- Engage in professional learning and adaptively apply this learning in practice.
Here are my notes from our beginning of year Teacher Only day. Great information about our Teaching Inquiry this year included.
Click Here.
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Term 1 : 13/02/18 Staff Meeting on Physical Restraint
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
Notes of meeting here.
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Term 1: 14/2/2018 - Marine Metre Squared / Sea Week PD for Years 0-3
- Engage in professional learning and adaptively apply this learning in practice.
Mel from Sea Week / Marine Metre Squared came to talk to the Year 0-3 teachers today about how to get involved in Sea Week and in their Marine Metre Squared project that aims to involve schools in collecting data about marine life in the Hauraki Gulf.
Notes are here.
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Term 1: 21/02/18 - Matific Teacher Session for Years 0-2
- Engage in professional learning and adaptively apply this learning in practice.
A representative from Matific met with us to help us get our classroom and maths groups set up on Matific. He showed us how to add students, put them into a group and then assign activities for them to do. It is a great set up where you can select work for a group so you have a terms worth of work selected but then can assign it a few activities at a time. For example, knowing the gaps of my top group I could select activities based on the gaps - grouping with 10, fractions of a set - and set them activities that we will be working on this term - counting on, skip counting - plus basic fact practice. I can then assign a "gap filing activity, a new skill and a basic facts practice activity to them, and when they have completed those, I can assign a new lot of activities without having to go back and search through all the options as I have already waiting in my "selected" area.
I am looking forward to seeing how the akonga get on with this new programme.
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Team Meetings - Ongoing
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.
Nikki, Ingrid and I meet regularly as a team both formally and informally to discuss management requests, classroom and student needs, successes and advice.
Evidence of our Meeting Minutes
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Term 1 : 13/3/2018 Staff Meeting PTC
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning-focused collegial discussions.
Renee, Jennifer and James shared various ways of keeping evidence for our PTC requirements.
In groups, we looked at each new standard and added examples of how we could show our use of the standards in the classroom to help us to ensure we have covered each standard.
Jennifer provided a reading on 'Reflective Writing' -
We have a shared Slide show that we can now refer to.
Techy Tip - Shift Z - can move the document without taking it out of the folder so it will put the same document in two or three folders. It's not a copy.
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Term 1: 21/03/18 Techy Brekkie
See notes here.
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Term 1: 27/03/18 Staff Meeting - Te Reo, Wai Ako
- Engage in professional learning and adaptively apply this learning in practice
Roimata Smail - founder of the Te Reo Maori "Wai Ako" resource which has songs related to curriculum levels came to demonstrate a lesson using the Wai Ako songs and website.
We became our 8 year old selves and listened before discussing with a buddy what we thought the song was about.
Then we tried singing along and discussed with our buddies how to say, "What day is it today?"
Then Roimata got us to listen to the line that says, "What is this day?" and repeat it to our buddies.
- Add some drama to it by saying it in different voice e.g tired, excited.
- Try doing whatever the day is today, yesterday and tomorrow.
She suggested spending a few weeks and having a Te Reo monitor in the classroom who asks everybody what day it is and the class try and answer back.
Should become part of the routine of the classroom so the children are really used to it by the end of the year.
You can add extra Te Reo Maori in as you go if you are confident e.g. saying Ka pai when someone does it well.
Roimata went through the same thing with "What month is this? Te Maramataka". What month is it? Ko te aha tenei marama? Ko Pipiri tenei marama. The Maori calendar starts in June.
Same again with the Te Reo monitor and record on the whiteboard.
The third song that Roimata showed us was "Ko wai to ingoa?" What is your name? Ko Claire taku ingoa? e hoa means friend.
- Play song and move around the classroom and join two others to sing each verse with.
- Remind students that if someone says it wrong to not tell them off but help them say it correctly.
At news time they have to introduce themselves in Te Reo before starting, the Te Reo monitor could start by asking what is your name in Te Reo and the person sharing news answers then starts.
Last song was "Te ahua o te rangi - The Weather". Kei te pehea te ahua te rangi? What is the weather like today? Kei te paki - it is sunny, Kei te wera - It is hot. Kei te makariri - It is cold.
- Do actions to help distinguish each weather word.
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Term 1 GaTE Appointment
- Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
- Engage in professional learning and adaptively apply this learning in practice.
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning-focused collegial discussions.
This term I have been given the role of leading the delivery of Enrichment and GaTE programmes throughout the school. I have a two pronged task of assessing our programme for Gifted students, and alongside that, managing our Enrichment programmes and initiating special one off projects to be achieved throughout the school year.
I am reading the TKI Gifted and Talent document which has provided lots of food for thought on recognising Giftedness and putting into place a programme that is inclusive of all staff and the school community as a whole.
I have set up a timetable for Enrichment projects and worked with help from Katie on creating a document that details our programmes and projects. Gary is accepting of the fact that looking into how we run the gifted side of the programme is a longer term investigation. I have arranged a visit to the Gifted Academy in Takpuna to investigate how the projects they run to engage and promote gifted children and am hoping that I will bring back ideas to help staff who are identifying gifted children in their classroom.
This blog entry is repeated in Standards 3, 4 and 5.
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Term 2: 10/05/18 Observation of Tina doing Guided Reading
- Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- Engage in professional learning and adaptively apply this learning in practice.
Link to notes here.
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Term 2: 11/05/18 Professional Learning Group Meeting for Inquiry
- Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- Engage in professional learning and adaptively apply this learning in practice.
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem solving and learning-focused collegial discussions.
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Term 2: 23/05/18 Visit to the Academy for Gifted Education
- Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
- Engage in professional learning and adaptively apply this learning in practice.
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
Notes here.
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Term 2: 23/05/18 Barbara Brann Casey Caterpillar Programme PD
Get notes from Glenys
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Term 2: 26/05/18 Beyond National Standards Workshop Day PD
- Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
- Engage in professional learning and adaptively apply this learning in practice.
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.
Link to course information.
Notes from the day.
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Term 2: 29/05/18 UnConference PD on apps for the classroom
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.
Notes here.
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Term 2: 01/06/18 Teacher Only Day - Northcross
- Engage in professional learning and adaptively apply this learning in practice.
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
Notes from PD including talks by Kathryn Berkett, Stu Duvall and John Meeske.
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Term 2: 05/06/18 Growing from Strong Foundations NZEI Conference
- Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
- Engage in professional learning and adaptively apply this learning in practice.
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.
Attended with Gary, Susan, Melissa, Linda and Tina.
Notes here.
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Term 2: Gate Meetings
- Engage in professional learning and adaptively apply this learning in practice.
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.
We have had two meetings this term with the GaTE group which consists of myself, Aubrey, Melissa, Rebecca and Megan.
The first meeting I introduced what I had been looking at and had discovered about GaTE programmes, what we run at Torbay and what we needed to do. The second meeting was to discuss what we wanted to put forward at a Staff Meeting to be held in the first week of Term 3.
Minutes of Meeting Here.
This post also meets criteria in Standard 3 and is repeated there.
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Term 3: PD with Vanessa and Roimata (see Standard 1)
- Engage in professional learning and adaptively apply this learning in practice.
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Term 3: GaTE Meetings and Research
- Engage in professional learning and adaptively apply this learning in practice.
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
As a GaTE Team we held meetings regarding our timeline for what we wanted to achieve.
Minutes Here.
I read Gifted Programming Made Practical by Rosemary Cathcart and condensed it down into 3 pages of notes which I shared with the GaTE Team.
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Term 3: 17/09/18 Making it Happen GaTE PD with Rosemary Cathcart
- Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
- Engage in professional learning and adaptively apply this learning in practice.
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.
Making it Happen, GaTE PD 17/09/2018
Rosemary Cathcart
·
How to evaluate the effectiveness of a
gifted programme?
o
Student voice – feedback, Are you
getting enough challenges?
o
Ask the parents – what are you going to
ask? Social responses.
NAG 1 – Board, Principal and staff are required
to…..
https://education.govt.nz/ministry-of-education/legislation/nags/#NAG1
updated 14th December 2017
Originally implemented in 2005 and updated last
year.
Ministry funded TDI - Talent Development
Initiatives, funded for 3 years but then there was no further funding.
ERO found 5% of schools were doing GaTE well, around
50% were not doing it well or at all.
Still an awful lot of mythology about GaTE, teachers
and schools struggling to get buy in.
·
Who are our target group?
o
Asynchronous development – uneven
pattern of learning i.e. better at maths than reading. This is more so in gifted learners – e.g. a 7
year old who is reading at 16 year old level likes age appropriate games and
who has social skills of a 2-3 year old -
doesn’t find it easy to make friends, is shy,
o
Isolating and a stress factor – know
they are different but don’t know why or how to deal with it.
o
Get a bunch of gifted kids together and
they “belong” they fit in– no social issues.
o
Gifted children don’t develop social
skills because they are not around other children who think and talk like them.
o
When you are a kid being different is
not a good thing to be.
o
Gifted provision is never just about the
academics.
o
You need to catch them early – 6 weeks
after starting primary school.
o
Distinguishing characters of gifted
people is the intensity of which they experience emotions – at the outer ends
of the scale. If someone else is cross
they are furious, if some is happy they are overjoyed.
o
From the intensity comes the ability to
focus and create, but can also damage people.
o
www.sengifted.org
o
Most gifted kids are within 10% of their
parents – tends to run in families.
·
What’s our starting point?
o
Have to have supportive leadership in
schools.
·
Who is involved? What are their roles?
o
BOT – look at their involvement - is
there anyone on your board who has a child that could be Gifted? Is GaTE info included
in a Board report? Allow the Gate
Co-ordinator time out of class to do role.
o
MANAGEMENT – appoint a co-ordinator and a
team and support them. Encourage
co-ordinator to undertake further study, attend conferences, make learning
networks. Allow time for the role and renumeration – needs more than 2-3 hours
a week time. Ensure that gifted programme activities are included in reports.
o
PARENTS - Encourage your school to bring
parents of gifted children together to talk. Parents can be used as a resource
– to come and talk to kids / share their knowledge and skills.
o
GATE CO-ORDINATOR – imaginative, sense
of humour, open to new learning, enjoys students who ask questions, prepared to
undertake in-depth PLD.
o
Every teacher should have basic ideas –
indepth study. Massey has papers and
diplomas you can do, Auckland has online course, REACH Certificate,
v Gifted
education is not just about talent development.
v Talent
development is selecting people who are already achieving but what do you do
about people who have the ability but haven’t found a way to achieve yet? Some of our most highly gifted children fail
at school because we grade on what we have set out to teach them not how they
have questioned or challenged what we are teaching them.
v Gifted
children are good at learning but not necessarily good at the skills of
learning as they haven’t ever been challenged or had to work hard to know
something.
·
Vision
o
What the outcome would be, the aim or
goal of our gifted programme.
o
Each school needs a vision statement –
based on what the child’s needs are.
o
Visions and definitions have got to
relate.
o
What is our larger sense of purpose for
these children?
o
These children tend to ask ethical
questions and display ethical behaviour / empathy.
Torbay’s
vision is for every gifted child to be given the opportunity to challenge
themselves and explore their passions within a nurturing, compassionate and fun
environment.
Prepare learners for their next step???
·
Policy
o
Gives us a framework to refer back to.
o
What do we have to do?
o
How are we going to provide for it?
o
Has a gifted learner’s definition.
o
Allocates responsibility.
o
Guarantees continuity of provision
o
Provides for funding and ongoing PD
o
Is supported by an action plan.
Gifted vision and policy needs to ink with school
vision and policy. Should be included as
part of teacher appraisal.
·
Definition
o
Cathie Harrison – Giftedness in Early
Childhood
· -------------------------------------------------------------------------------------------------------------------------------
Term 4: 15/10/18 PD with Steve Hathaway from Young Ocean Explorers
- Engage in professional learning and adaptively apply this learning in practice.
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Term 4: 18/10/18 PD with Leisha RTLB to work with Evie and Aamani
- Inquire into and reflect on the effectiveness of practice in an ongoing way, using evidence from a range of sources.
- Critically examine how my own assumptions and beliefs, including cultural beliefs, impact on practice and the achievement of learners with different abilities and needs, backgrounds, genders, identities, languages and cultures.
- Engage in professional learning and adaptively apply this learning in practice.
- Be informed by research and innovations related to: content disciplines; pedagogy; teaching for diverse learners including learners with disabilities and learning support needs; and wider education matters.
- Seek and respond to feedback from learners, colleagues and other education professionals, and engage in collaborative problem-solving and learning-focused collegial discussions.
I will have 3 more sessions on the 24th and 31st Oct and the 7th November which will include being observed holding guided reading and writing and observing Leisha model.
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