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