MATHS PD

COLLABORATIVE MANAGEMENT MODEL

COLLABORATIVE MANAGEMENT MODEL

As part of our Grow Waitaha professional learning is to be positive examples of a collaborative management team.  This is to lead by example.
To do this we have:

• A weekly senior management meeting
• A shared timetable
• A shared working space - all in one office

This has been really beneficial during term 3 while Jason has been on sabbatical.  This has been a good support for Steph and I as we learn new aspects of the DP role.  We feel that there has been greater discussion about areas of concern, and greater shared responsibility of at risk students.

MENTORING

As part of my role this year it is to mentor hubs/teachers to raise the quality of MLE practice and gain consistency across the school.

KOPAPA WEST: Deena, Janine, Gemma and Nicole

• Meetings to support with the implementation of a structured writing programme
• Meetings to support with PB4L systems and structures to support the behaviour and learning
• Meetings to support with OW

This learning space is working well, they have developed good systems, they are working well together now and this is evident in the way the children are working.

Ongoing support is still happening with OW and a few other students.

There are notes to most of these meetings but for privacy, they are not attached.

KOPAPA/AKEAKE EAST: WRITING

Belinda approached me to support her team with planning writing and with a collaborative approach.

I attended a meeting to share how we do this in my hub and set up a new planning template for writing.

The main focus is to get explicit teaching happening - so the plan is catering for this:

I do - teacher model

Liz Kane Literacy PLD

Grow Waitaha Leadership Workshop 2

LINK to slides from Hui 2

Main learning from the day - type of leadership

Criteria Breakdown

 Standards for the Teaching Profession

There are six standards that, together, describe what it means to be a teacher in Aotearoa New Zealand. The additional detail contained in the elaborations provides depth and context to the standards themselves.

The standards can be pictured as a series of six nested circles or spheres, in which the innermost represents the actual processes and activities of teaching. The order of the standards is deliberate, with each subsequent standard building on to the framework for quality teaching  

Te Tiriti o Waitangi partnership describes how all teachers need to frame how we consider ourselves as professionals and citizens with Aotearoa New Zealand. It is a notion of a ‘deep context’ for all other decision-making and action as a teacher and provides a framework for thinking about the subsequent standards.

Professional learning then describes the evaluative or inquiry mindset that surrounds all professional practice. Continuous, informal rigorous critique of what we think and what we do underpins the job of enabling learners to make sufficient progress and monitor for equity and excellence

Professional relationships asserts that teaching is not a professional activity that exists in isolation, but that we need to build and foster a range of relationships in the interests of learning and improvement for all involved: with colleagues, with family/whanau, with community.

Learning-focused culture then describes the tone of the learning setting which we are expected to develop and the relationships we foster with and between learners.

These first four standards describe the context within which the teacher must then design and implement the processes and activities that will enable learners to learn

Design for learning is about planning the what, why, when and how of the learning experiences 

Teaching, at the centre, is about adaptively implementing the designed programme of learning