simultaneously."
  • Provocation - 'something that stimulates' ... excitement, instigation, incitement

Investigate ... 
SOLO - 
DIMIC - Developing the Mathematics Inquiry Community ... NZMATHS

Let's celebrate brave and committed leadership

We are not here to keep you happy in your misery

Pat Snedden

Instructional Leadership

What am I going to do as a leader to make shifts happen?
How am I going to lead our teachers to make the change to accelerate achievement?


Raise teacher understanding so that they rekindle their passion for doing what we love ... increase our pedagogy. 

Today has inspired me to believe more in what we can do as a teaching profession through collaboration with our colleagues.

"Alone we can do so little; together we can do so much." – Helen Keller

Sunday 20 October 2019

Visible Learning ... Mind Frames


Improving Practice through Mind-Frames

John Hattie's mind frames have supported me in unpacking my beliefs I hold as a teacher and a leader.

John Hattie believes “that teachers and school leaders who develop these ways of thinking are more likely to have major impacts on student learning.

The presentation below is how I see myself as a teacher, leader and coach.

Sunday 8 September 2019

To Blog or Not Blog ... in school

To Blog or Not Blog ... in school!

This is a thought that I am exploring currently as a leader of learning in our school.

We currently have a variety of platforms that our staff, students and families are accessing, commenting on, posting and viewing.
  1. School Facebook
  2. Class Facebooks
  3. School Website
  4. Class Websites
  5. Seesaw

We are currently 2/3 of the way through Manaiakalani Facilitation in our school and so most of the students and teachers have had teaching and learning skills shared in BLOGGING.

The big question is why are we BLOGGING and what does it mean for our children to BLOG?

One of my thoughts is that it provides an authentic purpose for students to write ... they are able to connect with an audience that is unlimited.