Leadership.........

Becoming a Team Leader has meant developing skills with working with such a range of personalities!
Beginning as a Team Leader in Room 10 with Year 4 and 5 children was a full on year - personally and professionally. Getting up to date with the curriculum at Level 2/3, getting to know how children at that age think and learn and what causes engagement, to working with 2 strong team members, was a fantastic way to begin my leadership growth.

Moving to Team 2 in 2014 with a Year 3/4 class was very exciting! I was now going to work with a beginning teacher and an experienced teacher. The positivity of the beginning teacher was fantastic and I learnt a lot from her during this year!

In 2015 the team became 3 experienced teachers- what a difference! People stuck in their ways because that is how they had always done it was a challenge. People sitting at team meetings and filling in their planning books and one member always answering for the other as well.

During the year one of the experienced team members has required a lot of support regarding dealing with and listening to her children. The children in the class felt they were not being listened to and this led to some behaviours issues. By modelling how this behaviour should be dealt with for this teacher, contacting the parents and talking to them, small progress has been made. With Stephen as a mentor, I have learnt to deal with the issues with my team member.

Meeting with the four team members with Caroline dour DP has been a new initiative this year. The revamp of our Team Meeting agenda has placed more focus on your PD development and moderating than a majority of admin tasks. We have identified how we see the school moving forward in 5 years time and these thoughts will be shared with Stephen in time to come.

Team Meeting Minutes

Appraisals have been a big step forward. From just been appraised to appraising others! Feeling uncomfortable visiting a class, to making the most of the time and talking to the kids, it is a privilege that we are allowed within these classrooms to observe the great work some of these teachers are doing.

Appraisal Summary

Reading Observations in Room 5

USSR- Children  silent reading.

Group activity- Read Reggae kid, questions using different beginnings, reviewed previous examples, discussing criteria like being involved  in the story.; answer other persons questions.

Tigers- Maps and Co- brief review, explain activity, deeper thinking activities

Student Voice:

Student	WALT- student voice
Zavier	Read to the top
Olivia	Learning maps and codes. Ask questions- have a question mark,
Layla	Ask questions- answer in the book, question relate to story, understand words, needs to start with a question word. Bit harder, easy to find the answers.
Misty	Ask questions; a good question it has detail, relates to the story, start with a capital letter. Have a question mark.
Renee	Ask questions; using question words like which; has a question mark at the end, might not be an answer to it; getting pretty good.
Julian	Sounding out words and stretching them. The hard word – it means I don’t what the word is. I am a good reader I know because I read lots of books at home, sound out words, read people’s stories; read with a buddy; say the new word; I know 103 words; helps me sound out my words, helps me with the chunks.Mrs Irwin knows I am a good reader.
Jordan	Make word we make the sounds of the words, write the letters down. I am a good reader cos I know all the words, I ask people the words, make the sounds of the words, Mrs Irwin thinks I am a good reader cos all the words.
Bridget	To figure out the words that I don’t know. We figure out the chunks, if no chunks make the sounds of the letters, Find words in new words, starting with the letter make sounds for them. I am a good reader because I try to figure out all the chunks and words and keep sounding them out. Mrs Irwin thinks I am a good reader because she says good job.

:

Began with collecting gear required.

Writing on whiteboards- WALT?

Sparkle in Nevaeh eyes with the success that was happening., Julian able to do that one- nest.

Words split into sounds – All success – Jordon repeating what others have done and said. Next blends (initial), writing. Is this done daily? Or before each reading lesson? Read with a buddy.

Worked with a couple of groups for reading.

Evidence

                                            

PE

Throughout the year team 1 and 2 have Interhouse sports days. the focus of these days is to allow the children to mix with others at school, to fair play and make new friends.

During 2015, we have incorporated a World Cup for both cricket and rugby. These are very successful days - the older children enjoy being captains and helping the younger children.
The younger children all have a go at a sport and are supported by their older peers. 

All staff always enjoy the short time we do these days- seeing the looks on the kids faces is just worth it!

RWC organisation


cross country organisation

Interhouse sports

Class Blog- ITC - 2015

One of my personal goals for the year is to construct a class blog which will be added to every two to three weeks. I would also like to promote the children sharing this blog with their families.

The blog address is added to each interim and end of year report. We have not had many people review our blog which is disappointing. The blog has small amounts of information and lots of visual presentations like photos.

I an going to try promoting this blog at interviews with whanau in term 4. I have previously promoted with our class when we have written up posts together. I feel looking back that I should do these posts more frequently with the children aiming to get the children to write up the posts.


room6crazykids

Science - Scientific Investigation Method- Term 3 2015

Dannevirke High School have organised a Science Fair. I prepared information for the staff to share at a staff meeting to help us all share the scientific investigation with our children.

The goal was for our children to investigate and present their experiments either in a group, as a whole class, or as individuals. The individual presentations will be entered in the DHS science fair in week one of term 4.

Science Inquiry Unit Term 3

Inquiry Science Evaluation

DSS Science Fair organisation

Teaching as Inquiry- Reading - 2015

Staff  as a whole have undertaken a reading inquiry for their professional learning this year. 

MY question is : how do learning intentions and success criteria impact on the learning of the children?

The document attached as shown the progress, reflections and impact this has had on my target children.

TAI - Julianne - 2015


TAI-Reading - entry and exit data


tai target chidlren sheets


databoard updates

whanau observations part two

TAI cycle

whanau observations part one


Reading Together- During the year Jane and I trained to share Reading Together with our whanau- caregivers and parents. During term 3, we had our first group of ten parents. They were a mixture of Team 1 and 2 whanau. The chosen whanau were a mix of cultures.
We were overwhelmed with the success of the programme- such fantastic reports and feedback from our parents- young and old!
Our plan is to share this programme with whanau in both term 2 and 3.

Attached is the report to the Ministry.

Reading Together report

The timetable of the programme:

Workshop	Topic
Workshop 1 28 July- South School Library	How to help with reading at home 1.     Introduction – an overview of Reading Together 2.    Your child as a reader- sharing your ideas and experiences 3.    Ways of helping your child with reading – explanation, demonstration and discussion 4.    Finding time to help at home 5.    Using libraries
Workshop 2 4 August – South School Library	How to check the difficulty level of reading materials 1.     Sharing experiences 2.    Finding and using the right material with your child 3.    Helping your child to read suitable material(please bring your child to this workshop so that you can read together)
Workshop 3 11 August – South School Library	How to help children overcome problems with their reading 1.     Sharing experiences (including books enjoyed at home) 2.    Ideas about how we read and what helps us to read 3.    More ways of helping children, especially when they cannot recognise a word 4.    Trying these ideas as a group
Workshop 4 15 September – Tararua District Library	Sharing ideas about reading, giving feedback and looking ahead 1.     Sharing progress and experiences 2.    Other ideas about learning to read 3.    Giving feedback about Reading Together 4.    Ways of keeping up the support at home 5.    Looking ahead to other possibilities

Professional Reading Log and Reflections

This is where I will put my notes of my readings.
To view, click here....

Professional Reading Log and Reflections



Reflections in 2014- teaching Writing- years 1 to 3 and Years 4 to 8.

teaching Writing Years 1 to 3 reflections

Behaviour Plan - Team 2

At one of initial Team meetings we updated our Behaviour Plan for the Team. It is made up of simple steps that children will be aware of as each Teacher is to explain the steps to their class.

https://docs.google.com/document/d/12cXnpmDxTbGOPOwzVfziR72xqWgapS3tbRzADerT9PU/edit?usp=sharing

Maori Technology Inquiry Unit 2014

A fantastic opportunity for all children to learn some hands on skills about how the first Maori identified the needs for survival. A unit that involved weaving of cloaks for the Principal and Deputy Principal. Referral to Maui legends and our own lives continued to help children relate to the needs for making clothing, preparing food in order to survive.

We had Discovery Days where each child visited each teacher, who was teaching a new skill - weaving, koru designs and making rewana bread.

https://docs.google.com/document/d/1kcURYqrcGRfDxB_EFKCWAqSVJOgr5KL0KJ1He6_4Lbo/edit?usp=sharing

https://drive.google.com/file/d/0Bz01WZX57yxhbnlfVWJJc0ZqVTA/view?usp=sharing

https://drive.google.com/file/d/0Bz01WZX57yxhUVU3dmk0bjhhdFE/view?usp=sharing

Schoolwide Focus- Learning Intentions and Success Criteria

We have had some readings that we discussed as Team  Leaders with Stephen throughout the year. Parts of these readings were shared with our team as well as taking on board ourselves. Reflecting as a team helped us to clarify our ideas and understandings of using learning intentions and success criteria.

Throughout our team we experimented initially with learning intentions and success criteria in writing. As my confidence improved and I say how the attitude and clarity of the children in their learning improved I began using simpler and clearer intentions. The class and I grew in confidence when using success criteria. These were displayed around the room for all to refer to as well as in modelling books.

https://docs.google.com/document/d/1zBMch89rVRCcdpRNnC5MIfpM59Wr1ACsJz-UV1Unjlg/edit?usp=sharing

Team 2 Learning Intentions review for 2014- report for BOT

BOT Report about Learning Intentions and Success Criteria

Teaching as Inquiry 2014- Writing

Throughout this year, I have worked at trialling new ways to help progress my target students to meeting the National Standard in writing. During my journey I have found that one of the most effective ways to help children achieve is to have them aware of the one clear step that they are focussing on, and what this would look like in their writing.
Attach my TAI 2014

https://docs.google.com/document/d/1zBMch89rVRCcdpRNnC5MIfpM59Wr1ACsJz-UV1Unjlg/edit?usp=sharing

https://docs.google.com/document/d/14THkM5ucIn3LJTx5mICO561wW6Xw9IQBqhywibHUN8k/edit?usp=sharing

ALIM 2013

During 2013, I was part of the MOE ALIM group. This group was made up of people from Wellington to Rotorua, covering primary and secondary school children. This professional development included readings, working with small groups each day both within the class and withdrawn. this was for children who were below the National Standard for their age.
A very reflective year focussing on maths, constantly updating the way you spoke or worked with equipment and children.
Attach MOE final report that was presented to colleagues.


https://docs.google.com/document/d/1SVlLUIBJ22u9ZxezgYf0KyLW94DI4wdDYqPmDIGoEHc/edit?usp=sharinghttps://docs.google.com/document/d/19HXMVLbtfX2u00rgdNQVk24o-QMsddblxkgD6Wk4CO0/edit?usp=sharing

Working with Emily - our Beginning Teacher

At the beginning of the year, Emily and I worked together to design to her reading, writing and maths programmes. Emily was released once a week. She would send a email of what readings and other professional work she was going to cover on those release days.
Each term Emily and I would set goals and these goals were reviewed at the end of each term.
As part of her TAI, we meat with Leigh and Lynley each Wednesday to discuss goals, next steps and how to solve some problems for Kayjhan. Kayjhan is an autistic boy who need guidelines to help him become incorporated into the class throughout the year. 
Add goal setting sheets with Emily and her TAI 2014.

https://docs.google.com/document/d/1zQq6eQVLK4jYk4Cj6F3uVdt2fyERF--QShfKss3GyaM/edit?usp=sharing


https://docs.google.com/document/d/1gIglXE-sEAVi1tgmot3zYdin-M2paqxfsRHzPN4t1x8/edit?usp=sharing