Go by bike day

Organised a come to school by bike day in conjunction with Rotorua go to work by bike day. Many children came and as a reward had a cycle through the hills and trees on our park at lunchtime. Since this we have continued having bring your bike days. Also won the Rotorua schools competition.

Athletics PD

Completed a programme aimed at developing the techniques of athletic disciplines. Learnt some cool activities and games which are engaging, fun and at the appropriate level for our tamariki. Will be using these to develop skills and techniques throughout term 4.

Maori staff PD

Thanks to our Maori project team we have had a number of staff meetings involving Te Ao Maori and how to integrate into everday practice and also on developing resources and hans on activities. We aslo learnt some great games involving traditional Maori concepts, language and materials.

STEAM

In 2018 I have been involved in leading a STEAM project team which has included; developing and reviewing a strategic plan, leading meetings, liasing with the community, board, staff and tamariki, developing a philosophy around STEAM, developing an intergration into our planning and curriculum, liasing with parties re the building of a STEAM lab, starting to gather resources and delivering staff PD.

I facilitated a staff meeting on STEAM.

PE and Health

In 2018 I have once again been involved with a colleague in leading all aspects of PE and health at our school. This has involved: developing and reviewing a strategic plan, liasing with sport BOP, running and organising in school activities, PD opportunities, organising sports teams and out of school events, maintaining equipment, budgeting, liasing with the community and many other jobs and roles. Was pleasing to get the following from a parent;

Hi Neil and Craig,

I just wanted to share some lovely feedback I received about your organisation of sport.

Amy Turuta, Bayden's Mum, is delighted at the opportunities the kids have had to play this year and she said you have both being doing a great job in organising it all for our kids.

So well done you two.

Kind Regards,

Margot.

Teaching as Inquiry 2018

This year we have had PD around SHARP Reading, this involved attending workshops and then developing the guided reading programme programme and then observing each other. This also informed my teaching as inquiry for 2018, more information of the inquiry can be found at the tab/page above.

Vision and new curriculum

In 2018 we have been involved in creating a new vision and mission including statement for Otonga. This has involved alot of discussion and collaboration and consultation with all whanau, staff, the board and our tamariki. In various staff, team and project meetings the new 'Four winds curriculum' has been developed, this involves the learner at the centre and is informed by tikanga maori and maori values and the child as; an investigator, a leader, a learner, a citizen. This new curriculum allows us to also focus on more student agency and developing 21st century skills and the key competencies needed to be succesful in life.

Science PD

In 2018 our Kura has been involved in science PD with Vijay Bhagwandhin from Auckland University. We have had staffmettings and worked on practice analysis, which involved being observed and self-reflection of our practice in science, it also involved us recording our practice and then also analysing it.  I have also been involved with science team in leading this practice analysis with Vijay, this meant having meetings with Vijay and then doing practice analyis observations on colleagues, with notes and listening to their analysis/refkections and giving feedback and setting next steps, goals. Analysing and looking at effective instructional science lessons have strengthened my own practice in delivering science lessons and analysing their effectiveness, especially in the areas of; orientation, explaining science, teaching of the nature of science skills, student involvement, success criteria and deliberate acts of teaching.

Digital Passport

Have started doing this digital passport workshops/course through Minlab to assist with understanding and using the new Digital technologies curriculum. Decided to start at years 1-3 and work through up until year 6-7 to help understand the development and progress.

Digital Citizenship

Completed the above course after 4 workshops on being healthy on line for ourselves and our tamariki. Important to keep visiting, overseeing and promoting.

Attended a STEAM and Mindcraft course run by Using Technology better. Gave some insight into the why and how we can integrate in our curriculum.

Code of Professional Responsibility and Standards for the Teaching Profession

The new Code of Professional Responsibility and Standards for the Teaching Profession. Below are the new standards which have been aligned with the registered teaching criteria and Tātaiako . These numbers 1-6 will now be the labels for showing evidence on this Blog.

Matrix aligning Standards for the Teaching Profession with Tātaiako the Practising Teacher Criteria (RC-registered criteria)
Standards for the Teaching Profession	Tātaiako	Practising Teacher Criteria
1. Te Tiriti o Waitangi Partnership Demonstrate commitment to tangata whenuatanga and Tiriti o Waitangi partnership in Aotearoa New Zealand.	TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. 10. Work effectively within the bicultural context of Aotearoa New Zealand.
2. Professional Learning Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all learners.	WHANAUNGATANGA: Actively engages in respectful working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community AKO: Takes responsibility for their own learning and that of Māori learners WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	1. Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga. 4. Demonstrate commitment to ongoing professional learning and development of personal professional practice. 5. Show leadership that contributes to effective teaching and learning 11. Analyse and appropriately use assessment information which has been gathered formally and informally. 12. Use critical inquiry and problem solving effectively in their professional practice.
3. Professional Relationships Establish and maintain professional relationships and behaviours focused on the learning and wellbeing of each learner.	WHANAUNGATANGA: Actively engages in respectful working relationships with Māori Learners, parents and whānau, hāpu , iwi and the Māori community MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture AKO: Takes responsibility for their own learning and that of Māori learners TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	1. Establish and maintain effective professional relationships focussed on the learning and well-being of all ākonga 2. Demonstrate commitment to promoting the well-being of all ākonga. 3. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. 8. Demonstrate in practice their knowledge and understanding of how ākonga learn. 9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga.
4. Learning-Focused Culture Develop a culture that is focused on learning, and is characterised by respect, inclusion, empathy, collaboration and safety.	MANAAKITANGA: Demonstrates integrity, sincerity and respect towards Māori beliefs, language and culture AKO: Takes responsibility for their own learning and that of Māori learners TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed	7. Promote a collaborative inclusive and supportive learning environment. 8. Demonstrate commitment to promoting the well-being of all ākonga. 9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga.
5. Design For Learning Design learning based on curriculum and pedagogical knowledge, assessment information and an understanding of each learner’s strengths, interests, needs, identities, languages and cultures.	AKO: Takes responsibility for their own learning and that of Māori learners TANGATA WHENUATANGA: Affirms Māori learners as Māori – provides contexts for learning where the identity, language and culture (‘cultural locatedness’) of Māori learners and their whānau is affirmed WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	6. Conceptualise, plan and implement an appropriate learning programme. 8. Demonstrate in practice their knowledge and understanding of how ākonga learn. 9. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga. 10. Work effectively within the bicultural context of Aotearoa New Zealand. 11. Analyse and appropriately use assessment information which has been gathered formally and informally. 12. Use critical inquiry and problem solving effectively in their professional practice.
6. Teaching Teach and respond to learners in a knowledgeable and adaptive way to progress their learning at an appropriate depth and pace.	AKO: Takes responsibility for their own learning and that of Māori learners WĀNANGA: Participates with learners and communicates in robust dialogue for the benefit of Māori learners’ achievement	4. Demonstrate commitment to ongoing professional learning and development of personal professional practice. 6. Conceptualise, plan and implement an appropriate learning programme. 8. Demonstrate in practice their knowledge and understanding of how ākonga learn. 11. Analyse and appropriately use assessment information which has been gathered formally and informally. 12. Use critical inquiry and problem solving effectively in their professional practice.

SHARP Reading

Attended SHARP reading course. Had PD around the level 3 which was about teaching children to think about what they are reading to aid comprehension. The strategies used when working with children seem to be  effective and require the teacher to follow specific routines, which in turn the children transfer the reading skills into their own reading and thinking about text. Will be implementing in the reading program and monitoring development and progress.

Challenging learning

A motivating Saturday PD with James Nottingham on Challenging Learning. I really like the idea of having 'preview' for children prior to learning and will share the learning pit with the class and attempt to keep learning interesting and challenging. Also will definitely be praising the action and process rather than the person. Need to also look at progress verses achievement, might be a high achiever but not progressing.

Notes and images from the day

A new year, a new beginning.

2017 and a new classroom and a new year level for me. Started really positively, trying to introduce the 7 habits from The Leader in Me and have built good relationships with the class. We have been developing relationships and collaboration through team building challenges and activities. This year I am trying to not use extrinsic rewards with the children as I have previously done with Class Dojo and other reward systems. I want to develop intrinsic rewards, to develop the children's growth mindset and positivism. This has come from reading The Leader in Me, listening to Mike Scadden at U-Learn and speaking with Mary Gordon, the writer of the Roots of Empathy Programme, who i was fortunate to meet. 

This year I have also taken on PE/Sports and Health Leadership which I am really enjoying. 

Teacher Inquiry and reflective questioning

Staff meeting today was led by NpEW on reflective questioning and peer coaching

Wrote down strengths and weaknesses then fed back to partner- neutral

Looked at levels of questioning and wrote a series of questions based on them.

Asked partner the questions.

Discussed challenges of questioning. We looked at and developed and questioned the use of the following.

Found it tricky to not want to show agreement or disagreement or to add own thoughts or interrupt when listening and difficult when not given any acknowledgement when talking. Something I need to learn. Will also try and use these reflective questions with the class, may help in my inquiry this year on self-directed learning.

What is the vision for our school? TOD 2017

An interesting day looking at the our mission and vision statement and what we see as our vision moving forward. Having read the book The Leader in Me and listened to the talk from Western Heights Primary I really like the 7 Habits and their initiatives especially as it fosters an inside out approach, starting with teachers and that it is not a curriculum, it is integrated throughout the school and community. I will try and introduce this into my practice and life this year. A summary of the day can be viewed here

ULearn 2016

https://docs.google.com/document/d/1-M3neOoHjNFdG3Cxz1_sirlNcbv7bqjjPAP9-53DQ4s/edit

End of Mindlab

http://ncarrington-apc.weebly.com/

The above site was used to reflect on applied practice for the last 16 weeks of the Mind lab course on applied practice in context and also includes a reflection of the course.

Using ICT to enhance Literacy workshop

Had a great evening presenting 2 workshops at this event organised by the Waiariki literacy association. It was an honor to be asked and great to meet and share with other teachers.