Staff Meeting 27/ 05/ 2014

26 May

Staff Meeting                           27/ 05/ 2014

ESOL Learning-

Emily-

ELLP is a new assessment tool being introduced to Stonefields to use to support assessment, reporting and teaching and learning for ELLs.

 

Google Presentation

 

Week 5- Oral Matrices (speaking and Listening) to be completed.

Week 6- Hubs to book in reading and writing matrices.

End of term 2- survey to be sent out to measure progress and identity where further support is needed.

Deadline- end of T2 holidays all assessment and data entered.

 

We watched videos and had a go using the online ESOL assessment spreadsheets to assess children. Using videos to have examples of children.

Notes:

Remember…

 

– Always assess them at the lower stage (the funding stage).

Best fit is the stage the student will be on funding for e.g. able to do some but still not achieving all of stage 2, they are then going to be at stage 1 for funding.

– Get children to answer open questions not just yes or no questions.

Could we ask about Breakthrough or Passion Led Learning tasks- get the children to talk about their interests to be able to share their understanding in an in depth way.

– Academic language you are assessing, not language used in the playground.

– Use the Google Presentation to help link back and find out what we need to do- has lots of resource/ assessment task ideas and tells us how to mark children e.g. marking them down for their funding stage.

-We find our learners to assess using the Google Presentation.

– Assessment sheets are all accessed on the Google Doc e.g. the

ELLP Assessment Summary Link

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Staff Meeting 20/ 05/ 2014

19 May

Staff Meeting               20/ 05/ 2014

Digital Smackdown-

(All Staff)

 

YouTube Video Manager: Sheena

Can edit/ manage videos on YouTube (adding Music and text to the videos you upload).

 

Picaso Web album: Joe

Upload photos from your phone/ computer straight onto the blog- send it to the email/ link and it automatically comes up in a little presentation on the Blog.

 

iTunes U: Wendy

A range of papers/ research searching all university papers online.

Would be great to help with study in the future.

 

Maths- Whizz: Chris

Shows children’s individual progress and is a self tutoring site for children in Math. Who has improved? How much have they improved? What areas have they excelled in, what areas still need improvement. Great to show childrens progress and allow them to set goals and reach targets.

 

Gaye greenwood:

Transforming Conflict- Sensemaking- negotiating difficult conversations.

 

Sense making-

A process that people engage in when seeking to understand situations and events that are unusual, confusing or surprising.

Here are some elements and criteria to analysis sensemaking:

-Social construction and context.

-Identity.

-Retrospective storytelling.

-Cues.

-On going experience process of making sense is continuous.

-Plausibility rather accuracy.

-Enactment based on the above.

 

Deep active empathetic listening to stories:

 

It is important behaviour when conflicts arise:

– Listen attentively and paraphrase back.

-Critical for effective communication.

-Empathetic listening involves:

attending

paraphrasing

reflecting feelings- subjectivity

summarising

Listening with our ears and eyes and open heart – ‘tip’ (Chinese for Listen)

It is a VERY important skill to learn and have when dealing with others. How do we deal with conflict? We need to develop these skills as teachers, especially when we work in our collaborate learning environment.

IPad Tool Kit session

14 May

https://docs.google.com/a/stonefields.school.nz/presentation/d/1MbEbcfOPqeqZDqrl4z4LpuY0oq7_R50MAS_WYmR7Y3I/edit#slide=id.g38342c630_01

IPad Tool Kit session

Tamaki Primary School

 

 

Staff Meeting13/ 05/ 2014

12 May

 

Staff Meeting13/ 05/ 2014

Kirsty Parnapa-

Writing Focus

 

Nadine:

 

Introduced a range of resources/ texts to find out about how to teach writing ideas better. From introduction to punctuation to even going into deeper ideas about how we can extend ourselves with our teaching of writing.

 

Presentation:

https://docs.google.com/a/stonefields.school.nz/presentation/d/1aS1BB14-uA_AZZMW5JxSZvsohmYLSIjblNuossNb-TE/edit?usp=sharing

 

Discussed and shared with us what we are doing well with writing in school:

– We plan, share, compose and publish.

– Learning progression (W.A.L.H.T) is clear.

– Buddy scaffolding for activities.

-Peer/ self assessment of writing.

-Encouraging next steps for children.

 

Teacher Practice Matrix

https://docs.google.com/a/stonefields.school.nz/document/d/12eBhf5Dps0qbTtForuo9aRp4540noWlsFiYune4EF5E/edit

 

First rubric: Explicit teaching of writing processes and strategies

 

Second rubric: Teacher and student learning conversations

 

Third rubric: Informed and shared learning intentions (or purpose or goal or outcome).

Focuses and uses success criteria and how it is formed.

 

Fourth rubric: Explicit links to prior knowledge, both world and literacy knowledge (making connections)

Includes knowledge of the world, personal experience, content/topic knowledge, literacy-related knowledge.  Making connections may include reminders about strategy use in other contexts; links with cultural knowledge or expertise or interests of particular students; inter-textual connections; links between reading and writing; and connections across curriculum areas and with what the child and their whānau brings to the classroom.

 

Fifth rubric: Catering for diverse literacy needs

Note 1. The term diversity is used here in a broader sense than in ELP.  It includes diversity in terms of rates of progress, pathways of learning, prior knowledge and experience; cultural, ethnic, and linguistic diversity; students experiencing difficulties in literacy learning, and those making rapid progress

Note 2. The foregoing aspects apply – see descriptors

 

Kirsty:

 

We need to mark where we are on the 5 matrices and see what we want to work on and where we want to go by the end of the second week of this term.

Fill these in on a new google doc and highlight next step areas ready to discuss with our writing coach.

My writing coach- Emma.

 

Wendy:

 

The writing learning progressions:

 

Our schools sequence of writing is:

Plan, craft, refine and share.

 

Working in threes to discuss the elements in the learning process and how these apply to the writing process.

(used an A3 sheet)

 

Staff Meeting 06/ 05/ 2014

12 May

 

Staff Meeting06/ 05/ 2014

 

Hub 1 – breakdown of colleague survey.

 

Discussed what we are doing well and where we want to go next.

 

We set new goals for Term 2.

 

Goals:

 

  • Aim to work in and use our Hub space better.
  • Meet more as a three Tuesday afternoon (every second week).

Staff Meeting 15/ 04/ 2014

14 Apr

Staff Meeting                  15/ 04/ 2014

Kirsty Parnapa-

Inducted Staff

Where to next?

Professional Inquiry:

Stage 1: The focus

The first step is to realise what is the crisis? We need to be accepting of it and willing to change the crisis – FIX IT.

What is the underachievement?

What is NOT going so well, and to have time to reflect on why it is not working?

What could happen, be done, differently?

What is important to spend time on in our sessions?

Which group of students will be affected?

Stage 2: The Question

What is the focusing question of your inquiry?

Using the 2014 target goals on the google doc- Maori results and targets.

How can we achieve our set target?

What do these children need and when to be driven to reach the target?

How can we motivate the learners to reach the target, our final goal?

 

We drive our own inquiry!

  • Data- what is it telling us?
  • Personal Capacity Building

 

Does it meet students needs?

What are the school targets?

Does this inquiry spin my wheels?

Where is your entry point?

Building learning capacity (growing our own knowledge, what do we already know? what strengths do we have/ bring to our goal? SELF), collaborate (In and out of School with others), Make Meaning (case study, evidence- the SO WHAT, how we are making sense of our goal).

 

Stage 3: Research

What do the students say they need?

What does the research recommend as likely to be effective?

What do successful practitioners recommend as likely be effective?

How will I measure success?

What baseline data will I use?

How long will it take to see if what you are doing is working? – how do we know if what we are teaching is effective and allowing your target children to progress.

 

Stage 4: The Action

 

How can I implement the research?

What support do I need?

What will I be doing?

What will my students be doing?

 

Stage 5: The Learning

 

What happened for the students?

 

Stage 6: The Implications

 

What have I learnt?

What are the implications for me as a teacher?

Our impact relates to how we think!

It is a set mind frame that underpins our every actions and decision in a school. It is a belief that we are educators, change agents and learning agents to allow all children to progress and grow in and with their learning.

 

We can share our learning in whatever form we like. Whatever is easiest or the preferred method for every teacher.

Use: Staff Hub- Professional Learning- Resources- Videos

To help know how to present our goals to the entire hub/ team at different times of the year.

 

Reflection with Hub 1:

 

Discussion with Hub about target learners.

Focus on Oral Language- connect to writing.

Will create a shared Hub Doc with writing levels.

Staff Meeting 08/ 04/ 2014

7 Apr

Staff Meeting                                                                                                   08/ 04/ 2014

Sarah Martin- Whole staff

Planning (concept)

Time to work in teams to discuss concept planning.