Standard 3 Professional relationships

Term 1: 9/2/2018 - Meet the Teacher Evening

• Engage in reciprocal, collaborative, learning-focused relationships with:
• learners, family, and whānau

I was able to meet with many parents at our Meet the Teacher Evening and discuss our learning and expectations this year.  It was great to be able to meet the parents and discuss their children and find out what is important for them.

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Term 1 - STEAM Focus Group

• Engage in reciprocal, collaborative, learning-focused relationships with: 
• learners, family, and whānau
• teaching colleagues, support staff, and other professionals
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership,

I am a part of the STEAM focus group with Katie, James, Jennifer and Joanne.  I will be helping out with the TV station and looking for other ways to get involve with STEAM activities at school with a focus on including the Years 1-3 where possible.

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Term 1 - New Role (also under Standard 4)

• Engage in reciprocal, collaborative, learning-focused relationships with:
• learners, family, and whānau
• teaching colleagues, support staff, and other professionals
• agencies, groups, and individuals in the community.
• Communicate effectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

I am very excited to have been offered the role of delivering Enrichment and GATE programmes throughout the school.

I am looking forward to investigating the opportunities this role will bring to work with my colleagues and the students at Torbay.  I have had some ideas of projects to involve and engage these students, but need to clarify what is expecting of me in this role and what means I will have to create these opportunities for our akonga.

--------------------------------------------------------------------------------------------------------------------------Term 1 - Learning Conversations

• Engage in reciprocal, collaborative, learning-focused relationships with:
• learners, family, and whānau
• teaching colleagues, support staff, and other professionals
• agencies, groups, and individuals in the community.
• Communicate effectively with others.

Learning Conversation meetings allow teacher, student and caregiver to discuss and understand what goals the student is working towards, giving them a clear understanding of their progression and future success. The Learning Conversation worked well with the majority of parents making appointments. Students were able to discuss their goals and share some work with their caregivers. It was also great to be able to include the students in these conversations in a 1-1 setting with less distractions.

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Term 1 GaTE Appointment

• Engage in reciprocal, collaborative learning-focused relationships with: learners, family and whānau - teaching colleagues, support staff and other professionals - agencies, groups and individuals in the community. 
• Communicate effectively with others.
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility. 

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.

Information on my GaTE research and documents can be found here.

This blog entry meets criteria from and is repeated in Standards 2, 4 and 5.

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Terms 1-4   Team Meetings

• Engage in reciprocal, collaborative learning-focused relationships with:  teaching colleagues, support staff and other professionals.

Here is evidence of our Team Meetings which include discussions on assesment, individual children's needs, Learning Support, Health and Safety and planning.

Link to Minutes Folder.

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Term 2  Meetings with Parents

I have communicated with and had meetings, both formally and informally, with a number of parents this term regarding learning and behaviour issues.  These issues have also been discussed and documented as part of team meetings and with Glenys.  Behaviour logs and Contracts are in place for a number of children in the class.

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Term 2:   Learning Support Referrals

I presented to the Learning Support team this morning about Archie and Tyler.  Both children have been taken on board and will be put on contracts.  Archie's progress will be monitored and an observation done.  Tyler's progress will also be monitored and communicated to his parents.

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Term 2:  Gate Meetings

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  • Engage in reciprocal, collaborative, learning-focused relationships with:
  • learners, family, and whānau
  • teaching colleagues, support staff, and other professionals
  • agencies, groups, and individuals in the community.
  • Communicate effectively with others.
  • Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

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.

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Term 3: 31st July and 1st August - Multiple Learning Conversations

• Communicate effectively with others
• Engage in reciprocal, collaborative, learning-focused relationships with:

• learners, family, and whānau

This went well with the majority of parents showing up and Renee and I setting aside a separate time the next week for Tyler and Nikita's parents to attend.

The students enjoyed sharing their learning and playing the games with their parents.  Parents commented on how their children had progressed and their enjoyment in class which was good to hear.

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Term 3:  PLG Meetings

• Engage in reciprocal, collaborative, learning-focused relationships with:
• teaching colleagues, support staff, and other professionals
• Actively contribute, and work collegially, in the pursuit of improving my own and organisational practice, showing leadership, particularly in areas of responsibility.

I attended meetings with my PLG group throughout Terms 2 & 3 to share ideas and give advice on our Inquiries.

Notes here.

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