Here is this weeks notes...
Wednesday, May 18, 2016
Monday, May 9, 2016
Raising Student Achievement
Raising Student Achievement Through Targeted Actions
ERO produced a report at the end of 2015 which outlined for teachers (and school leaders) insights into effectively creating targets to accelerate students learning.
This document represents a substantive analysis into what specific actions school leaders are taking to review the impact initiatives are having upon student progress. The material specifically challenges management to justify their choices around measurable gains.
I found this report to be extremely useful as it works through multiple aspects of education from BOT (governance level), through leadership, teacher and students/parents. Many of the findings of the reports used case examples to juxtaposition success variations of strategies on less successful attempts.
The importance of data is evident throughout this report. The authors emphasising that schools are most likely to have the correct initiative/ideas in mind when planning change. But often the success of these initiatives/ideas is inhibited by some simple failings. The use of quality data (and by default reports) is a primary focus. ERO challenges schools to strive to build up the capacity within staff for making improvements. "The most significant difference between schools that succeeded and less successful schools was the explicit commitment to both equity and excellence." (p.36)
This post is related to RTC #6. "Conceptualise, plan and implement an appropriate learning programme - i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice." And ERO's School Evaluation Indicators Domain 2 Leadership of conditions for equity and excellence - "Leadership build capability and collective capacity in evaluation and inquiry for sustained improvement and innovation."
This document represents a substantive analysis into what specific actions school leaders are taking to review the impact initiatives are having upon student progress. The material specifically challenges management to justify their choices around measurable gains.
I found this report to be extremely useful as it works through multiple aspects of education from BOT (governance level), through leadership, teacher and students/parents. Many of the findings of the reports used case examples to juxtaposition success variations of strategies on less successful attempts.
The importance of data is evident throughout this report. The authors emphasising that schools are most likely to have the correct initiative/ideas in mind when planning change. But often the success of these initiatives/ideas is inhibited by some simple failings. The use of quality data (and by default reports) is a primary focus. ERO challenges schools to strive to build up the capacity within staff for making improvements. "The most significant difference between schools that succeeded and less successful schools was the explicit commitment to both equity and excellence." (p.36)
This post is related to RTC #6. "Conceptualise, plan and implement an appropriate learning programme - i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice." And ERO's School Evaluation Indicators Domain 2 Leadership of conditions for equity and excellence - "Leadership build capability and collective capacity in evaluation and inquiry for sustained improvement and innovation."
Sabbatical Information
Teacher Study Awards and Sabbaticals
Recently the Ministry has opened applications for teachers to apply for an opportunity to take a sabbatical break (or undertake a course of study).
These were part of recent collective bargaining gains and represent a tremendous opportunity for teachers to reflect and rejuvenate. Applications for the secondary awards close on the 7th June (day after Queen's birthday Monday).
The two full pay categories that staff can apply for are;
1. One term sabbatical - taken in a negotiated time/term in 2016. These are linked in part to teachers taking an opportunity to professionally develop (visiting schools or researching). Nationally there are 50 of these available.
2. Study award - these can be either part-time or full time for a year. Nationally there are 75 of these available.
Further information and applications forms are available online at www.teachnz.govt.nz
This post is related to RTC #4. "4. demonstrate commitment to ongoing professional learning and development of personal professional practice". And ERO's School Evaluation Indicators Domain 5 "Building professional capacity."
Sunday, April 10, 2016
NCEA Analysis
Waihi College Compared
NZQA has released the data for participation results for all of the country (it was part of Sunday newspapers). This can become a snapshot of where we got to last year and refocus our collective efforts on getting as many of our students qualified. I felt it would be interested in looking at the data. I’ve created a spreadsheet with all of NZ schools (469 in total) and then created pages just with Decile Four schools and then with the local schools. You can see we had a very pleasing year particularly with significant increases in the pass rates for Level One (12.8%) and Two (6.9%).
The following powerpoint was presented to staff to encourage good conversation about getting our students through the national qualification system.
NZQA has released the data for participation results for all of the country (it was part of Sunday newspapers). This can become a snapshot of where we got to last year and refocus our collective efforts on getting as many of our students qualified. I felt it would be interested in looking at the data. I’ve created a spreadsheet with all of NZ schools (469 in total) and then created pages just with Decile Four schools and then with the local schools. You can see we had a very pleasing year particularly with significant increases in the pass rates for Level One (12.8%) and Two (6.9%).
The following powerpoint was presented to staff to encourage good conversation about getting our students through the national qualification system.
Waihi college's place in the world ncea analysis april 2016 from WaihiCollege
This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga. And ERO's School Evaluation Indicators Domain 4 "students have an effecive, sufficient and equitable opportunities to learn - Explicit instruction in learning startegies (such as goal setting, self monitoring and deliberate practice) strengthens learner ability to take control of their learning)."
This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga. And ERO's School Evaluation Indicators Domain 4 "students have an effecive, sufficient and equitable opportunities to learn - Explicit instruction in learning startegies (such as goal setting, self monitoring and deliberate practice) strengthens learner ability to take control of their learning)."
Tuesday, March 29, 2016
Week 8 & 9 Planning Document
FYI Planning
Here is the weekly staff planning document for week eight and nine.
Here is the weekly staff planning document for week eight and nine.
Kamar Letters and Emails
Communication With Home.
One of the core goals of a modern education system is to enable the overall support of our students learning. Key to this is the communication with home (parents/caregivers). This was the focus of our recent Professional Development.
This facet of modern education is a core focus for New Zealand schools. This has been identified and advanced in materials from the Education Review Office - "Parents, families and whänau have a primary and ongoing influence on the development, learning, wellbeing and self-efficacy of children and young people. Schools and educators have a significant role in engaging and involving parents, families and whänau in learning and school activities to enable success for all students." (p.29)
Student learning at home is actively promoted - this is best achieved if the students parents are informed of the learning that is taking place in school.
Here is the PowerPoint presentation in our staff meeting...
One of the core goals of a modern education system is to enable the overall support of our students learning. Key to this is the communication with home (parents/caregivers). This was the focus of our recent Professional Development.
This facet of modern education is a core focus for New Zealand schools. This has been identified and advanced in materials from the Education Review Office - "Parents, families and whänau have a primary and ongoing influence on the development, learning, wellbeing and self-efficacy of children and young people. Schools and educators have a significant role in engaging and involving parents, families and whänau in learning and school activities to enable success for all students." (p.29)Student learning at home is actively promoted - this is best achieved if the students parents are informed of the learning that is taking place in school.
Here is the PowerPoint presentation in our staff meeting...
Kamar Letters March 2016 from WaihiCollege
This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And ERO's School Evaluation Indicators Domain 3 "Educationally Powerful Connections and Relationships".
This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And ERO's School Evaluation Indicators Domain 3 "Educationally Powerful Connections and Relationships".
Week Seven Planning Document
FYI Planning
Here is the weekly staff planning document for week seven.
Here is the weekly staff planning document for week seven.
Class Numbers and Students Changing Classes
Managing Students into Classes.
The following presentation was made to staff in recognition of the pressures of the new year. Waihi College is working through a change in the demographic of students in the school.
Our intention here is to let staff know that we understand where they're at and to explain how we've got to where we are and to explain the next steps.
Much is made of the effects of class size. Any experienced teacher knows that you can afford more time with students in a smaller class. At Waihi College we've aimed primarily to get students into appropriate classes (for interest/talent/vocational direction) and then to manage the size (aiming to keep below 30).
This post is related to RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga." And ERO's School Evaluation Indicators Domain 4 "Responsive curriculum, effective teaching and opportunity to learn - students have effective, sufficent and equitable opportunities to learn".
The following presentation was made to staff in recognition of the pressures of the new year. Waihi College is working through a change in the demographic of students in the school.
Our intention here is to let staff know that we understand where they're at and to explain how we've got to where we are and to explain the next steps.
Much is made of the effects of class size. Any experienced teacher knows that you can afford more time with students in a smaller class. At Waihi College we've aimed primarily to get students into appropriate classes (for interest/talent/vocational direction) and then to manage the size (aiming to keep below 30).
This post is related to RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga." And ERO's School Evaluation Indicators Domain 4 "Responsive curriculum, effective teaching and opportunity to learn - students have effective, sufficent and equitable opportunities to learn".
2016 ART Mentoring
ART - Achievement Retention and Transition.
The following PowerPoint was presented at staff meeting to highlight the students at year 12 we need to target getting through NCEA Level Two.
This initiative is about best supporting the students through a pivotal year of schooling. NCEA Level Two is the minimal qualification for students seeking an apprenticeship, entry into a polytechnic course, or into the armed forces or police.
This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga."
The following PowerPoint was presented at staff meeting to highlight the students at year 12 we need to target getting through NCEA Level Two.
This initiative is about best supporting the students through a pivotal year of schooling. NCEA Level Two is the minimal qualification for students seeking an apprenticeship, entry into a polytechnic course, or into the armed forces or police.
This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga."
Tuesday, February 16, 2016
Week Three Planning
2016 Term One Week Three Itinerary
Week B.
59 days until the end of the term. That’s 46 school days.
Monday 15/2
|
Day Six. Staff Briefing (am). Farewell to Karen (pm). Board of Trustees Meeting (pm)
|
Drinks and nibbles in the pm.
|
Tuesday 16/2
|
Day Seven. Maths and Social Science Meetings (am). SLT Meeting (period two). Year 9 Planning Meeting (pm). NCEA Information Evening (pm)
| |
Wednesday 17/2
|
Day Eight. Staff Briefing (am). Year Seven Camp at Dickies Flat (departs at 9am from the bus bay). First Wednesday XPLORE sessions. Year 7 & 8 Planning Meeting (pm)
|
Student Leaders on camp today.
|
Thursday 18/2
|
Day Nine. Year Eight Teachers with Dean (am). Year Seven Camp.
|
House Leaders on camp today.
|
Friday 19/2
|
Day Nine. Year Seven Camp returns today (due back at 2:30pm). First XPLORE Friday programme.
|
Things that can be done this week…
- Update roll details to Sue. Who are the students that haven’t returned? Are there any incorrect addresses/phone numbers/ emails?
- Academic Calendars – these should now all be in.
- First contact home. Best practice is to make contact home with your classes – easy way is to use the kamar ‘letters’ section (if the emails are up to date then no cost. Good to; introduce yourself, highlight the goals ahead for the year, offer your contact details (email) to open communication lines.
- Setting up the kamar Markbook and ‘ticking’ the students into their standards (senior NCEA classes). This way students will be able to see how many credits they have available this year.
Food For Thought (linked to RTC #8. “Demonstrate in practice their knowledge and understanding of how ākonga learn”)…
“Contrary to popular belief, the brain is not designed for thinking. It’s designed to save you from having to think, because the brain is actually not very good at thinking. Thinking is slow and unreliable. Nevertheless, people enjoy mental work if it is successful. People like to solve problems, but not to work on unsolvable problems. If school work is always just a bit too difficult for a student, it should be no surprise that she doesn’t like school much.” Daniel T Willingham (2009)
n.b. Book available for staff to read.
The Five Best Classroom Managament Tips – Edutopia Website...
- Use a normal, natural voice,
- Speak only when the students are quiet and ready,
- Use hand and other non verbal communication,
- Address behaviour issues quickly and wisely,
- Always have a well designed and engaging lesson.
Rebecca Alber Edutopia
On The Horizon…
Next Week we have
|
This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." And ERO's School Evaluation Indicator - Domain Five : Professional Capability & Collective Capacity.
Subscribe to:
Posts (Atom)