Mini Visits

Classroom Visits

I can remember way back to when I was first training as a teacher.  I had three practicums, with three associate teachers.  I remember them fondly and appreciated at the time the step learning curve I was on.  There was however one associate who stood out - his strategy was to farm me out.  Each day he would point me off to another teacher "go see Jones teach - she's great with year 10's" or "go see Smithy teach - he's super organised".  So there I was training to be a Mathematics teacher with an associate putting me in Art and PE and Science etc.  But actually this was the most beneficial time in my training - you see each new class, each new teacher I picked up one more strategy or one more approach or one more management style. 

Last year when I had the opportunity to come along and see many of you teach reminded me of that experience.  I could see that Waihi College has very high standards of teaching across the board with pockets of excellence.  Again I found myself thinking "I like that method" or "that's a great resource" and thinking about how this could be adapted to my practice.  

ERO in there 2014 visit pointed to one of the College's 'Quality Assurance's Next Steps' "is to ensure good/effective practice is far more consistent across the school".

This term one of the things that we (myself and the Learning Leaders) will endeavour to do is to provide all the staff with an opportunity for you to get around to your colleagues classes.  That is to come to your classes and free you up for 10 - 15 mins to go see your colleagues and students.  

Who could you visit?

1. Colleagues from your curriculum area - picking up tips within your subject.
2. Colleagues that share a class - seeing how teachers operate with the same students you teach.
3. Colleagues from elsewhere - don't underestimate the quality that exists in other areas.

The hope here is that you'll be able to pick up some ideas, skills and new habits from your colleagues.  That the conversations you have about your teaching with your colleagues will be more meaningful as you can specifically talk about the dynamic in the classrooms.  

So from here we'd like for you to consider talking with your colleagues, those staff you respect (or have heard good things about) and gauge their availability to a visit.  If you have not class (non contact) you can use that time - or alternatively if you want cover please let me know.  I'm very happy to free you up to get this happening.  I'm hoping that in this year you will be able to visit at least three different teachers.  

This post is in relationship 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: teaching colleagues."

Secondary Teacher Study Awards

The Annual Study Awards


One of the key parts to the 'Vision' of the New Zealand Curriculum document is that our young people are "Lifelong learners" that they'll be "active seekers, users, and creators of knowledge".  This same challenge sits will us as teachers.

I have always thought that one of the very positive parts of working in the education sector is the opportunities we have in furthering our learning.  Every year the Ministry of Education (TeachNZ) offers three different types of study awards.  From now until the 8th of June applications are invited from teachers at NZ schools to consider taking on some individual study.  

The three study awards are...

1. 75 Secondary Teachers' Study Award - this is study leave opportunity to study a qualification, undertake research, or obtain practical knowledge in an area related to your subject.
2. 40 Sabbaticals - 10 weeks of full paid leave.  To be eligible you need to have 20 years teaching experience in NZ (including the last seven years), and intend on returning to teaching.  
3. 100 Study Support Grants - these are for one year and provide cover for one class (0.16 FTTE) to study an area related to education/subject.  There is also $500 contribution to course costs.  

If you are considering applying for one of these three study awards you can find more information at the following web address (click here).

Karen Bryant was able to access one of these study grants to complete her recent study.  Speaking with Karen she is very grateful for that opportunity and would recommend this to those considering the option.  

This post relates to RTC #4. demonstrate commitment to ongoing professional learning and development of personal professional practice - iii. initiate learning opportunities to advance personal professional knowledge and skills. 

Book Review

Changing on the Job : Developing Leaders for a Complex World. By Jennifer Garvey Berger

This was a most excellent read.  Jennifer Garvey Berger is a kiwi educational theorist from the Wellington region.  She has written this book about managing change as professionals.  Although this book is not specifically about secondary education or teachers it is a valid and engaging read for anyone serious about professional development.  I found that in my role of facilitating some of the professional development here at school that Changing on the Job caused me to be very introspective and reconsider many of my assumptions on how teachers progress in their development.

Jennifer uses a pragmatic style of writing where she presents hypothetical situations and exams a series of ways you could potentially approach them.  I found that she accurately described the traits I have with problems (i.e. seeking immediate solutions) and works coherently through the subtle distinctions in what constitutes the various 'forms of mind' (I've discovered that I'm a 'self authored' form of mind).


Garvey Berger makes use of some powerful imagery in her writing.  If found that her metaphor of growing in skills and knowledge like the rings of a tree as particularly useful.
"From our earliest days, each of us has been engaged in an ongoing journey to learn and to grow.  These two human forces are often connected, but they are not the same.  Learning can be about acquiring a new skill or knowledge base.  If I master PowerPoint in order to put together a slide show for a client, I have learnt something.  I have new information in my head.  But have I really grown?  From a developmental perspective, real growth requires some quantitative shift, not just in knowledge, but in perspective or way of thinking.  Growing is when the form or our understanding changes; we often call this "transformation."... Each moment of our development, then, is a potentially term form of mind that, with the right support, can be more expansive.  As we grow, the previous form is overtaken by the new form, leaving traces of less-mature form behind like rings in a tree trunk."

Overall Changing on the Job is a very engaging book with a global appreciation of what it means to develop as a leader.  I found that chapters 3 and 4 were the most theoretical (and therefore personally the harder parts to read), but that there were immensely power chapters towards the end - especially 'transformational habits of mind'.

I would recommend this book to teachers who, in a mentoring capacity, have students of leadership potential.  I found Changing on the Job made me better aware of the spectrum of leadership and how differently the student leaders may view the world to me.  I would also recommend this book to any teacher that is looking at the option of taking position of management.

Here is a YouTube clip which has Jennifer Garvey Berger presenting her own book.

This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment."

Improving NCEA Results

James Cook High School

James Cook High School in Manukau South Auckland is a larger school than Waihi College (1200 students year 9-13 as opposed to our 500).  They have had a very remarkable story of turning around their qualification results for their students.

The were featured in the New Zealand Herald in the school holidays (click here for that article).  Some of the interesting comments in that article was what their Principal Vaugh Couillault had to say;

Mr Couillault, who joined the school in 2012, says the results are indicative of serious amounts of work from teaching and support staff, who deal with kids who come to the school usually well below standard.

"At year nine, our kids are up to four years below where they should be," he says. "And it takes a lot of hard yakka to help them from there."

He hints at some of the interventions that James Cook High teachers put into place for their students;

It's about making a real effort to know our learners. Not about just standing up the front. But any teacher worth their salt will be doing that."

They also collect "hard core" data, and can make changes on almost a daily basis around what is and isn't working, he says.

Last night there was a report on TVNZ's One News on the increased results (up from 42% of students in year 11 getting Level One 2014 up to 95% in 2015).

Here is a copy of that report (intellectual property of TVNZ)...[takes a min to load]

James Cook High School is a good example of how a school can work towards a collective goal of increasing the qualification results of their students.  I find myself interested in the finer details around the changes they have put in place.  Here is a summary of the main points...

1. Perseverance - teachers not giving up on the kids (further opportunities) and kids not giving up (coming in in their holidays).
2. Re-looking at the middle management - splitting up teachers into smaller groups to increase accountability around results.  
3. Sense of Pride - looking at giving the student more pride in the community (including uniform etc).  Modernising the look of the school.  
4. Face lift - The school had new building programme (Waihi College is due new block to replace P Block).  
5. Student Centered Learning - getting personalised in the learning.  Identifying the needs of each individual student and getting the learning individualised.  

"I want every student that walks out the gate to simply be in charge of what happens to them next." - Vaugh Couillault

This post relates 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 RTC #11. "Analyse and appropriately use assessment information, which has been gathered formally and informally i. analyse assessment information to identify progress and ongoing learning needs of ākonga 
ii. use assessment information to give regular and ongoing feedback to, guide and support further learning, iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching." 

Mentoring Year 12 Art Students

The Three N's
Firstly a big thank you to those staff who have put their name next to a student (or two) that we've identified as being on the margin for getting their NCEA level one qualification.  My intention/hope here is that you as the teacher will be able to facilitate some open conversations with the student about their progress in their learning.  Ideally this is about having a chance for students to identify what factors are 'blocking' their learning (if any).   

With the start of term two it is an ideal time for mentor teachers to meet with the year 12 student mentee's.  There will be a strong indication of where they're progressing in their learning from the first term (there will be grades and students will be aware of how they're going).  

The ART initiative (Achievement - Retention - Transition) is very specific about targeting the individual student rather than the cohort.  The acronym that they use is NNN - "names, numbers, needs".  So far we have worked through the 'names' we have identified a subset of the cohort (28 students in year 12).  We have access to the 'numbers' - #'s of credits available, #'s of credits needed - these can be found on the students kamar page (see below).  I can see that this student has six classes and is enrolled in only one end of year exam (in media studies).  He has numeracy and literacy and currently has 38 credits towards his Level Two qualification.  

So now I need to have a conversation with him about his 'needs'.  That is what are the specifics of his academic year.  

• Is he on the right pathway (is his year taking to the places he wants/needs to go)?  
• Are there classes/standards that are an issue for him (I want to find out if he's drowning in any particular areas)?  
• Are there issues around attitude/energy levels/home/work/sport (anything that is getting in the way of his progress)?
• Are there things that we as a school can do to help his progress?

The intent here is that you as the mentor will be able to engender a positive trusting relationship so that important learning issues can be processed through.  The next steps...

1. Ideally the student is on track and finding good levels of success that indicate that he/she are progressing towards NCEA Level Two.  
2. Possible communication with SLT (JHA) if there are issues - then interventions can be put in place (these could be as easy as sorting new stationery or as far as moving class).  
3. One of the common things that I'm expecting is students that have missed standards and not looking at resit opportunities (or not contemplating what things went wrong).  
4. Possible communication with teachers - there may be a case for you as mentor to approach the students teachers directly and raise an issue (student can follow teaching or needs extra help etc). 
5. Possible communication with home - all the parents want their children to do well and would appreciate the contact.  
6. Planning another contact time.  Please don't let the relationship go cold - If you can meet regularly (say monthly) that would be ideal.  By the time this term is over the majority of internal assessment would have happened.  

At this stage I have set up an interview questionaire on kamar for all 28 students on the ART initative.  But I'm of two minds in this regard - the ideal thing here is not a set list to check off but a genuine open dialogue for progressing these guys through to a practical high school qualifications.

Here are some instructions on how to find that questionnaire on kamar.  

Final Thoughts...

• Do keep the exit strategy for students in mind.  For a lot of our senior students that struggle with the academic nature of NCEA they experience great anxiety and even depression.  They can see that their peers are progressing academically.  Many of our students that don't get level two just drift off out of school.  There are better ways to manage this.
• You are a teacher and ultimately students that struggle with school may have a negative association with teachers.  Thank them for their time and their honesty in their conversations with you.

Thanks again for your contribution to these students.

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."

  

Term Two Planning

The Calendar Ahead

Here is a copy of the events and trips for Waihi College for next term.  It looks to be another very busy time here at school.  At eleven weeks this is the largest of the terms this year.  We've scheduled our time to have something of a mid term break - we've put a teacher only day on the Friday before the long weekend of  Queens Birthday.  The other "day zero's" are Anzac day (which is significant this year as this is the centenary of the Battle for Gallipoli) and our Parent Teacher Interview day).  

Of course we have our focus here in Waihi on Matariki in week nine.  The focus of the big questions for this term are...

• Year 7 & 8 - Why do we have stories?
• Year 9 - How has technology changed youth culture?
• Year 10 - What does it take to make a healthy community?

There are several major cultural events happening this term.  The junior school production in week seven, spirit days in week ten and the rugnet tour in week eleven.  

The SLT are aware that staff were feeling the pressure on learning last term with the amount of 'EOTC' happening.  Hopefully this information can better inform your planning.  




This post is just for your information and planning.  

Teaching As Inquiry 2015

Personal Inquiry

From the OneNote document

One of the important parts of our own personal development is to undertake our own 'teaching as inquiry'.   Lots of people over think this and put teaching as inquiry as something mystical.  This is not that case at all - rather it is about unpacking the thoughts you have on your impact in the classroom.

There are two places where Waihi College appraisal addresses teaching as inquiry.  I've also made previous postings on this blog on this topic (click here for the link).

This year we will attempt to focus our teaching as inquiry into one of our PLG's (so this can be from our first one - now to July or our second one - July to Dec).  I've had a few queries around this so I thought that I'd offer some options for staff.

1. If you are feeling confident on conducting your own Teaching as Inquiry - then feel free to make a start on that (if you haven't already). 
2. I'd put out there my own inquiry as a template for staff to see what it's about.  
3. Create a generic inquiry that can be used by staff (this is my least preferred option - but should create more comfort for staff around this).  

Remember that Teaching as Inquiry is enshrined in the New Zealand Curriculum Document (click here for the link) and it is also the focus of RTC #12  (click here for that link).   Remember that teaching as inquiry should always be focused on your practice of teaching and/or the students learning in class.

This post relates to RTC #12. "Use critical inquiry and problem-solving effectively in their professional practice."

Self Reporting Grades Part i)

Students Self Reporting Grades

On Friday last week Vicky, Jo, Leon and I were lucky enough to make the trip up to Auckland to hear John Hattie speak at the Visible Learning Plus summit.  John Hattie has forged a strong reputation as one of the world premiere educationalists and is in high demand around the globe.   

I have reviewed one of his books Visible Learning for Teachers : Maximising Impact on Learning.  Here is a link to my review (click here).  Here is a link to the Visible Learning website (click here).

Previously most pd has been focussed around the things that teachers can do to best maximise the learning in the classroom.  Such as providing formative assessments, reciprocal teaching and feedback.

One of the key messages from the summit was that teachers should also look at the effective means available to students themselves.  Interestingly these are quantifiable more beneficial to learning than what the teachers can influence (aka getting the students flying themselves is better than teachers driving).

Here is the same diagram but looking at the strategies that the student is in control of...





At the conference there was much made of the 'self-reported grades'.  At an effect size of 1.44 this equates to over three times as much progress as just aging.  Or 50% more effective than formative evaluation.  

How is it that we can get our Waihi College students to be better at self-reported grading?  Is it enough to just get the students to judge themselves as "N", "A", "M" or "E"?

Primarily it is about having the students moved more towards become auto-didactic.  Being able to be their own teachers.  

Historically the system has been that teachers have been the gatekeepers of knowledge and would typically drip feed that knowledge out in the classroom.  Students would sit assessments at times where the teacher had confidence that the students have 'received' enough learning.  Sometimes teachers would have little appreciation of whether the learning had actually taken place.  

Hattie was interested in having the learning become 'Visible' - that is the students can explicitly see their progression through the content.  Question - what would that look like here at Waihi College?


This post relates to RTC #6  "Conceptualise, plan and implement an appropriate learning programme." And RTC #8. "Demonstrate in practice their knowledge and understanding of how ākonga learn- i) enable ākonga to make connections between their prior experiences and learning and their current learning activities & iii) encourage ākonga to take responsibility for their own learning and behaviour."

How To Update Your OneNote Appraisal Documents

Hope that this helps...

This is a step by step tutorial to help you with getting the technology sorted.  I'm anticipating there are still some technophobes who it probably is best to come and see me for a couple of mins.

This video is about just copying and pasting from OneNote.  This is probably the easier of the ways to do this job (although you'll have the notes you've made from 2014 that will need overwriting).  

This is another video showing you step by step.  This one here is from the email that  your appraiser would have sent to you.  

This post was actually some PD for me as I used a new software called Open Boardcast Software.  It was actually pretty easy and I'd recommend it.  

This post relates to appraisal and tracking  your progress through the RTC's

Internal Review

End Of Term One Review

As a part of processing through our planning for this and next year we thought that it would be a good idea to gauge from staff their thoughts/views/insights over the first term.  

Here is a copy of the questionnaire that we handed out today...

 The hope here is to better streamline our systems here at the college.  All staff, of course, are warmly invited to bring ideas or issues to any of the SLT (we value your feedback and initiatives).

This post relates to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga."  And RTC #6. "Conceptualise, plan and implement an appropriate learning programme." 

ART Year 12's

ART Program The Next Steps

We have a new ART (Achievement, Retention and Transition) and Vocational Pathways coordinating supervisor assigned to us from MOE.  Her name is Dr Christine Pritchard and her role is to guide the programs we have in place for achieving 85% of our students getting Level Two.

Here is a timeline that I've created to try and illustrate the events that we'll put in around our students (those that we identify).  The mantra for the ART programme is the idea of working with the three N's (names/numbers/needs).

The intent at this stage of the year is to narrow down our year 12 cohort into those 25-35 students that we will assign individually to teachers (hoping for teachers to have a one to one relationship).  These teachers will mentor these year 12's through this year of schooling.  This is a too big of a job just for a dean or for the learning advisors - although they are key stakeholders too.  

This week we will be looking at our cohort and which students are in greatest need (remember that we're looking at the amber students (those on the margins of passing).  What I am hoping for is that for these students we will have one staff member each who will be able to engage with these students about their progress.

Green - Those students who will pass.
Amber - Those students that are on the margin.
Red - Those students that won't pass.


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."

Professional Learning Groups

PLG's First Half of Year

All the staff here at the college have now started their Professional Learning Groups for the first half of 2015 (until July).  We have seven groups up and operational.

Here is a list of which teachers are in which groups...

Here are the links to the web addresses of the PLG's blogsites...

1. Google Apps
2. Mimio
3. Te Reo and Tikanga
4. DEEP Planning
5. Friends Project
6. Flipped Classrooms

The intent of all of our PLGs is about collaboration and professional development.  It is also an opportunity for you as a professional operate with a degree of autonomy in your learning.

Collaborative - The idea is that you take people with you in your learning (sometimes you will lead other times  you will shown).  It is about recognising that those in this learning group share an interest in developing their practice around the same topic.

Development - The time you spend together working on your topic should ultimately add to the quality of your classroom relations and practices.  You will be expected to journey through with others (some will be at different stages of development)... but ultimately you'll want to get some tangible benefits from joining this group.


Rules of Belonging to Waihi College PLG

1. Get Involved.  Teachers often feel that professional development is something that is done to them.  The freedom of belonging to a PLG is to have a degree of autonomy.  You can take your learning where you want (especially where you feel you have the greatest benefit).  
2. Respect Others.  This should be a given but worth remembering.  Traditionally teaching is an isolated profession and some staff may feel reluctant to share.  Having a group with a high degree of respect is vital.  
3. Start ASAP - Please break the ice with your fellow teachers in your group.  Holding off will make it harder to get involved.  Set a good bench mark for the group.  
4. Engage With RTC's.  The next five months will provide you with plenty of opportunity to reflect upon the 12 registered teacher criteria.  Take some time to engaged for 10 mins a fortnight with these.  
5. Implement.  Lots of the topics of the PLGs this cycle are ideas.  There will be plenty of time to talk, debate and theorise about the topic.  But nothing beats trying things out.  Waihi College is a school of innovation, we genuinely encourage  you to try new things (mistakes are welcome). 
6. Feedback with Others.  This is a collective learning experience.  Let your group members know what it is your trying.  Let them know how things are going.  

This post relates to RTC #5. "Show leadership that contributes to effective teaching and learning i. actively contribute to the professional learning community." And RTC #12. "Use critical inquiry and problem-solving effectively in their professional practice."