Professional Development

Professional Development Reflections

School-wide Numeracy Professional Development AND Numeracy Content Workshops with Averil Lee (Mathematics Facilitator at University of Otago).

Term 1 2013

I really enjoy each session with Averil! She has such a clear way of explaining different strategies and evaluating teacher practise.  She always has great new knowledge activities to share and is really motivating! being able to work with a range of teachers who all have different levels and understandings is a real asset and has helped to cement my knowledge of the stages and strategies.  I’m also really enjoying the goal setting and can see the major impact this will have on my practice.

So what?

- I’m planning on having a number of the week - maybe this could link to a historical or geographical fact and the globe? We could dissect the number (Place Value) talk about double and halves and discuss numbers forwards and backwards.  

- At the multiplication workshop I learnt about the three laws of multiplication - commutative, distributive, associative. Also different strategies such as the square strategy to solve difficult multiplication problems such as 23 x 25. 2 division actions are grouping OR sharing. This is language I will take straight back into the classroom.

- I now have my own copy of the maths version of BES - now I need to read it, become familiar with it and use it as a supporting document when planning

- I will not try and cover one pink book activity in one lesson.  Focussing on materials (yes, even with seniors) will give them the conceptual understanding that they need.  If I think that they are something for juniors, so will the kids.  If I change my viewpoint and recognise them as valuable learning tools then so will the kids.

-I will ensure that I am focussed on my goal during lessons: no more jumping in to ‘save’ students but instead encouraging independence, increased problem solving and accountability.  This will be seen through the use of think time after posing a question where I say very little.  Students will be sharing a piece of paper or whiteboard to show their strategy then discussing or ‘proving’ that they have the most efficient strategy and correct answer.

School-wide Literacy Professional Development (facilitated by Jenny Harrex, Literacy Adviser, Education Support Services, University of Otago).

Term 1 2013

Our visits with Jenny are quite spread out so it is difficult to maintain a sense of continuity.  I enjoyed the introduction to easttle and feel it would have many benefits in our classroom, so am disappointed that we are not picking this up as a supporting tool.  It has been nice to have my ideas validated so I know I am on the right track with writing across the curriculum.  I’m not sure about the system of holding reading conversations with students- I feel like

So What?

-I’m continuing to ensure that there are strong links between our topic work and the writing we are doing in class

-I will continue to use literature to support and develop my planning, teaching and assessment.

School-wide Professional Development with Mark Sweeney

Term 1 2013

Professional Development with Mark started with a morning session for senior students, teachers and parents about how we ‘steer’ our life with our thoughts, attitude, choices and relationships.  This work was from William Glasser’s ‘Reality Therapy-Choice Theory’ and was super effective as it was shared using the metaphor of driving a 4 wheeled machine.  

So What?

-Have students teach those who didn’t attend the theory

-Use as part of our classroom Behaviour Management - have repeat offenders select a picture of their dream car/truck/tractor and then use that picture as a silent reminder on their desks.  Could be something that we do as a whole class.  Emphasise owning up for own decisions.

Mark also took a session with the staff over two days.  The focus was on creating values and vision that would bond us as a cohesive team.  There were lots of great activities - I particularly enjoyed creating a list of what we want for kids at Riversdale School. Unfortunately these activities only seemed to emphasise the divide felt between staff and management.  Having the principal sit back and say - “no I won’t get involved, I want to see what you folks think” when we were coming up with our staff values and communication.  I liked the analogy of everybody coming into a situation, feedback session or discussion with their own ‘cart’ of experiences, emotions and understanding and felt that this could be very useful for us all to remember.  

PRT Workshop

Term 3 2013

This was a good day course as it showed me what I need to be keeping track of to achieve registration. It was great to talk to other PRT’s (especially those I graduated with) and catch up about how things were going in the real world, particularly after my experience in Term 1.  There was a section of the course that was about doing a professional reading where we all did the reading then we each had a turn at reading a quote that was important to us. After we read the quote the rest of the group commented then I explained the significance.Most of the discussion centred on how importent it was to get to know your students, as it is all about RELATIONSHIPS. Not about what condition they have, but treating each individual the same. I also found out some new exciting things on the nzmaths website.  I’ve favourited all of the pages and will need to spend some time familiarising myself with them.

So What?

- It would be interesting to find out what each child's top ten things are that they would want me to know.  

- Familiarise myself with nzmaths stuff - particularly the FIO Carousel.  Share back to the rest of staff.

- Tataiako for Registration - get in touch with Kay re Riversdale Advice and Guidance records.  check out when I will be eligible for registration - looking like end of term 1 2015 (if I get a job straight away somewhere after the end of this year).

Literacy Cluster Meetings

Term 4 2013, Term 2 2014

Once every couple of terms we have a Literacy Cluster meeting at Dipton School. Our Cluster involves Northern Southland College, Mossburn, Dipton, Isla Bank, Waikaia and Balfour. We sit in our Year Group levels and work on making informed OTJ's in Reading and Writing.
So What?
-This is a great place to take tricky to place samples - having a group of teachers nut it out together is really beneficial. Maybe this is something that we could look at doing as a staff?
-I'm pleased with what I'm doing in class: Stu from Balfour said that he has some kids Draft on the computer so that's somthing that I'd like to try. I think that for reluctant recrafters it would be more accessible because they aren't feeling like they are having to change everything.