Retiring Teacher - Herald Article

Retiring Head of Science - St Paul's Auckland

NZ Herald - Brian Stevenson

It is always with interest that I observe teachers who are retiring, especially if they've been part of the teaching professional for a long time.  Today's New Zealand Herald highlights the retirement of one Science Teacher from Auckland Brian Stevenson.  

Brian is a rare kind of teacher these days in that he's only ever taught at one school - 36 years at St Paul's.  To me that is a very long time in one place and something that is very rare.  

Brian sounds like a very passionate kind of a teacher - he'd come to the profession later on in his life and like me finds the role very intrinsically rewarding;

"The most rewarding, I think, is probably when they become young adults in their last two years. And boys you've seen who have occasionally had quite a bit of fun at your expense as a junior suddenly become human."

It was interesting with our recent round of interviews with our 2015 student leaders - the comments about how they've matured in their time here at Waihi College from their junior years.    This is something that as a newbie here at the college I'm looking forward too - that longitudinal experience in the school.  

Finally Brian offers some advice to those about to enter the profession?

"You've got to be used to the idea that teenagers are not the same as adults, so you are not always going to get logical behaviour."

This is reminiscent to me of some wise words I had as a younger teacher.  You can anticipate that teenagers will do some dumb random things then you won't take them personally when they happen.  

This post relates to RTC # 1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga 

Merry Christmas

Thanks For 2014 
Well this post makes the end of the 2014 academic year here at Waihi College.  This year has been a terrific learning experience for me as my first year in the role of Learning Leader here at the school.  I have tremendously enjoyed the experience.

I'd like to express my gratitude to the senior leadership team here at the College.  To Alistair for his open approachable leadership and encouragement in my work.  To Heather and Brendan for their support and encouragement over these three terms.

Here is the global years plan (as at mid December 2014) for next year.


I hope you all have a fantastic break, a festive Christmas with loved ones and we all return 2015 renewed and enthused for a great year ahead.

Cheers Justin.

Long Term Planning

Nice Example of Teaching the Student
This is a nice story from the US - a teacher with a real passion for teaching.

Just For Fun

Modern Learning Environments Part Two

Break Out Space With Computers - Papamoa

School Visits
Over the last two weeks I have had the privilege of travelling to visit some recently constructed school blocks.  All of the modern Ministry of Education classroom blocks are in the format of large open spaces (there are no isolated classrooms being constructed anywhere).  
There are two key reasons for this.   The first is the practical/financial factor that there are fewer corridors and other such wasted spaces.  The second is the trend towards a more collaborative learning environment.   

Removable Walls - Papamoa

The first school we visited was Papamoa College.  This is a new school (currently in their fourth year).  They are a very similar school to us here at Waihi College.  Year 7-13, middle decile, with a similar demographic of Maori/Pakeha.  Papamoa College was created in response to the population growth in the Tauranga/Mount area.  Their common spaces are for year levels - all the science, maths, English and social studies taught in same space.  Four teachers all teaching year 9's and 10's in their 'house' groups.  

Open Plan Teaching Space - Papamoa

It is hard not to be impressed with the facilities at Papamoa.  They have a great physical environment located next to the Gordon Spratt reserve they have access to wide expanse of fields.  The school buildings are well appointed modern design angled for the sun.  The day we visited was a howling windy day - but inside you wouldn't have noticed. 

Papamoa College is also very similar to Waihi College in that they've adopted learning by inquiry and relevant context as their primary pedagogical driver.  They see the modern learning environment as a means of enhancing that style of learning.  

Learning Commons - Papamoa

Large Moving Doors - Te Kuiti

Our second school was Te Kuiti down in the King Country.  This is a smaller school only year's 9-13.  They have constructed a large space for three English teachers.  It was effectively three large classrooms and two 'breakout' spaces (each of which is probably big enough for a small class).  


There was a large communal staff work space/resource room and two internally accessed unisex toilets.  Two of the classrooms were plumbed for a water supply.  

Staff Workroom From Class - Te Kuiti

North Facing Deck - Te Kuiti

Te Kuiti's building was more traditionally styled and fitted in well with the current older buildings.  Papamoa College was definitely a modern style building.  Both were well fitted with modern technology in mind.  



The question for us here at Waihi College is what would work best for us here with our students?  We have the funding here for our new buildings (which will be two block each housing four classes) and work should begin late 2015.  It was great to take along Shannon and Fiona representing staff to gather their thoughts on the project.  

Thanks to both Te Kuiti High School and Papamoa College for the opportunity to come and see the schools.  Both of which were very impressive and spaces the students and staff can be proud of.  

This post relates to RTC # 7. "Promote a collaborative, inclusive and supportive learning environment."

Modern Learning Environments

Waihi College's New Block
You may be aware but we have just been granted by the MOE a little over $2 million to upgrade our classrooms here at Waihi College.  The intent is to replace the prefab buildings that make up P1 through to P10.  These will be replaced over two stages and replaced by two modern learning blocks.  
Modern learning environments are not actually that modern - the idea has come a long way from when we had the infamous 'Nelson Blocks' of the 70's.  

Here is a link to a post that I did when I visited Mission Heights Junior High in September with some photos of what they've created up there.  


Here are three videos on what the changing environment can do.  Although this is about an existing classroom not a new block it is a good watch.  

The first video is the set up of the situation.  Predominantly it made me realise that although P10 is an older prefabricated building in need of demolition - this guy had it harder (36 students in one classroom - ouch).  However when I watched I could see what looked very similar to the rectangle spaces we have here in New Zealand.  

The second video is about the transformation.  This is the one that made me think about my own space - especially made me think of when I started teaching and everything was in single desk rows.

The third video is the finished product.  The space was definitely an improvement and you can see that it is far more functional.  

So now as a member of staff you may not know if you're one of those who will be teaching in the new block when it is built.  But this is a good opportunity for you to consider the space you teach in currently.  Reflect upon the way that that space adds to the learning that is taking place.  Are there simple things that can be done to improve your learning space.  For example in that above videos the classroom was originally full of furnishings that had been accumulated over time - the space was cluttered and dysfunctional.  Clearing out space is a way to change that.  

This post relates to RTC # 7. promote a collaborative, inclusive and supportive learning environment

Teachers Collective Views Quality Lessons at Waihi College

Quality Delivery of Lessons
It was great to see the consistency of ideas across our collective staff.  This was evidenced by the common themes on the posters we created in our morning pd this term on the 22nd October (see this link to that pd).

The idea of a shared understanding of quality practice is a vital part of a modern learning environment.  

Here is a summary document of all our groups brainstorming...




Most groups identified key themes that;
Bring quality feedback (and feed forward) to the learning experience.  That is to enable the student to clearly understand where they are at and where they can get to in their development across all curriculum areas.  
Similarly all groups identified the ingredient of classroom management.  That students need that safe structured environment to learn.  Some groups drilled down in to how to create these environments.  None of the groups were looking at overtly strict (well none identified that).  Rather there was clear indications of ways of achieving this.

I'm hoping that these ideas are ones that we can collectively build upon over the coming professional development sessions and that this activity will stimulate a greater interest in the ways that teachers are approaching these ideas.  

This post is related to RTC#1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga & RTC#  4. demonstrate commitment to ongoing professional learning and development of personal professional practice

Interview With BOT Trustee

Interview with Mark Skinner

This week I had an opportunity to spend some time with Mark Skinner from the Board of Trustees.  Mark is the father of two students here at Waihi College; Liam (year 9) and Tasmin (year 7).  Mark is an accountant and is a partner/consultant at Waihi Accounting & Taxation Services.

History With Waihi College
Mark is a product of Waihi College himself and attended form form one to seven (as it they were known back then).  He must have been a great student as he boasted that he never got a detention in his time here.  That is a claim which may be disputed by Brent, Norm, or Jill as they were on staff when Mark was a student here.  Also Mark started with Carlene on the same day as year 7's in the same homeroom D2 - in fact it was the same room that she teaches from.  

Mark in the back row.  

Mark remembers his start here at Waihi College as "a bit daunting back then you just turned up on the same day."   

Time On BOT
This is Mark's second year (first term) prior to his election he was involved as a parent as part of sport and action work.  He describes his reason for standing as "I'm hands on and want to be involved in my students education."  






Reflections On His Own Teachers
Marks main memory was that teachers connected with the kids really well.  "They showed an interest.  I had lots of great teachers.  I enjoyed them when they were different I remember fifth form poetry we did Wilfred Owen (It is honorable to die for one country) I used this for school cert - I didn't think that I'd answer poetry section."  He also recalls the climate and culture here at the college; "The school had a good feel everyone got on well.  Teachers were involved in the community which was a big plus."


What Great Teaching Looks Like
For Mark he believes great teaching is about getting the best out of our students (done through connection with them).  "Challenge the students to do their best.   I think that not being solely academic focused is good social and sporting sides are just as important for our students going into the real world."


This post relates to RTC#1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga i) engage in ethical, respectful, positive and collaborative professional relationships with:  ākonga, teaching colleagues, support staff and other professionals, whānau and other carers of ākonga" 

This post is the first in a series of posts that I will do focused on some non teaching key stakeholders and what Waihi College and quality teaching means to them.   

D.E.E.P. Staff Feedback Information

Jumping in the Deep End - Update
Thanks to all those staff who wrote up some feedback on the proposed D.E.E.P. programme for 2015. 

The consensus decision among the senior leadership team is that we will not roll out the programme for 2015 in entirety.  Rather we have taken on board the concern that we should endeavour to have greater detail and buy in from staff first.  

We are anticipating that we will trial the D.E.E.P. programme (in some format) for a term next year - but to use the time between now and then to better plan for it.  

Here is a copy of all the feedback from staff.  I've not edited these in anyway.  Most were anonymous.  


    

This post relates to RTC #6. conceptualise, plan and implement an appropriate learning programme 

Draft Two of D.E.E.P. Programme

Timetable with Analysis

This is the power point information that I presented on Tuesday morning PD meeting.  It contains the tweeked timetable - change in some times and addition of an assembly.  

Remembering that this is very much at proposal stages - the intent is to have the nuts and bolts sorted before implementation.  

Currently there is a feedback form (thanks BCA) out for staff to offer their opinions.  And of course please feel free to come and speak with me directly.  

The anticipation from this point on is to accumulate all the staff feedback on the proposal - incorporate (where possible) the improvements - address this with senior management and then return with a defined discussion document.  

Thanks Justin.

This post relates to RTC #6. conceptualise, plan and implement an appropriate learning programme.

Delivery Of Lesson

Engaging Presentation Skills In The Classroom

This post is about us staff here at Waihi College co-constructing a shared understanding of what elements constitute excellence in teaching delivery.  That is for us to put to once side the differences of our learning areas and to formulate a clear set of skills that we believe with best engage our students.     

In the recent ERO review one of the reviewers commented on the prevalence of "high speed verbal" for the delivery of lessons and that there were some instances of "teachers teaching from a chair behind their desk". 

John Hattie's meta-analysis of work in 'Visible Learning' (p. 159) he creates a list of...

The Six Major Characteristics of Teachers Students Want in Class...

1. Someone who stayed with students to complete assignments;
2. Someone who was able to control student behavior without ignoring the lesson;
3. Someone who went out of his or her way to provide help;
4. Someone who explained things until the ‘light bulb went on’ for the whole class;
5. Someone who provided the students with a variety of ways through which to learn; and
6. Someone who understood students’ situations and factored them into this or her lessons.

 

Hargraves and Fullan lay down a challenge to all educators in their 2012 book Professional Capital Transforming Teaching in Every School ...

"You might be the most dedicated and passionate teacher in the world, you might be good on your feet and able to improvise brilliantly, you might have a natural empathy for young people and be very responsive to their needs - but in the end, if  you don't know the difference between good and bad teaching, if you aren't aware of the strategies that succeed with students and haven't learned how to use them, if  you do things that are fun but don't really get students to learn more, then you will sell your students short.  Even with the best of intention, even if you seem like a "natural" as a teacher, unless you deliberately learn how to get better so you can teach the students of today for the world of tomorrow, you will not be teaching like a pro.  You will just be an enthusiastic amateur." (p. 46)

Today I wanted to have you review the habits of delivery that you have.  To consider the 'toolkit' of pedagogies and consider what new items you can add to your practice. 

This post is related to RTC #6. conceptualise, plan and implement an appropriate learning programme.

Student Information For Prize Giving

Senior Academic Prize Giving
With this annual celebration fast approaching on the academic calendar I felt that it was time to examine the measures we place upon academic excellence.  I can recognise in myself that throughout my career I would fall victim to an over estimation of the 'value' of my subject.  I would unfortunately take pride in teaching Maths (one of the 'STEM' subjects). 

A while back read an interesting book by Sir Ken Robinson called The Element - How Finding Your Passion Changes Everything.   In this book Robinson presents a reasoned argument against pushing students into 'traditional subject' education towards a more open learning where students learn what interests them most. 

Robinson puts it that "School systems everywhere inculcate us with a very narrow view of intelligence and capacity and overvalue particular sorts of talent and ability."  This left me wondering how much I've contributed to this? 

I think that we have come along way in our prize givings to recognise the talents of students from a full range of subjects.  I'm looking forward to the celebration of the diversity of learning here at Waihi College. 




Please book in Wednesday 5th November from 7pm (week four of the term).  In order to gather some information on how the students have been progressing through their senior programmes of work.  I've created a feedback form four teachers to fill in (one per class).  Here is a copy...

There are two key factors that we're looking for academic success (the top three from NCEA results) and those students that have put in extraordinary efforts - but not necessarily had this reflected in their results.

This post relates to RTC # 7. promote a collaborative, inclusive and supportive learning environment.

Professional Learning Community

High Trust Conversation Starters

 

The importance of having a network around you as a professional teacher cannot be understated.  All teachers need to be able to find others who are willing to invest their time, energy and wisdom into their colleagues.  This point was highlighted by Hargreaves and Fullan in Professional Capital...

"Individuals get confidence, learning, and feedback from having the right kind of people and the right kind of interactions and relationships around them." (2012, p. 4) 

John Hattie in his book Visible Learning For Teachers: Maximising Impact on Learning says...

"Teachers who do not acknowledge the importance of peer feedback can be the most handicapped in their effects on students.” p.147


The following questions are designed to create honest and open conversations between professionals.  They are simple questions that are not supposed to have “correct” answers – rather they are designed to spark deepen our understanding of each other’s practice. 
The purpose here is not to 'prove' anything to anyone.  Rather the purpose here is to 'improve'.  The people who you are working with have all decided that their lives to the education of young people.  

I have designed the following questions in an attempt start honest and open conversations between teachers.  They are simple questions that are not supposed to have “correct” answers – rather they are designed to spark deepen our understanding of each other’s practice. 

A good tip to keep the conversation moving is for there to be change of focus at regular intervals.  One person presenting honest discussion about their experiences/habits – the others listening (soak it in) and moving into constructive advice/questioning/empathy.  Five minutes and then try another conversation starter led by a different person. 

Remember – high trust + open to learning = respect. 
[These are not in any particular order – you may not get through them all].
  1.       Identify any administrative issue you feel is a challenge/confusing/wasteful.
  2.       Describe the things have changed about the classes you teach year.
  3.       Describe the extent of challenge you are having in regards to demand on your time.
  4.       Give a summary of your last period class yesterday. 
  5.       Tell about what is it about a student you find particularly challenging or hard to reach. 
  6.       Describe what areas of you teaching you’ve feel you’ve been neglecting recently.
  7.       Tell us about a lesson that you’ve had recently that didn’t go well. 
  8.       If you could be given some extra non-contact time how would you spend that time?

The end result of this activity is that collectively as a group you will have a greater understanding of each other.  That you will be conscious of the intentions, frustrations, positives and negative we all face here at school. 

I have saved this document in S:\Administration\Appraisal\High Trust Conversation Starters.docx

This post relates to RTC # 1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga - engage in ethical, respectful, positive and collaborative professional relationships with teaching colleagues, support staff and other professionals
and RTC #8. demonstrate in practice their knowledge and understanding of how ākonga learn.

Senior Subject Selection Evening

Option Evening
The importance of our learners making their best choices for future learning cannot be underestimated.  It is vital that at this stage of the year we provide clear information so that the student (and their whanau) can set up their programme of study 2015. 

"When students find something they enjoy and can excel in, they do better in education."

Sir Ken Robinson Out of Our Minds

This year our option evening will be on Tuesday 21st October from 7pm to 8:30pm in the school hall.  It will be an opportunity for students to find out more information on the programmes of work available 2015 and how these will contribute to an NCEA qualification. 

The hall will be set up in an expo/display style (a la term three's careers evening).  Curriculum areas will have a section of the hall each and can provide some displays of the work/content/materials that are associated with their courses.  [Set up can be done from period four]

There will be letters home to all parents of students from year 10 to 12 to let them know of the events of the evening.  The Pouako's for those year levels will be expected to also contact (phone call or email please) home to let parents/caregivers know. 

The official subject selection booklet (which will be electronic this year) will be up on our school website - there will be a few printed copies but these are $6 each from photocopier so limited. 

The straw poll has now been completed so we have an appreciation of the relative size of classes for 2015.  The next step will be to form the lines around the actual subject selections of the students and arrange the timetable around their options (as best BCA can). 

At this stage students will be picking a time

• Year 11 Students - Six Subjects (compulsory Maths and English)
• Year 12 Students - Six Subjects
• Year 13 Students - Six Subjects

From the straw poll it looks like we will have more students accessing Trade Academy through Wintec which we'll need to plan through.  Thursday 23rd there is an open evening starting at 4pm Wintec Kopu Road Thames (we will be putting on minivan for this).  

This post is related to RTC # 6. conceptualise, plan and implement an appropriate learning programme.

Remainder of Year Overview

Waihi College 2014

Term Four - 86 HALF-DAYS

Seniors have 28 actual days until NCEA externals begin. That will be 16 School days (less Labour Day, and two days of study leave). Approx. 27 lessons with juniors and 11 lessons with seniors.

Week	Day	AM Meeting	Day Events	PM Meeting
Week 1   13-17 Oct	MON (day 2)	STAFF BRIEFING	Year 7&8 Rotation 4 Starts. Year 9 Rotation 5 Starts.
	TUES (day 3)			International Students Surfing
	WED (day 4)	STAFF BRIEFING		International Students Waitomo Trip
	THURS (day 5)		Horticulture Trip to Waimata	Cultural Awards Evening
	FRI (day 6)	STAFF BRIEFING	Year 11 Geo trip to Rotorua (BHY).

 

Week 2   20-24 Oct	MON (day 1)	STAFF BRIEFING
	TUES (day 2)		HPV Vaccination Year 8 Girls	International Students Surfing Senior Option Evening
	WED (day 3)	STAFF BRIEFING	Defensive Driving Course
	THURS (day 4)		Defensive Driving Course Drama Trip to Dust Palace Akld	Sports Awards Evening
	FRI (day 5)	STAFF BRIEFING	Year 13 Tours to Rotorua

 

Week 3   27-31 Oct	MON (day 0)	Labour Day
	TUES (day 6)			International Students Surfing
	WED (day 1)	STAFF BRIEFING	Defensive Driving Course	Volunteers Evening
	THURS (day 2)		Defensive Driving Course
	FRI (day 3)	STAFF BRIEFING	Principal's assembly Years 7-9

 

Week 4   3-7 Nov	MON (day 4)		STAFF BRIEFING		Year 6 Enrolments Due			Gateway Graduation Evening (from 5pm)
	TUES (day 5)							International Students Surfing
	WED (day 6)		STAFF BRIEFING		Calf Club			Senior Academic Prize Giving Evening
	THURS (day 1)				Year 10 Camp Training
	FRI (day 2)		STAFF BRIEFING		Calf Club Group Day
Week 5   10-14 Nov		MON (day 3)		STAFF BRIEFING		PB4L Team	NCEA External Exams		Year 10 Camp - Waharau
		TUES (day 4)								Intern Surfing
		WED (day 5)		STAFF BRIEFING
		THURS (day 6)
		FRI (day 1)		STAFF BRIEFING

 

Week 6   17-21 Nov	MON (day 2)	STAFF BRIEFING		NCEA External Exams	Formal Interviews for Year 6's with SLT
	TUES (day 3)		Year 7&8 Athletics			Intern Surfing
	WED (day 4)	STAFF BRIEFING
	THURS (day 5)
	FRI (day 6)	STAFF BRIEFING	AP/DP Day Tauranga.

 

Week 7   24-28 Nov	MON (day 1)	STAFF BRIEFING		NCEA External Exams
	TUES (day 2)
	WED (day 3)	STAFF BRIEFING
	THURS (day 4)
	FRI (day 5)	STAFF BRIEFING

 

Week 8   1-5 Dec	MON (day 6)	STAFF BRIEFING		NCEA External Exams	Activities Week & Year 9 Homunga Walk (1 class per day)
	TUES (day 1)
	WED (day 2)	STAFF BRIEFING	Documents Day.
	THURS (day 3)		Primary School Tour
	FRI (day 4)	STAFF BRIEFING	Primary School Tour

 

Week 9   8-12 Dec	MON (day 5)	STAFF BRIEFING
	TUES (day 6)
	WED (day 1)	STAFF BRIEFING		Year 9 & 10 Prizegiving from 9:30am
	THURS (day 2)		Last Day of School	Year 7 & 8 Prizegiving from 9:30am
	School Holidays Term One Starts with Teacher Only Days on Tues 27th Jan and Wed 28th.

 

Waihi College 2015

Term One - 100 HALF-DAYS

The year is divided into four terms. They are 10 weeks, 11 weeks, 10 weeks and 9 weeks (in order)

Week	Day	AM Meeting	Day Events	PM Meeting
Week 1   26-30 Jan	MON (day 0)	Auckland Anniversary Day
	TUES (day 0)	Teacher Only Day
	WED (day 0)	Teacher Only Day
	THURS (day 0)	STAFF BRIEFING	Year 7's only day.
	FRI (day 0)	STAFF BRIEFING	Year 7-10's only day.

 

Week 2   2-6 Feb	MON (day 0)	STAFF BRIEFING	Full School Day
	TUES (day 1)
	WED (day 2)	STAFF BRIEFING
	THURS (day 3)
	FRI (day 0)	Waitangi Day