FYI Planning
Here is the weekly staff planning document for week eight and nine.
Tuesday, March 29, 2016
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."
Subscribe to:
Posts (Atom)