PLC- 2018

A new style of collaborative learning in 2018.

My professional learning circle is made up of Caroline, Jane, Peter, Donna, Leah and Karen.
I was blown away at our first meeting by every one of the teachers having either negative  thoughts about PLC's or wanting to have their point of view listened to. After working as part of an effective collaborative group in 2017 I was taken aback!

My first goal for our group was to include everyone in our group- Teacher aides voice is just as important as a teacher's. I spoke about this and everyone was agreeable. We decided to create norms to help us work together effectively.

PLC action plan notes


I discussed with my mentor around the issue of negatively and people talking over one another. I decided to look at personality styles and share it with my PLC. See effects in our action plan notes.

Mentor meeting action plan

Leadership Goals 2018

I am working with Laura Snowden in 2018 to meet my leadership goals. These goals were set early in February.

Performance Agreement 2018

Leadership with Laura Snowden

This year I am working with Laura Snowden to improve as a leader and person.
I have specific goals and actions to meet with my team and the school as a whole.

Attached is my document from Laura.

Performance Agreement 2017

Meeting Notes

Reflection with Laura

Team 2 meeting norms

This link is a of our Interim report to the BOT for our learners. This was a new experience but doing this helped clarify our goals as a team. It was also interesting to see the impact we were already having n our learners in a six months. Rewarding activity which displayed our next steps and goals.

Team 2 Interim Report to BOT


Appraisal Documents for Team 2

I felt more comfortable appraising the teachers in my team during 2017. I felt I was a more effective leader as we had been working collaboratively during the year on the same goal. Another reason was because I had had development in asking questions of my team, which helped them on their professional journey as  well. I grew in confidence asking the more challenging questions of them. The team also began to ask these questions of me. We were all on the same level and all of these factors connected to make a collaborative professional team.

My appraisal document

Jenna's Appraisal summary

Fran's appraisal summary

Team Member Voice- Fran

Team Member Voice- Jenna

TAI 2017- Whanau Engagement

Our team has been focusing on whanau engagement for our inquiry.
We have looked at the definition of whanau engagement, not involvement.


Team 2 Spirals of Inquiry document




What impact has this had on me as a teacher?
Working with a team of collaborative thinkers, has encouraged me to put myself in the learning pit more frequently. It has been challenging and successful to develop this Inquiry.
I have seen the positive effect of engaging with whanau to help their learner grow emotionally and academically. Taking the extra time to contact whanau has been very rewarding.Using the text for photos has helped me get to develop deeper and stronger relationships with my learners. This has allowed me to connect their home life to our rich tasks, writing and inquiry.
Looking forward I will continue to develop these relationships in a similar way in 2018. Targeting 3 families for a short time will keep me focussed and clear about what i am wanting to achieve.Using the  parent interview questions to meet the whanau early in the year, will help whanau feel comfortable and enable me to get parent voice for those who dislike coming to school.
I want to try using class dojo to help make the contacting easier for all. This has come from a parent with a child who is moving to Team 2 from Team 1.
Using te reo phrases weekly has helped the children of different cultures feel more comfortable and connected.I believe the children feel more valued when different phrases are used. I will continue to develop my te reo in 2018 to fortnightly phrases. We will link this with Team 1 and 2, so all teachers are making cultural connections.Even thought I felt uncomfortable initially I am enjoying the challenge. I especially like it when the children correct my pronunciations and see me as learner.
I want to grow as a more culturally aware teacher and learner.

Rich tasks reflection

Rich tasks refelction

TAI 2016

My focus for my TAI in 2016 was Daniel Williams. He entered our school reading at level 1, unable to count to 5, copying words for writing.Daniel has had severe speech delay.
With help from RTLB in the form of money to provide TA support, I was able to work with Daniel 1-1 and later in small groups to get his learning on track.
By the end of the year, I felt the impact on my teaching was...
*slower  teaching
*specific focus
*repetition to add his acceleration
*short and consistent lessons.
This began to be transferred into my classroom teaching- especially the specific focus and slower teaching.

TAI 2016

Leadership 2017

This year I am working with Laura Snowden to improve my leadership within the school.

Early in term 1 we created a performance agreement: although I was feeling very threatened at the beginning of the meeting, by the end I was very excited and felt both challenged and supported.

The area I am focussing on is questioning- not just asking the surface questions but getting to the deeper more probing questions. I am very hesitant about asking my team members probing questions because I don't like to make them feel uncomfortable.

Professional Learning for 2017- this provides evidence and reflections for the document below:

Team Leader: Julianne Jackson                School: Dannevirke South

·         This agreement encompasses the Leader’s Job Description and the Practising Teacher Criteria (PTC

·         Julianne is due to have her practising teacher certificate renewed on 24^th March 2018.

·         This performance agreement is a source of evidence for the PTCs. It may be that not all PTCs will be linked to the goals in this performance agreement. Where this is the case, it is the responsibility of the Leader to provide evidence for their Principal/DP. It is a requirement that all PTCs are evidenced annually.

AGREED EXPECTATIONS

As the appraiser the DP will:

-Sight & read the section(s) of your portfolio relevant to your goals

-Discuss your reflections with you

As the appraisee I will:

-Maintain an up to date portfolio

-Keep & share reflections in relation to my goals & PTCs

Performance Objectives for Year
Expectations/ Task	Key Actions/ Indicators
1.1 Performance Objective To lead an increase in collaborative practice through enhancing own and team questioning skills Expected Outcomes ·         A Team Vision is established based on collaborative practice ·         Team members develop their questioning skills ·         Collaborative practices are more focussed and challenging ·         Data is unpacked and analysed collaboratively ·         Goals for priority students are set collaboratively ·         Progress of Priority students is discussed through robust questioning ·         Team Norms are reflected upon ·         Collaboration to enhance teacher understanding and delivery of Play Base Learning ·         Teaching and learning is culturally responsive ·         Increased student achievement Practising Teacher Criteria: 1-Professional Relationships 2-Wellbeing 3-Bicultural Partnerships 4-PLD 5-Leadership 6-Learning Programmes 7-Learning Environment 8-Knowledge & Understanding 9-Response To Cultural Diversity 10-Bicultural Context 11-Assessment Information 12-Inquiry & Problem Solving	·         Team members challenge each other’s practice in a non-threatening environment ·         Share professional readings on collaboration ·         Discuss the reading and share own thoughts on collaboration to establish the Team Vision ·         Team vision will be shared on Google Docs ·         Identify clarifying questions which lead to probing questions ·         Practice using clarifying questions first for in depth understanding ·         Analyse Math PAT information ·         Organise webinar with NZCER to look at the way teachers are teaching place value ·         Take the information from NZCER and identify strategies to use with the students ·         Track and share at team meetings – teachers to bring evidence of what they have done and the impact it has had ·         The team reflects at least twice per term ·         Bring photos and establish together how play is meeting the KCs in the NC ·         Share quotes and discuss the benefits and understandings of Play Based Learning ·         Cultural responsiveness is a focus in all collaborative discussions and actions ·         Taking collaborative knowledge and implementing it in each class ·         Monitor impact on student progress Evidence: ·         Leader’s portfolio/reflections ·         Team meeting minutes ·         Appraisal documentation ·         Priority Tracking Sheets ·         Reading Data Board ·         Team feedback

Practising Teacher Criteria 2017-those highlighted are linked to the goals set above

Criteria	Key Indicators
1. Professional Relationships-Establish and maintain effective professional relationships focused on the learning and well-being of ākonga/staff	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 ·         agencies, groups and individuals in the community
2. Wellbeing-Demonstrate commitment to promote the well-being of all ākonga/staff	take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe acknowledge and respect the languages, heritages and cultures of all akonga/staff comply with relevant regulatory and statutory requirements
3. Bicultural Partnerships-Demonstrate commitment to bicultural partnership in Aotearoa New Zealand	i.        i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
4. Professional Learning & Development-Demonstrate commitment to ongoing professional learning and development of personal professional practice	identify professional learning goals in consultation with colleagues/ BOT participate responsively in professional learning opportunities within the learning community initiate learning opportunities to advance personal professional knowledge and skills
5. Leadership-Show leadership that contributes to effective teaching and learning	actively contribute to the professional learning community undertake areas of responsibility effectively
6. Learning Programmes-Conceptualise, plan and implement an appropriate learning programme	articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
7. Learning Environment-Promote a collaborative, supportive and effective learning environment	demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga/staff foster trust, respect and cooperation with and among ākonga/staff
8. Knowledge & Understanding-Demonstrate in practice their knowledge and understanding of how ākonga/staff learn	enable ākonga/staff to make connections between their prior experiences and learning and their current learning activities provide opportunities and support for ākonga/staff to engage with, practise and apply new learning to different contexts encourage ākonga/staff to take responsibility for their own learning and behavior assist ākonga/staff to think critically about information and ideas and to reflect on their learning
9. Response To Cultural Diversity-Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga/staff	demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand select teaching approaches, resources, technologies and learning and assessment activities that are effective for diverse ākonga/staff modify teaching approaches to address the needs of individuals and groups of ākonga/staff
10. Bicultural Context-Work effectively within the bicultural context of Aotearoa New Zealand	practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
11. Assessment Information-Analyse and appropriately use assessment information, which has been gathered formally and informally	analyse assessment information to identify progress and ongoing learning needs of ākonga use assessment information to give regular and ongoing feedback to guide and support further learning analyse assessment information to reflect on and evaluate the effectiveness of the teaching communicate assessment and achievement information to relevant members of the learning community foster involvement of whānau in the collection and use of information about the learning of ākonga
12. Inquiry & Problem Solving-Demonstrate commitment to critical inquiry and problem- solving in their professional practice	systematically and critically engage with evidence and professional literature to reflect on and refine practice respond professionally to feedback from other members of the learning community critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga/staff

·         Timeline/ Key Dates

Reflections due electronically	24th July
Mid point review ·         Reflections ·         Review of documentation/portfolio ·         Discussion with Principal ·         Professional dialogue	28th July
EOY reflections due electronically	24th November
EOY site review ·         Reflections ·         Review of documentation/portfolio ·         Discussion with Principal ·         Professional dialogue	1st December

a.    Disputes

The NZEI contract disputes procedure will be followed in the event of any dispute.

Signed                  

Leader                               

Deputy Principal

A reading from Laura re questioning:

Probing Questions:

The distinction between clarifying questions and probing questions is very difficult for most people working with protocols. So is the distinction between probing questions and recommendations for action. The basic distinctions are:



Clarifying Questions are simple questions of fact. They clarify the dilemma and provide the nuts and bolts so that the participants can ask good probing questions and provide useful feedback later in the protocol. Clarifying questions are for the participants, and should not go beyond the boundaries of the presenter’s dilemma. They have brief, factual answers, and don’t provide any new “food for thought” for the presenter. The litmus test for a clarifying question is: Does the presenter have to think before s/he answers? If so, it’s almost certainly a probing question.



Some examples of clarifying questions:

·   How much time does the project take?

·   How were the students grouped?

·   What resources did the students have available for this project?

Probing Questions are intended to help the presenter think more deeply about the issue at hand. If a probing question doesn’t have that effect, it is either a clarifying question or a recommendation with an upward inflection at the end. If you find yourself saying “Don’t you think you should …?” you’ve gone beyond probing questions. The presenter often doesn’t have a ready answer to a genuine probing question. Since probing questions are the hardest to create productively, we offer the following suggestions:

·   Check to see if you have a “right” answer in mind. If so, delete the judgment from the question, or don’t ask it.

·   Refer to the presenter’s original question/focus point. What did s/he ask for your help with? Check your probing questions for relevance.

·   Check to see if you are asserting your own agenda. If so, return to the presenter’s agenda.

·   Sometimes a simple “why…?” asked as an advocate for the presenter’s success can be very effective, as can several why questions asked in a row.

·   Try using verbs: What do you fear? Want? Get? Assume? Expect?

·   Think about the concentric circles of comfort, risk and danger. Use these as a barometer. Don’t avoid risk, but don’t push the presenter into the “danger zone.”

· Think of probing questions as being on a continuum, from recommendation to most effective probing question. For example, from an actual Consultancy session in which a teacher was trying to figure out why the strongest math students in the class weren't buying in and doing their best work on what seemed to be interesting math "problems of the week"

In summary, good probing questions:

·   are general and widely useful

·   don’t place blame on anyone

·   allow for multiple responses

·   help create a paradigm shift

·   empower the person with the dilemma to solve his or her own problem (rather than deferring to someone with greater or different expertise)

·   avoid yes/no responses

·   are usually brief

·   elicit a slow response

·   move thinking from reaction to reflection

· encourage taking another party’s perspective

Some final hints for crafting probing questions. Try the following questions and/or question stems. Some of them come from Charlotte Danielson’s Pathwise work, in which she refers to them as “mediational questions.”

        Why do you think this is the case?

        What would have to change in order for…?

        What do you feel is right in your heart?

        What do you wish…?

        What’s another way you might…?

        What would it look like if…?

        What do you think would happen if…?

        How was…different from…?

        What sort of an impact do you think…?

        What criteria did you use to…?

        When have you done/experienced something like this before?

        What might you see happening in your classroom if…?

        How did you decide/determine/conclude…?

        What is your hunch about .…?

        What was your intention when .…?

        What do you assume to be true about .…?

        What is the connection between…and…?

        What if the opposite were true? Then what?

        How might your assumptions about…have influenced how you are thinking about…?

        Why is this such a dilemma for you?

I find I ask the nice clarifying questions but need to go deeper with the probing questions. Along with Laura I have identified the probing questions I am going to ask amongst my team meetings. My reflections are in the Professional Learning for 2017 document.


Interim Data for the Board of Trustees- 
Information and analysis of our children at the middle of the academic year.
 Where are our children's needs in reading, writing and mathematics?
What are we doing to address their needs?
What support do we require?

Team 2 Interim Data Report