PD Summary

Fairfield Intermediate School SCHOOL NEEDS Strategic Direction for 2009 Numeracy Project Professional Development ICT (Integrated Curriculum, New Curriculum, E Learning), Assessment and Reporting Instructional Leadership – Team Leaders Wider Curriculum Numeracy: Objectives Key Tasks Key Personnel Timeframe Outcome Reflection Update Musac to collate data for developing school wide analysis that can be used for providing information for National standards and future professional development. Identify key information for analysing school wide data. Lisa Morresey and Belinda Havill Musac Geoff Flett 18/3/09 3/7/09 3/8/09 Clear picture of how Fairfield Intermediate compares to National expectations. Lisa and Belinda up skilled in using Musac – exporting data and development of graphing tools. Keep up to date with current practice and National Standards information. To be aware of proposed changes in assessment and reporting. To build this into future planning for professional development and assessment and reporting systems. Paula Weedon and Belinda Havill attended Numeracy Symposium at Waikato University on National standards and practical workshops. Term 2 ,12 June Clearer idea of what data we need to collect and use for analysis. Support PD for teachers in the school. Well set up for reporting in National Standard information about student progress. Develop teachers understanding of assessment tool (GloSS and IKAN) and the New Zealand number framework. Workshop in analysing a data and grouping students. Explore knowledge required at each stage focus on stage 4 and 5 to move on to stage 6, to support target students. The Maths lesson consists of warm up, work out and warm down sections involving whole class and group work. Belinda Havill Paula Weedon All classroom teachers Term 1 2009 3/2/09 All students assessed and data loaded on the server. All teachers administering assessment tools. 26/30 Classroom teachers established groupings for Numeracy. Analyse data and identify at risk target students. Understand how grouping of the student by Gloss result can support a more needs based programme. Direct teaching to support the needs of student who are under achieving Classroom teacher, Supported by Belinda Havill and Paula Weedon Week 7, Term1 Group students appropriately to students’ needs against the Number Framework and New Zealand Curriculum. This needs to be ongoing. Teacher will understand how to organise a needs based Numeracy programme. 6 x after school workshops in 3 operational domains Add/sub Mult/div Focusing on the lower stages 4-5, to develop understanding of how to scaffold Fairfield Intermediate students who are at risk and under achieving. Developing content knowledge for teacher to support student learning. Paula Weedon and Belinda Havill supported by numeracy team leaders. All classroom teachers. 3/2/09 24/3/09 7/3/09 12/5/09 16/6/09 21/7/09 4/8/09 Staff Meetings Differentiation between knowledge strategies teaching. Teachers identify and begin to develop appropriate knowledge to meet students’ needs against the Number Framework. Teachers are teaching numeracy in classrooms. Addition and subtraction focus for term two. Moved on to multiplication and division in term 3. Goal 2 - To train all staff in National Numeracy Project and establish on-going numeracy programmes Objectives Key Tasks Key Personnel Timeframe Outcome Reflection Develop an understanding of the knowledge and strategies students will need to develop. Classroom modelling x3 in each classroom in Addition and subtraction, Multiplication and Division and Fractions in 2009. Modelling use of materials to provide and image for students to scaffold understandings. To model the use of teaching model of Materials, imaging and number properties which is the model used by the National Numeracy project, a ministry initiative. Paula Weedon and Belinda Havill Team Numeracy leader specialist meeting- to support teams All classroom teachers Week 10 Term 1 Add/sub Term 2 - Add/sub Weeks 1-4 Term 3 – Mult/Div Weeks 1-3 Teachers provide a balanced number programme appropriate to students’ needs against the Number Framework. Learning outcomes displayed and referred to for assessment purposes. Groups working independently at tasks relevant to their stages of development. Specific Learning Outcomes are developed so that children can reflect on their own learning. Teachers understand how to use equipment to enhance the learning of students. Teachers more familiar and comfortable. The more knowledge they get the more confident they feel. Teacher feedback very positive (refer Professional Development Questionnaire). This work will be ongoing and will take two years of support for teachers to have a solid understanding. The Math lesson consists of warm up, work out and warm down sections involving whole class and group work. Classroom observation x3 to provide feedback and goals for future personal professional development. Belinda Havill, Paula Weedon and Curriculum team Term 2, Weeks 4-6 Term 3, Week 3-7 Observed class teaching school wide. 26/30 Teachers have developed daily lesson plan and are using rotational group systems on a regular basis and are using materials to model strategies. Goal 3 – Train Numeracy Enrichment Teacher Objectives Key Tasks Key Personnel Timeframe Outcome Reflection Numeracy leaders observe Maths lesson which consist of warm up, work out and warm down sections involving whole class and group work with Belinda. Have a numeracy leader in each team shadowing Numeracy leader when modelling providing feedback to numeracy leader in each team. Pass on expertise to a leader in each team to support the development in teams. Numeracy team shadowing Belinda Havill Paula Weedon Sarah Jones Nicky Carter Sandra Cole Mel Neuman Stacey Davison Nicky Carter Term 2, , Weeks 4-6 Term 3, Week 3-7 Observation of Addition / subtraction and Multiplication /division lesson in every classroom. Curriculum team members gain in confidence and understanding to lead numeracy in teams. Lead teachers shadowed. Numeracy Leader Belinda to observe lessons and feedback. This has supported goals of shared leadership and numeracy leaders will do more observations in term four and 2010. Goal Key Personnel Timeframe Outcome Reflection To develop teaching and learning programmes that reflects the new curriculum. To explore the vision and principles. Plan and integrated unit in teams. Understand vision/principles. Is this reflected in your unit of work? Lisa, Barbara Reid ICT Facilitator, Whole Staff 28/1/09 Call Back Day To develop understanding of the vision and principles of the NZC. To examine our planning to see whether it reflects the vision and principles. Teachers very familiar with the Key Competencies and Values. This was valuable, as teachers are now familiar with the vision/principles which drive the entire curriculum across all learning areas. To up skill teacher technical skills. LAS Conference Lisa Morresey, Belinda Havill, Erin Freeman, David Woodcock, Bill Noble and Cindy Bardebes 20-22/2/09 To attend ICT Cluster Conference Lisa Morresey and Belinda Havill presented two sessions on planning with the Key Competences and the Key Competencies in Action Erin Freeman presented session on collaborative learning: David Woodcock presented session blogging. Worldwide Recognition Excellent development to give ICT Team direction. Also presenting is an excellent way to share and celebrate the great innovations occurring at FIS. “The conference was informative, relevant and extremely motivating.  I was provided with exciting experiences, most of which were then easily transferable to classroom learning experiences that undoubtedly engaged my students and enhanced their learning.” Cindy Bardebes “Next was a taster presentation ‘It’s all about Learning’ talking about unpacking the Curriculum and engaging children in meaningful dialogue about what it really means for them as learners. Good stuff. I liked that they had examples of the kids work- all messy and real. They had taken direct quotes from the curriculum and de-constructed it- just like you could de-construct a piece of text in a story you were reading as a shared book. Thanks Lisa and Belinda.” http://allanahk.edublogs.org/category/learningatschool/ http://collaborativelearning.wetpaint.com “I made personal professional growth through my presentation and subsequent reflection upon my strengths and weaknesses. This has driven further goal setting and PD on improving professional learning facilitation.  This is a key element in my position as Lead teacher of ICT PD. I also benefited from the direct interaction with my professional learning community. The synergy of the event lead to my involvement with national and international collaborative learning with renowned educators such as Wes Fryer from the U.S... This improves both my practise, motivation and enhances the reputation of the school in the wider education community.”  David Woodcock   http://www.speedofcreativity.org/2009/02/26/collaborative-learning-using-web-20-tools-by-erin-freeman-and-heath-sawyer/ “I’d be delighted to learn about other schools which are utilizing BYOL policies for student laptops besides Erin’s in Hamilton. It’s the first one I’ve heard of like this, ever. I agree it’s very encouraging to hear about schools adopting progressive policies like this with respect to student technology.” Wesley Fryer International Learning Consultant. To up skill teacher technical skills. To utilise the technology by making links to learning. Gallagher Room Team Teaching Supporting Teachers with Classroom wikis. Barbara Reid ICTPD Facilitator Angus Lauagiagi Lorraine Semple Lynndon Barton Ngaria Walker Term 1/2/3 One on one in class support for mainstream teachers in the Gallagher Room. One on one support for teachers who requested help with wikis. Teachers are still very technology focussed. Further work needs to be done around e learning and linking the learning tasks to the big learning in units. Mainstream classes really enjoy the Gallagher room and access to the technology. To up skill teacher technical skills. Musac Absence Programme Musac Senior Teachers 17/3/09 Senior Teachers ran training sessions for all staff in syndicate meeting time (CRT). All staff trained and using updated Musac absence programme. To continue to develop and participate in the professional learning community that introduces a wide range of ideas, resources and examples of effective practise. To establish school web site and class pages. Meetings to discuss options for school website, teacher information and student pages. Anthony from School Gate Bill Noble Lisa Morresey Deon Steyn Erin Freeman Paul Matthews Bernie Lockhart Jenna Trousellot Whole Staff 1/5/09 28/5/09 29/5/09 School Gate to develop teacher information site, class pages and e portfolios. It was agreed at this point that Erin was to lead the development of the class pages. Teachers to develop class sites in wet paint, wikispaces and edublogs. It was decided to begin this work using Wetpaint. Erin and David to lead the PD Development. Staff Meeting time allocated. Erin/David began to work with staff in professional development time. Refer notes below. To develop understanding of Managed Learning Environments. Ministry Of Education Road Show Bill Noble, Deon Steyn, Lisa Morresey, Erin Freeman Week 2, Term 2 Student Management System, Student Learning Management System. Ministry of Education promoting e learning and web 2.0 tools. We are on track. Ministry promoting use of tools, without practical solutions to their use. School gate to be looked at as a way of hosting our Managed Learning Environments. To up skill teacher technical skills. School Gate Training Paul Mathews Cindy Bardebes Bernie Lockhart Week 4 Term 2 Ian Buck (International Department) building site within School Gate. “The training involved an outline of what school gate offered as opposed to any direct training using the programme.  The session was motivating but unfortunately did not involve any hands on (hard for a kinesthetic learner like me!)”  Cindy Bardebes To continue to develop and participate in the professional learning community that introduces a wide range of ideas, resources and examples of effective practise. Integrated Planning, Big Concepts, Writing Learning Outcomes and using SOLO Taxonomy PAM HOOK and Julie Mills Hooked on Thinking Whole Staff Teacher Only Day Attended by staff from FIS, FFP, Insoll Ave, Sth Day Adventist, David Street Week 7 Term 2 Teacher Only Day Planning started for term 3. Key concept: Conservation Revisit SOLO as a shared language of learning. Consolidated and built upon what we have been doing with integrated planning. Teams could see how we can take a concept school wide and develop this in different ways. Big concepts becoming embedded in team planning. Refer Professional Development Survey. To up skill teacher technical skills Wikis and building class web pages. Erin Freeman David Woodcock Teachers Week 4 Term 2 Week 6 Term 2 Week 4 Term 3 Week 6 Term 3 Staff Meetings We were in the process of extensive research and development when the BOT passed a policy and guidelines without consultation with staff. Confusion over R 13 sites and which sites to use. (NB: This is not a content/restricted rating) Issues with Wetpaint having terms and conditions that state users must be 13 and over. Students have not signed on to this site. The teacher has a teacher log in. The wet paint site holders were discussing and working on this issue. They were keen to develop a way forward. Wetpaint later withdraws their education accounts. ICT Team engaged in research and discussion with experts /Ministry on how to manage school wide use of these tools keeping student and staff safety paramount. Unfortunately, teachers had to rebuild their web pages in Wikispaces and edublogs. The school website has been updated, but not all sites have been swapped over from wetpaint to wikispaces. Erin is working through the process of transferring these pages. Tech/Specialist Team have also devoted CRT time to developing their sites. Staff were very positive about building class sites. All teachers have built sites. Sites are in various states of development and completion. Please note there was no consultation with any teaching staff or the ICT team in the development of these guidelines by the BOT or staff representative. Staff did not even know that this was on the BOT agenda. Additional staff meeting time has been allocated to the development of class pages. Staff building class/subject sites. A lot of work has been done around web 2.0 tools and the development of shared understanding of which tools to use and what systems/protocols need to be established to keep us safe. This has been challenging for some staff and very exciting for others. Teachers are working on their sites and these will be transferred over and linked through the school website. Some examples: http://fairfieldintermediate09.wikispaces.com http://room16exoticexplorers.edublogs.org/about/ http://woodmonstas.blogspot.com/ http://fairfieldintermediate.wetpaint.com/ http://fisrm22.wikispaces.com/ http://fisrm23.wikispaces.com/ http://rm24fis.wikispaces.com/ FairfieldIntermediate26@wikispaces.com http://room29fis.wikispaces.com/ http://inventorcentre.blogspot.com/2009/02/technical-questions.html http://fisfunkyfabrics.blogspot.com/ http://woodntoys.blogspot.com/ http://www.artfis.blogspot.com/ http://fisfood.blogspot.com/ http://www.fairfieldintermediate.school.nz/main.cfm?id=10610 Further development is required for teachers and the BOT on Web 2.0 tools. Refer Teacher Professional Development Survey. To continue to develop and participate in the professional learning community that introduces a wide range of ideas, resources and examples of effective practise. Attend ICT Principal and Lead Teacher Workshops Lisa Morresey, Erin Freeman, David Woodcock, Deon Steyn Week 3 Term 1 am Week 10 Term 1 am Week 2 Term 2 am Week 4 Term 3 am Writing Milestones, Reporting to Ministry Using Data, Web 2.0 tools. Cluster sharing. Policy and procedures ICT use in schools. On going support for Lead Teachers. Great to include Deon Steyn in PD sessions. ICT Team working closely with technician. More work to be done around ICT Policies/Procedures and Guidelines. FIS leading innovations in cluster. To continue to develop and participate in the professional learning community that introduces a wide range of ideas, resources and examples of effective practise. Regional Network Meeting ICTPD Facilitators and Schools CORE Ed Policy and procedures ICT use in schools. Netsafe Resources Lisa Morresey, Erin Freeman, Deon Steyn Week 6 Term 3 Shared understanding and dialogue Lisa/Erin/Deon Netsafe Resources Realisation: FIS is so far down the track! Many schools in the cluster did not know about R 13 Terms and Conditions. They do not know what their teachers are using. We have to depend on the experts that we are working with in leading edge schools. Continue research and discussion with experts from Schools/Ministry/Core Education and WWW. Dorothy Burt (ICTPD Facilitator) Point England School. To continue to develop and participate in the professional learning community that introduces a wide range of ideas, resources and examples of effective practise. ICTPD Workshop for EALC Cluster Using Web 2 Tools Using ICT to develop Literacy and student voice. ICTPD Workshop for EALC Cluster Advanced Wikis. Facilitated by Erin Freeman and David Woodcock A number of presenters from across three ICTPD Clusters – David Woodcock presented on using Blogs with students. Attended by all teachers. Term 2 Week 6 4-6 pm Term 2 Week 8 4-6 Term 3 Week 4 Term 3 Week 8 Erin and David presented to five teachers from across the cluster. David Woodcock/Barbara Reid ICTPD Facilitator FIS teachers contributing to development of teachers in ICTPD Cluster. Preparation and presenting consolidates understanding of the facilitator as well as the attendees. To continue to develop and participate in the professional learning community that introduces a wide range of ideas, resources and examples of effective practise. Best Practise Visit Point England Glen Eden Intermediate ICTPD Cluster Sarah Jones Paul Matthews Nicky Carter Erin Freeman Lisa Morresey Belinda Havill Deon Steyn Term 3 Week 3 Solo in action. Nicky Carter and Sarah Jones developed PowerPoint and presentation for Team Leaders. Team Leaders shared this with staff. SOLO language being used in learning intentions. Point England shared journey - television studio/blogging/integrated curriculum/corporate innovation. SOLO tool to be used school wide as a common language of learning. Inspiration for Team Leaders. Possible Goals: To develop the amount of programming being produced. Could we train staff so that all students are given the opportunity to produce programmes about their learning? Instructional Leadership Objectives Key Tasks Key Personnel Timeframe Outcome Reflection To mentor team leaders to develop instructional leadership. What is co-operative planning? Role of Team Leader Team Goals Timetable Long term plan Class Description and Pedagogy Statement Senior Teacher Checklists Collaborative Planning Student Lead Conferences/Goal Setting Reading: Planning for Learning, Chapter 9, Clarity in the Classroom E Learning Reading Being Clear About What is to be Learnt, Chapter 4, Clarity in the Classroom– Michael Absolum. Team Work School Culture Affirmation 21 Responsibilities Day to Day Management of a School, Leadership Teams supporting the 9 responsibilities of the Principal Marzono, R; Walters, T; McNulty, B Culture Lisa, Bill, Helen, Belinda, Team Leaders, Paul Matthews, Paula Weedon, Karin Doull, Ngaria Walker/Nicky Carter, Sarah Jones, Erin Freeman, Ra Peters, Ian Buck Syndicates Weekly Senior Teacher Meeting and then addressed in fortnightly syndicate meetings 5/2/08 11/2/08, 19/2/08 19/2/08, 26/2/08 1/4/08, 5/5/08 11/5/09, 18/5/09 8/6/09, 15/6/09 22/6/09 24/8/09 4/9/09 Instructional Leadership – Working collaboratively in teams to develop professionalism, consistency and higher standards. Team leaders meeting is also a forum where we discuss school wide issues/perceptions and seek opinions and views from all teams. A lot of dialogue has occurred around issues and perceptions to establish what staff views are. Meeting has become focused on our learning and professional dialogue rather than administration. Evidence of modelling and collaboration in syndicate minutes. Readings and dialogue have centred on team leader roles/change/school culture and communication. To develop leadership skills. Waikato/Bay of Plenty Aspiring Principals Course Leadership Development Professional Readings – Leadership Principalship Principal Mentors Leadership Coach Inquiry/Action Research Project Workshop days On line learning Coaching Sessions Inschool inquiry University of Waikato, School Support services Lisa Morresey Bill Noble (Principal Mentor 1) Irene Cooper (Principal Mentor 2) Murray Fletcher Leadership Coach Friday/Saturday 8-9/5/09 May 9-10/7/09 July Holidays Workshops 27/5/09 In school visit 7/8/09 In school visit Application was successful. Invited to participate. Second order change. Leadership versus management. Managing Change. 21st Century Learning Inquiry – development of instructional leadership amongst team leaders. Secondary: To rebuild confidence in teams, communication and learning focussed school culture. Coach has been great resource person and support. Valuable learning opportunity. Waikato Principals Conference Differentiated Professional Development Appraisal Kevin Knight Implementation of the new Curriculum Waikato Principals Association Bill Noble Lisa Morresey Belinda Havill 26/3/09 27/3/09 Looked into Kevin Knights Appraisal Package. This then lends itself to differentiated professional development. Differentiated professional development is a big part of the work that Lisa and Belinda do with individual teachers. We are supporting team leaders to develop their instructional leadership skills to differentiate development in school. We need to think carefully about whole school versus individual professional development. MYSA Conference 21st Century Learning and Innovation Adolescence Resilience for Teachers Teaming in Middle Schooling School Visit John Paul College Bill Noble Lisa Morresey Belinda Havill 19-22/5/09 Affirmed ICT and E learning direction. Team/Collaborative Teams to be allowed to stay together for longer periods if successful. To think about literacy/numeracy specialists and options for semi-specialisation. We felt that we are innovative and indeed ahead in many respects with regard to educating young adolescents. Australian schools have a disconnected curriculum. Issues with fractured curriculum and mandatory testing. To trains associate teachers. Associate Teacher Course, School Support Services, University of Waikato To mentor school of education students. Paul Matthews Stacey Davison Megan McIndoe 28/7/09 Paul Matthews Associate Teacher Term 2 Megan McIndoe associate teachers Term 3 Stacey Davison – after registration 2010. “The course provided participants with information on how to deal with challenging situations. I would know who to call and we were given a range of people to call for support. All questions were answered and I left feeling like I would know how to approach a student teacher. We were given a wide range of examples to use when writing up reports and in giving feedback. It would have been more beneficial if it was hands on, real examples.” Stacey Davison NZ AIM’s Conference Secondary Principals Forum Students Forum Andrew Becrroft: Ten issues facing young people today Rod Oram How young kiwis will seize opportunities presented by the seismic shifts in the world’s economies and societies Archbishop Roger Heft What language does the soul speak? Richard Faull How can we challenge our brains? MP’s forum. Lisa Morresey Bill Noble 18-21/8/09 Bill Noble awarded life membership award. Student Voice – Lisa Morresey to complete work around student voice and FIS Curriculum in Term 4. Mentoring and support of Intermediate Principals and Deputy Principals. Valuable perspectives from outside education on Middle Schooling. Organisational Leadership Masters Paper Educational Leadership University of Waikato Leadership Centre Paul Mathews 24/25 July 14/15 August Friday/Saturday Assessment and Reporting Objectives Key Tasks Key Personnel Timeframe Outcome Reflection To model administration and analysis of IKAN, Gloss (Numeracy) Test all students. Enter data. Analyse/organise grouping. Belinda Havill Paula Weedon Teachers 3/2/09 All teachers completed this. To model analysis of STAR (Standardised Test of Achievement in Reading). Model analysis. Lead data discussion Apply to planning in literacy (Reading Programme). Lisa Morresey Teachers All teachers completed this. Teacher aide timetable developed according to class needs. This data is used to analyse whole class and individual learning needs. To develop goal setting conferences and focus on learning conversations. Staff Meeting Goal Setting Conference Reading Student lead Conferences Action Plans Feedback and discussion Lisa Morresey All staff Syndicate Leaders Teams 28/4/09 22/7/09 Syndicate Meetings Weeks 1-3 Term 2 Weeks 7-8 Term 2 Week 1 Term 3 Week 3-4 Term 3 Increased understanding of student lead conferences. Goal setting and action planning. Feedback and reflection. Changes made to format as a result of feedback. Feedback overwhelmingly positive. Students leading goal setting and learning conferences. National Standards Ministry of Education Attend information and consultation sessions. Bill Noble Helen McLaughlin Lisa Morresey Belinda Havill 15/6/09 Increased understanding and dialogue around proposed National Standards. We are waiting for the Ministry of Education to present the final guidelines. We feel that we are already using the tests/processes and protocols associated with National Testing in Literacy Reading AsTTle and in Numeracy. Goal for 2010/2011 Literacy Writing. To report on achievement in Literacy Reading. Staff Meeting to discuss achievement and progress in Literacy. Lisa Morresey All teachers 24/2/09 23/6/09 Needs identified. Success celebrated. Teacher aide time allocated. PRT Meetings set up to address professional development needs (level 2 learners/processing strategies). Lisa Morresey/Zena Taylor asked to work with individuals and teams. Staff are becoming more comfortable with data discussions. Sharing data increases urgency in teaching and facilitates greater collaboration and professional learning. To facilitate and support inquiry into student data. Sessions for Literacy Leaders. Literacy Leaders working in teams. Sharing Data Target Students Multiple Pathways Analysis of Group Learning Pathways AsTTle Framework – Learning at Each Level Individual teachers initiated meetings with Lisa Morresey or Zena Taylor to discuss and analyse their reading data and where to next? Syndicate Meetings: Analysis Collaborative Planning Comprehension Strategies Follow Up tasks To meet identified student needs. Informal Observations of one another’s practise. Lisa Morresey Zena Taylor Ra Peters Daphne Ward Cindy Bardebes Gloria Coromandel/Natasha Martin Sheila Prestage Abbie Martin Lisa Morresey - individual meetings with Bernie Lockhart, Cindy Bardebes Lynndon Barton, Jenna Trousellot, Julie Crawford Nicky Carter, Craig Irwin Zena Taylor individual meetings with Ra Peters Mike Thompson, Sheila Prestage Lisa Morresey Team Meetings with Kauri /Nikau syndicates Zena Taylor Team meetings with Rimu/ Kowhai/Nikau Syndicates Sandra Cole observed by Mike Thompson and Lorraine Semple Nicky Carter Observed by Megan McIndoe Karin Doull observed by Jenna Trousellot, Bernie Lockhart, Nicky Carter, Megan McIndoe, Julie Crawford, Erin Freeman Lisa Morresey observed by Craig Irwin. 23/6/09 Term 3 Term 3 Term 3 Term 2/3 Lisa/Zena worked with Literacy Leaders who in turn worked with their syndicates to examine and analyse data in order to plan/develop needs based instruction. Teachers inquiring into own practise, identifying next steps for student learning and their programmes. Teachers identifying learning intentions/criteria/learning sequence and follow up tasks based upon needs/development stages/curriculum levels. Teachers observing each other to improve their practise. This work links to assessment and literacy development. Staff are using asTTle to inform their practice. Differentiated group work and follow up tasks. Teachers utilizing each others expertise. Deprivatising classrooms. To find out about school wide use/administration /analysis of e asTTle. To use e asTTle in classrooms Introduction to E AsTTle Links to NZ Curriculum Formative Assessment Data Analysis Use of Reports Getting Started Introduction to E AsTTle Use of Reports Creating Tests Writing Exemplars Lisa Morresey Belinda Havill Auckland Uni Services Belinda Havill Karin Doull 19/8/09 20/8/09 We will need to sign up for e asTTle to trial in one or two classrooms. Affirmed – Using different tests according to level – trialled this year. Affirmed the way we are analysing and using the data. Links to formative practise – will complement our work. i.e. Sharing data with students. Setting learning intentions from data. Karin Doull/Belinda Havill have shared writing exemplars with some staff. We want to trial e asTTle. But, we want to wait a little longer before going school wide so that issues with E asTTle are ironed out first. E asTTle will reduce the workload in data analysis. E asTTle will improve reporting. E asTTle will mean students can sit the test on line. E asTTle will have implications for students and how they sit tests i.e. on a computer. To discuss assessment and reporting in Art Education. School Visit and discussion Nelda Halgryn School Support Services, University of Waikato Art Adviser Chris Graham 11/8/09 Dialogue Chris Graham has recommended that Nelda network with the Art Teacher at Tauranga Intermediate School. “In short: I asked to see him; he was impressed with the variety of arts I teach, the excellent quality of my results achieved, took my report form with him to study it.” Nelda Halgryn To administer and analyse PROBE Reading Test. Needs Analysis PROBE Administration and analysis Implications for programmes. Processing Strategies. Lisa Morresey Zena Taylor PRT’s Stacey Davison, Mike Thompson, Cindy Bardebes, Bernie Lockhart, Jenna Trousellot 17/8/09 PRT’s using PROBE as an additional assessment tool for Level 2 readers. Analysing Probe. This work links to assessment and literacy development. To administer and analyse PROBE Reading Test. To support teachers in class to administer PROBE Zena Taylor Bernie Lockhart, Megan McIndoe, Cindy Bardebes, Sandra Cole and Jenna Trousellot. Term 3 2009 Sit alongside teacher to administer and analyse PROBE. Discuss findings and next steps for the specific student. Lisa/Zena to run this training again term 1 2010 new staff and for those teachers who still require support. Wider Curriculum Objectives Key Tasks Key Personnel Timeframe Outcome Reflection Physical Education Active Schools Contract Physical Activity and Physical Education Curricular and Co Curricular Development of Learning Area Leadership in Physical Education Sport Waikato School Support Services, University of Waikato Julie Crawford Mike Logan Nicky Carter 3/4/09 21/8/09 Planned Units to teach around Physical Activity and Health. Students to conduct community consultation – Legislative Requirement. This is to be used for information to further develop the FIS Curriculum. PE Team led first Curriculum Staff Meeting for whole staff on their Learning Area. Units to be completed term 2/3 by Nikau and Kowhai Syndicates. Consultation to be shared with staff and BOT. SSS and Sport Waikato really impressed with the learning focused approach of FIS Team. Health Education Food and Nutrition University of Waikato School Support Services, Pam Dixon, McIndoe McIndoe, Karin Doull Julie Crawford 1/5/09 Pam to liase with Food and Nutrition adviser term 4. Classroom teachers did not find this course beneficial. Food Technology Teacher found the course was useful and beneficial. EOTC To update staff first aid certificates. First Aid qualification. Jos Falanatama Helen McLaughlin Emily Wilson 11/2/08 27/4/08 18/6/0 Two trained first aiders at each camp. ( EOTC Induction day and Camp Visits Bill Noble – Pauanui Ian Buck/Ra Peters Port Waikato All teaching staff who attended Camp. Holidays Prior to Week1 Orientation visits complete. Excellent feedback from staff. Teachers who have worked at FIS for a number of visits felt that a return visit in 2010 may be unnecessary. However, dialogue and information from these teachers for new staff was invaluable. We also felt that these teachers could prewalk the tramps on this visit we orientate the others at camp? To be discussed further. Technology To develop teaching and learning programmes that reflect the new curriculum. Explore new Technology Strand Planning for Development Shannon McPeak, Pam Dixon , Alison Mitchell, Lisa Morresey, Natasha Martin 31/4/09 Technology Specialist Teacher Day Identify where we are with new curriculum and our practise. Looking at shared language across department. Development of design brief and curriculum coverage. Technology teachers find these days beneficial. “Tech day at TA – good to see we are well up with the play.” To attend training for a specific student and her vision needs. Low Vision Course Blind and Low vision education network of NZ. Julie Crawford 8/5/09 Series of different talks and activities which helped me to understand what Monique, a student with Keratoconus, is struggling through. There was a talk from Clare Fitzgerald, an orthoptist, who discussed various eye disorders. We then completed various activities using glasses which simulated various visual conditions. The final part of the day was a talk from Mark Gear, who is an orientation and mobility expert for RNZFB. Very useful. These activities helped us to empathize with students who have a visual disorder. Following the activities, we discussed various strategies that have worked for us in the classroom. Science Conference Diana Neville NZAIMS/School Support Services, University of Waikato 29/10/09 30/10/09 Refer report attached Second Language Learning Language Seminar Teaching Grammar Units Ian Buck Lorraine Semple 4/9/09 “The Langsem was useful in ways …I have come away with some ideas about the use of, importance of and teaching of grammar.  Also have a couple of units on my flash drive which I can incorporate into my planning.  Also, Ian and my presentation went very well and we received a lot of positive feedback from it.Saludos” Lorraine Semple New Zealand Curriculum – Learning Areas To unpack the Learning Area Essence Statements To identify the big learning in each area. To identify what FIS learners need to learn. FIS Curriculum. Learning Areas – Connected Curriculum Outline task. Support Curriculum Leaders (meetings/ resourcing) Lisa Morresey Teachers Curriculum Teams Lisa Morresey, Diana Neville, Brett Moore (Science) Staff Meeting 30/7/09 11/8/09 Curriculum Meetings 11/8/09 10/9/09 Curriculum leaders/teachers briefed. Teams to plan and facilitate professional learning for staff over next two staff meetings and on Call Back Day in the holidays. Minutes have been emailed from Curriculum Leaders. Social Science Adviser in school week 9. Very positive start. Lisa supporting leaders with resources and facilitation strategies. Staff have embraced the challenge. Very exciting our curriculum experts are very inspiring. New Zealand Curriculum – Learning Areas To unpack the Physical Education Essence Statement Julie Crawford Nicky Carter Michael Logan Teachers 8/8/09 Unpacked PE essence statement. Strengths and Weaknesses identified. Planned and facilitated by PE Curriculum Team. Excellent session. Require further work around Physical Education/Physical Activity Teachers requested support with PE teaching, observations of strong practise. ESOL Teaching TESOL Graduate Diploma at Wintec. This semester we are doing two papers concurrently: ‘Language Learning Experience’ and ‘Language Learning Reflections’ Zena Taylor Tuesday, 4.15 – 7.15 pm. {The first semester focused on the academic side of linguistics in general.} This is designed to put us ‘in the shoes’ of a second language learner. I am learning Mandarin at the moment. We spend half the evening with the Mandarin tutor and then the second half with the ‘Reflection’ tutor where the Mandarin and Korean learners come together. We then reflect on our experiences for each session and plan/discuss suitable teaching strategies and learning styles. The aim being to make us more empathetic towards the challenges and difficulties second language learners faces (e.g. the ESOL students at FIS). The eventual outcome is to enable us to develop and plan effective teaching strategies and to raise awareness of the different learning styles of the L2 students. Staff Induction: Objectives Key Tasks Key Personnel Timeframe Outcome Reflection To induct new staff. Induction Day School Organisation and Management, Student Centre, Admin, IT, Absences, Lisa Morresey, Helen McLaughlan, Belinda Havill, Wend Branton, Judy Clarke, Deon Steyn , new staff x 5 24/2/08 New Staff familiar with Absences, Student Manager, school wide organisation and processes. * Actual day was very intense with a lot of information. Need to reflect on this process with new teachers. * However, new staff positive, success with Absence Programme. * Support staff enjoyed the opportunity to speak directly with new teachers. Tutor Teachers and syndicate leaders worked hard to mentor new teachers. Where system broke down – mentor for new teachers in team leader/management positions. To support development of provisionally registered teachers Induction Programme Provisionally Registered Teachers In school PRT Meeting NZEI PRT’s Year 2 – Bernie Lockhart, Mike Thompson, Megan McIndoe, Stacey Davison, Cindy Bardebes, Jenna Trossellot All PRT’s have a tutor teacher to support their development. Belinda Havill, Karin Doull Julie Crawford, Ra Peters Erin Freeman, Lisa Morresey (Term 3) Year 3 – Brett Moore, Craig Irwin, Supported by Lisa Morresey and Team Leaders Megan McIndoe, Mike Logan and Brett Moore Registered End of Term 2 2009. PRT Co-ordinator To support development of provisionally registered teachers Observation and written feedback provided for every PRT at least 2x a term with agreed focus i.e. Classroom environment Modelling of Numeracy and literacy in each classroom x3 a term. Jenna Trousselot, Stacey Davison, Cindy, Bernie Lockhart, McIndoe McIndoe, Mike Thompson, Observations and feedback provided by Belinda Havill PRT Coordinator Term 1 and 2 Classroom environments have improved and more consistent practice is evident in each classroom. Weekly planning for numeracy and literacy is being completed and being monitored. Students more focused in learning situations and are clear about expectations. Grouping for individual needs is now part of normal practice in key learning areas. To support development of provisionally registered teachers Goals set against Teaching dimensions to work towards teacher registration. Individual meeting to discuss areas of concern and areas of strength. Jenna Trousselot, Stacey Davison, Cindy Bardebes, Bernie Lockhart, Megan McIndoe, Mike Thompson, Discussion and Goal setting with Belinda Havill 27 May PRT’s are focused on areas that need improvement. Discussion with individuals and then providing support with Tutor teacher or curriculum experts clarifies development for the individual. To explore reading processing strategies. Identify our needs. PROBE Test Analysing Probe Student Needs/What to teach Jenna Trousselot, Stacey Davison, Cindy Bardebes, Bernie Lockhart, Megan McIndoe, Mike Thompson, 17/8/09 PRT’s using PROBE as an additional assessment tool for Level 2 readers. Analysing Probe. This work links to assessment and literacy development. Behaviour Objectives Key Tasks Key Personnel Timeframe Outcome Reflection To develop teacher skill and confidence in behaviour management strategies. 1. Attend Discipline with Dignity Dr Bill Rogers Brett Moore, Mike Thompson, Lorraine Semple, Bernie Lockhart, Sarah, Abbie Martin, Lisa Morresey Week 9 Term 2 Attended, feedback was extremely positive. Lisa Morresey supported Nicky Carter Room 12 to trial behaviour modification plan. Lisa Morresey using Bill Rogers Behaviour Mentoring approach. “I attended Bill Rogers course  - Discipline with Dignity on the 23rd of June. I found this to be a very useful day that I thoroughly enjoyed and found extremely useful. I got a range of strategies from this that I have been using in my classroom. After the meeting I put together a summary of the course that I then shared and went through with my team”  Abbie Martin To develop skills in mentoring and supporting teachers with behaviour management. In class mentoring and support. Goal setting Reflective dialogue Shared teaching episodes Support person Lisa Morresey Lynndon Barton RTLB Sue Taylor Term 3 Informal class visits. Weekly meeting – reflective dialogue and goal setting. Positive Behaviour Management system established. Team teaching, when appropriate. Positive and regular support for classroom teacher. To support teacher with behaviour management. In class mentoring and support. Lorraine Semple RTLB Term 3 Positive and regular support for classroom teacher. To develop teacher skill and confidence in behaviour management strategies In class mentoring and support. Modelling/Observation feedback/Dialogue/release to observe others Evaluative Observation Lisa Morresey/ Paul Matthews Brett Moore Bill Noble Week 9 Term 2 Term 1/2 Ongoing improvement in consistency. Teacher has achieved Satisfactory Teacher Dimensions and has been registered. Congratulations Brett. A lot of hard work has been put in place. Huge development and growth. Well done. In class mentoring and support. Modelling/Observation feedback/Dialogue/release to observe others. Collaborative Planning Reading - Literacy Teaching – Term 3 Lisa Morresey/Paula Weedon Craig Irwin Craig Irwin/Lisa Morresey Reading Term 1/2/3 Holidays Term 2 2x week Term 3 Ongoing support has been put in place. Positive working relationship. Ongoing support and dialogue with teacher. Consistency in this area is still of concern Evaluative Visits to be completed Term 3 by Principal and AP. NB: Literacy (Not a major focus – but professional development/support is ongoing in this area – this has been included in Assessment/wider curriculum). Attachments: Summary of Teacher Professional Development questionnaire. Report on Science Conference from Science Specialist Teacher Diana Neville Conclusions: Full and thorough needs based development programme. Deep learning and work occurring in literacy, numeracy, collaborative and integrated planning with the new curriculum. Development has been multi faceted – staff meeting, call back days, syndicate meetings and specialist meetings. Development has mostly been in school, facilitated by us for us, calling upon experts when required. Approaches have included professional dialogue, facilitation, readings, collaborative planning, modelling, observation and feedback. Some teachers have attended courses off site. Huge energy and support has gone into mentoring Team Leaders and Team Leaders have worked hard in each of their teams. Staff have shown resilience and has overcome challenges to continue positive development in ICT. Next Steps: Numeracy (on going) E learning Curriculum - Learning Areas FIS Curriculum LM/BH @ FIS 9/09 Professional Development Term 1, 2 and 3 2009 ICT