Urū Mānuka Teacher Only Day 2023

Urū Mānuka Teacher Only Day 

Noema 2023

 Vision for Young People with Pene Abbie

Tumuaki Paparoa Street...not, she's moving on.

Game: Taco, Cat, Goat, Cheese, Pizza

Purpose: To become familiar with Te Mātaiaho. Discussion around Facebook page from the Ministry about  intentions for school and kura. 

1991 - Roll out of new curriculum documents. Were colour coded and teachers had activities where they used jigsaw puzzle type activties to learn about achievement objectives and content.

2002 - Stocktake of the curriculum introducing the nautilus symbol. Colours again respresent curriculum areas.

2007 - Lots of content in the front end and key competencies, values etc.

2021 - Decision to refresh what we had. Curriculum Refresh Time!! It is the time to do this and to keep tryng for our ākonga. See what is missing and fill the gaps. 

For us: Keep our learners at the centre!!

Photo Activity: We all had to bring a photo of a student in our class. I chose Mikayla. We shared why we chose them and although mine was because Joanne had some options for me, it was easy to talk about why I chose Mikayla, particularly about when she did the trust fall at camp and blew me away.

Key Messages and Challenges from Video: This video was about a group of rangatahi talking about their responses to the current curriculum and the vision they helped create for Te Mātaiaho.

Key points I heard:

• Involve young people
• Identity is embraced and accepted
• The voice of young people being heard in order to affect change
• Current one fits one type of person
• Inclusive of additional needs and learners from out of mainstream
• Te Tiriti of Waitangi and how we address and include.

For our young people and their whakapapa, how will they know their connections and what is our responsibility to make these available? 

This vision for young people is driving this refresh. How will this look? 

We, the ākonga of Aotearoa, know our world is connected, our wellbeing is collective, and that we have a shared responsibility to each other. This if for the ākonga. 

We understand our roles in giving effect to Te Tiriti o Waitangi and its principles. What is this like for a five year old?

We are strong in our identities, languages, cultures, beliefs, and values. This means we can confidently carry who we are wherever we go. Even if we are living overseas. 

We have a strong sense of belonging. This builds the foundation to be courageous, confident, compassionate, and curious. We understand that success can look different for us all. This means we can learn and grow from our experiences in a supportive environment.

We engage in learning that is meaningful to us and helps us in our lives. We can build and navigate knowledge, using our heads and our hearts to make our decisions. What does this look like to a 14 year old boy?

We are kaitiaki of our environment.

We acknowledge and appreciate our differences and diverse backgrounds and viewpoints. How does this look in different places.

We positively contribute to our communities, Aotearoa, and the world. 

Walk Around Activity - Pick two random people and move around the space. Keep them in your sight and walk around the room, forming an equilateral triangle. Meet and greet. Good to chat to other kaiako from different schools.

Group Task: Unpacking parts of the vision.

Put the photos of our kids on the big sheet of paper. Using one part of the vision, write three ways is plays out in your classroom. How will learners have this experience? Kahui ako level? What is next? 

Good ideas:

Bilingual Buddy Reading

Story Read: 

Connections:

Leonie HHS

L...Wigram

Presenting Maths with Kylie (MOE) and Megan Martin

Game: Head and Tails Statement about anxiety about maths starting before school, % of Year 9s who will be math literate, teacher trainees ability to teach Math at Year 7 & 8. (Incorrect heads or tail sits down). 

Literacy and Communication and Maths Strategy

Learners enter with different maths skills and experiences, experience bias and discrimination, (Missed the rest of her points...changed the slide too quick). 

Learning Areas of Te Mātataio

Q. What is Math? Understanding the world, puzzles, banking, numbers, problem solving, shopping. 

Whakatauki - Āno me he whare pūngawerewere Behold, it is like the web of a spider. Discussion: Strong anchor point to hold the web, progressions, not only one way to build a web, can be scary. 

Topics and tasks that reflect the identities and cultures of every student.

Changes:

Celebrates what is unique.

Supports ākonga to see themselves in their learning

Clear progreesions...notice , recognise, respond.

Anchors progression with outcomes. 

Understand: Big ideas that don't change.

Know: Contexts that you look at the big ideas through.

Task. In pairs, we had a series of questions to answer by looking through the 

Have a look at the progressions sheet in order to be able to see what should be happening at different year levels so you know what happens before your year level learning can happen. 

We looked at the following videos and discussed what we recognise from current practice and what opportunities we could see. 

 Ka Hikitia Ka Hapaitia with Emma Royal

Came from 2017 tour taking to the community within education to find what is working well for Māori, what needs improving and what next. Tau mai te Reo came from this as did many others. Tau mai te reo is the Māori Language strategy and has it's own mana, for supporting all ākonga in Aotearoa to flourish.

Ka Hikitia is the Māori Education strategy.

Guiding Principles

Excellent outcomes

Belonging

Strengths Based

Productive Partnerships

Te Tiriti o Waitangi

Discussion - What would we see if we saw Māori experiencing success as Māori. 

NELPS are same as objectives in Ka Hikitia. They are the same. 

1994 First deliberate Māori education strategy.

Outcome Domains:

Task: What are we already doing that is breathing life into Ka Hikitia:

Be deliberate about what we are doing. 

Action: To make mihi whakatau part of our school culture and also Māori whānau hui. Create a school haka and waiata.

Pasifika Education Plan with Jason Tiatia

Lead advisor for Pasifika education. 

Quiz: Action Plan for Pasifika is over arching, Tapasā  document. 

An introduction to Tapasā

Tapasā is a resource that provides a Pacific learner lens to Our Code, Our Standards | Ngā Tikanga Matatika, Ngā Paerewa.

Tapasā – Cultural competencies framework for teachers of Pacific learners
The Tapasā framework brings Pacific perspectives to effective and quality teaching practice at different stages of a teachers’ journey in key areas and transition points for Pacific learners in early learning, primary and secondary education.  

81,000 Pasifika students in primary through to secondary and is growing. 

There are 5 key shifts in the Education Plan. 

Talaono ako - is after school learning. Power Up was previous name. Is also a language app. 

Tongan is the second most spoken language in Oamaru.

Pacific students who preside in South Island is 9%.

Pacific Education funding is available to whānau, kura etc. 

Know your audience, know your students, know your whānau.

It takes four cups of tea before trust can be built.  Relationship is the number one thing to build trust. 

Fono = meeting

Talanoa = discussion

Key Shifts

Language - 

Confront Systemic Racism -

Enable Every Teacher -

Partner with Families - 

Grow, Retain and Value - 

Canterbury Primary Principal's Association presents...

 Middle Leaders Programme 2023

Somerfield School

Day One:

The day started with a welcome from the Year 6 rōpū.  All students do Kapa Haka as part of their performing arts programme.  (Two birds...well-played).  We then went through the characteristics of what middle leaders need to have and show.  

We then met our facilitator, Kellie who went through 

Self-Reflection on Your Leadership

Reflecting on your own practice helps develop you as a leader.

What do you believe leadership is?

I think it is a role that facilitates a team in order to grow in a variety of ways.

Who has influenced you as a leader?  How?

In my first years of teaching, Greer Doidge.  

What aspects of educational leadership do you think are the most important.

Self-awareness and emotional intelligence.  Relationships.  Vision.  

Qualities of leadership I do well:  

Passion for learning and learning -

Inclusive -

Express high expectations -

Qualities I want to develop:

Willing to ask hard questions - When things aren't quite going to plan, I need to get better at questioning in order to help the situation move forward.

Not be afraid of robust discussion - Not so much being afraid but more of being able to remain neutral and unaffected by responses if they are negative.  

Subject expertise - My main focus this year and into the future is to become more knowledgeable about all things Te Ao Māori.

Consult widely - I feel like I need to have more consultation with whānau and other leaders within a range of different schools.

Key points: When looking at my own leadership, think also about my circle of influence.  

School Leadership and Student Outcomes 

Best Evidence Synthesis Iteration (BES)

What is the aim of culturally responsive practice?

Question:  What does it mean to be Māori?  

In groups, we used some SOLO templates to discuss what 'giving effect' to Te Tiriti looks like and what going beyond honouring looks like.  

My thoughts:  As a Māori, I was interested to hear the thinking of those around me so kept pretty quiet.  

Poutama Reo - New resource to look at.  

Video of Brigham Riwai-Couch.  

A young man shares his kōrero with a message for teachers.  His 10 'commandments' for teachers are:

Tātaiako

In groups, we tried to match indicators to the competencies.  The list we had was from the Certified Teacher list.  This means all teachers should be doing these things.  

How will you build the mana for this student?  Our scenario was an overenthusiastic student disrupting Kapa Haka.  We filled in a table showing what we could do under wānanga, whanaungatanga, manaakitanga, tangata whenua, ako.  

Tātaiako / Culturally Responsive Practice

What are you personally going to do about this?  

Sharing this on Day Four of the course.

Current State: Currently in Level 3 of Te Ahu o Te Reo Māori course.  Some uncertainty around who has Māori heritage.

Actions to take: Daily revision of new learning.  Apply learning in class at school.  Survey whānau and create a database of who our Māori students actually are.  (Are we allowed to change the order of their ethnicities on Hero?)

Desired State - Goal to Achieve: To have school-wide knowledge of all our Māori students and the iwi they connect to.  

Leading from the Middle

In groups, we had a look at this document at the parts of the Leadership Model.  This helped us reflect on what is happening in our situation and what we could do.  We then used the indicators to plot ourselves along a continuum.  

Day Two:

• What is Quality Teaching?
• Educational Leaders Framework
• Leading Change
• Leadership Capability Action Plan

Talked about our Why...why did we get into teaching.

Activity - Sheets up on the wall with statements from BES Summary of evidence about quality teaching.

As a school, we looked at each list of evidence and noted down what we do.

UNDERSTAND.  KNOW.   DO.

1.  Quality teaching is focused on achieving high levels for heterogeneous groups of students on a range of valued student outcomes.

Learning pathways allow students to know what they are learning and what to learn next.  Tracking sheets.

2.  Pedagogical practices enable classes and other learning groupings to work as caring, inclusive, and cohesive learning communities.  

Values are taught every week and weaved throughout all that we do.  We also consider individual student needs around friends and people who will be supportive of them.

3. Links that facilitate learning are created between school and other cultural contexts in which students are socialised.

Learning pathways are shared with whānau and link to specific learning steps.

4. Quality teaching promotes student engagement with the instructional focus.

School-wide Inquiry initiative and structured literacy provide scaffolded learning.  

5. Quality teaching provides students with sufficient, high-quality opportunities to engage with instruction.  

Rewindable learning, Setting up for Success document is inclusive of routines and the classroom environment being a space to be set up for learning.  Expectation is to have an introduction lesson and a follow-up.

6. Quality teaching supports learning through a variety of instructional approaches.

Literacy and Numeracy programme expectations.

7. Quality teaching aligns curriculum goas, resources (including ICT), task design, and instructional strategies at both classroom and whole-school level.

Setting up for success document, tracking pathways, curriculum document expectations.

8. Pedagogy promotes learning orientation, student self-regualtion, metacognitive strategies, and thoughtful student disclosure.

Learning pathways.

9. Feedback and formative assessment processes further student engagement and success.

SMART goals are created and reviewed each term.  Learning pathways are shared.

For our next steps:  Choose an area that is linked to our annual plan so it aligns.  

Feedback and formative assessment processes promote further student engagement and success.

This involves teachers:

• Having sufficient knowledge about curriculum content, pedagogy, and learners to be able to proc=vide constructive formative assessment; 
• Providing students with regular, task-related, constructive feedback;
• Particioating with students of clear learning goals;
• Scaffolding students' learning so that they have a high probability of success;
• Using feedback gained from student assessment as a basis for adapting their own teaching.

EDUCATIONAL LEADERSHIP CAPABILITY FRAMEWORK

Alignment with the Capabilities Chart:  The task was to start working on a table to identify what I currently do, not do or find challenging and what I want to develop.  Had to use the Framework when looking at this.  

Group Task Looked at 8 Dimensions

LEADING CHANGE

Change is about creating the new normal

Managing change is about using tools, systems and processes to control the effort and impact and impact on change

Leading change is about creating the motivation and momentum to see the change through

Create energy and use it effectively.  

Book Visible Learning for Teachers

Activity: Using the capabilities document, we used a table that focused on four of the capabilities, 1, 2 , 3 and 5.  This was actually quite a daunting task.  

One part of being a good leader is being organised.  

My area of influence is my team to influence student outcomes.  

Once a change has been embedded, it moves into the 'business as usual' folder.  Creating a new normal.  Middle leaders bring the power and momentum for the change.  Is it going effectively in the right direction.  If on tangents, guide gently back.  

Notes from Video clip Randy Pennington

Study from 20 years ago 70% of change efforts often fail.  Same stats now as then.  Change requires leaders to connect with people.  Change in leadership is essential if we want to see change.  

We change lightbulbs when they run out...which is when things go wrong.  Change can come from when we see opportunities to become better.  Crisis or vision?  Connect with people where they are 80% of what leaders talk about, doesn't matter to 80% of the people they are talking to.  

Use resistance as your friend.  Are they legitamletly concerned or afraid.  In leading change, you go first.  If people don't see you change, they have no motivation to follow and you have no credibility to make them want to follow.  

Have to learn how to change quickly.

Some change is mandated, such as the curriculum refresh.  

Conditions for an Effective Change

Along the change journey, we need to go back to the WHY?

Conditions for Change

• Develop PLD
• Clear roles
• Update policies and procedures
• Support transition to change
• Remove or smooth barriers
• Testing / trial / sandpit
• Champions / role models
• Resources and ways of doing it around here.

Reinforcement

• Monitor the change and measure outcomes and impact of the change
• Celebrate success
• Build in short term wins
• Reflect on the opportunities

People don't resist change.  The resist being changed.

Add second slide here

FOUR AREAS OF CAPABILITY FOCUS

Developing your Leadership Capability Acton Plan:

About shifting leadership practice.  Current and desired reality.  

Structured Literacy PD - Writing

 Structured Literacy Learning - A Focus on Writing

With Jo, Lillian and Linda from Literacy Connections

Writing by hand is thinking on paper.

Thoughts grow into words, sentences and pictures.

Memories become stories. Ideas are transformed into

projects. Notes inspire insight. We write and

understand, learn, see and think - with the hand.

What we will be learning today:

Objectives: 

● How to enhance your writing instruction to improve your students writing, reading and comprehension ● To strengthen your understanding of two guiding writing models - the Not so Simple View of Writing and The Writing Rope 

● To provide practical examples and resources to implement directly into your education setting and bridge the gap between theory and practice.

Module #1 Laying the Foundation

Reflecting on what is happening in our school:

In our hubs, we brainstormed about what is happening in Writing in our space/school. We then had a look at the current data across Aotearoa.

A 2020 UNICEF report found that only 64.6% of 15-year-olds in Aotearoa New Zealand have basic proficiency in reading and maths. Turning that around, a staggering 35.4% – over a third of 15-year-olds – struggle to read and write. 

For us as teachers to teach students to write, we need to be able to write.

Key Resources:

I had a look at the book that was brought with our Literacy gurus and it looks like a really helpful book. One part I read was about handwriting, with one interesting section about what is lost when handwriting is neglected. (I need this book).

A reminder of the overarching Structured Literacy (SL) Principles 

● Direct and Explicit teaching - gradual release of responsibility 

● Cumulative- deliberate practice, reducing the cognitive load, constant review 

● Structured - follow a scope and sequence 

● Diagnostically - “go as slow as you must but as fast as you can”

It is important to have consistent terminology across the school.

Provide lots of opportunities for students to see, hear and do writing.

Key Principle 2 To boost teacher knowledge of what to teach and use a writing scope and sequence.

Keep in mind that the working memory can become overloaded.

Key Principle 3 Sentences are the building blocks of all writing and grammar is best taught in the context of student writing.

Key Principle 4 The content of the curriculum drives the rigour of the writing activities.

Key Principle 5 The importance of the planning and revising part of the Writing Process.

Key Principle 6 The importance of regular feedback, writing goals and assessing student writing.

Key Principle 7 Embed the teaching of writing through all subject areas and in the content of the curriculum you are teaching.

We need to be teaching writing throughout all areas, not just in writing time. 

Module #2 Transcription Skills

Handwriting

We rated the importance of handwriting on a scale from 1-5. I rated it as 5. 

 Is handwriting taught in your classroom? If so, how often?

Yes. Twice a week for whole class lessons.

Short and sharp handwriting lessons daily.

 Do you use a handwriting programme or a scope and sequence?

Not really. Tried to teach Casey Caterpillar.

Will continue to use Casey Caterpillar but do it better and align with our school-wide programme.

 Is handwriting an independent/whole class activity?

Taught as whole class but done independently.

S

Do students have a handwriting book? How is this used?

Yes. Had dotted line to teach where letters are meant to be and how they are formed. Also, other areas of the curriculum are integrated like values quotes, Te Reo Māori.

 Are there consistent expectations for handwriting across the school?

We try to all use Casey Caterpillar.

What tools are used e.g. pens, pencils, chalk etc?

Pencils and books at desks. Children can view model through learning site.

 Where do students practice handwriting?

During handwriting lessons and when doing other learning in different curriculum areas. 

Is cursive handwriting taught? If so when?

Not so much.

Is there an emphasis on pencil grip, posture etc?

Yes. It has been very difficult to change habits at the senior level.

Research shows that a lot of teachers have not had the teaching of Handwriting. 

Activity: We had to write about our day yesterday using our non dominant hand and in cursive writing. We then had the opportunity to use our dominant hand. When reflecting, we realised the coginitive load that some students have.

Human beings can't think of too many things at once. Capacity limit. Too much information to hold on to.  Capacity is freed up through automaticity. So many skills involved because some skills are not automated. If you struggle with the basics of handwriting, you struggle with writing.

Handwriting fluency exam: With an intervention, all students who struggled, were able to improve accuracy and also expression.

Drill and kill...it works. Frequency is more important than quantity. Go back and ficus on sub skills. 

What do we know about poor transcription skills? 

Teaching Handwriting

The mechanics 

● Posture 

● Paper position 

● Pencil grip 

● Letter formation and motor movement 

● Automaticity 

I am left eyed dominant and right handed. (Note: We don't need to check students but be aware of how they position their writing). 

Bulldog clip is a good option. Mechanical pencil for those who have a heavy hand. Using a pen or pencil is up to the individual child, depending on their needs. Lame range of pencils/pens. 

He pātai tāku...what about lines in books. 

Write in different ways including chalk, large movements.

Letter Formation - A Scope and Sequence

Letter Formation 

● Clear, consistent language modelled 

● Follow a scope and sequence - teach similar shapes/strokes together 

● Correct starting position 

● Immediate corrective feedback given 

● Say the letter name while writing, sound when writing/spelling words.

Monitor as students are writing so corrections can be made. For us in Angitu, we will need all staff to roam.

Automaticity 

● Automatised handwriting significantly improves both the quantity and quality of writing (Berninger 2012; Graham, 2009-10) 

● “Legibility without speed is an aesthetic art form; speed without legibility is a useless tool.” (Marcus, 1977 )

Casey Caterpillar is junior focused. Can be a cognitive load. Can adapt the story side of things for seniors. 

Video: Handwriting lesson with a student who has disgraphia and learning delays. In the video, teacher says the verbal prompt for each letter and the student repeats it. Feedback given to fix mistakes. For seniors, writing assessment a to z. Give a set amount of time and see how many children can write. Check to see which letters we are struggling with. Do multiple letters of the same verbal prompt such as open mouth short stick, open mouth tall stick. 

He pātai tāku...what paper do each hub use?

I DO.   WE DO.    YOU DO.   

What about typing/keyboarding? 

Students could write faster and produce larger quantities of writing under the keyboarding mode ie students produced more typed words than handwritten ones within the same period of time (Fing, Lindner, Ryan Ji & Joshi 2017) Students with higher handwriting fluency tend to have higher keyboarding fluency (Fing, Lindner, Ryan Ji & Joshi 2017) Mueller and Oppenheimer 2014 found that when students typed notes, they tended to write verbatim rather than processing information and rewording it under the handwriting condition. They wrote almost 3 times more notes, however, achievement was not significantly promoted.

Explicitly teach both handwriting and keyboarding. Don’t choose one in favour of the other. Keyboarding could become an independent activity during your reading rotation: https://www.typingclub.com Supporting students with severe handwriting issues: exhaust all reasonable attempts at handwriting instruction before foregoing it in favour of full reliance on assistive technology for transcription. Encourage struggling students to hand-write spelling words and use keyboarding for story writing.

Looking at our brainstorm

Number formation needs to be done Math time. Start on whiteboards. 

Next Steps Look at your brainstorm…. 

● Identify what you will continue to do. 

● One thing that you will adapt. 

● One thing you will stop doing. 

● One thing you will further research or experiment with.

Can continue using pencil control and fine motor skills development as a supplement rather tahn replacement. 

MODULE THREE: Text Generation: sentence level

The things that you have to have in order to be able to do the text generation part of the rope. 

PARTS OF SPEECH:

noun -

abstract noun - 

proper noun - 

pronoun - 

adjective - describes a noun

article - definite and indefinite the a /some

verb - action

adverb - adds to a verb

preposition - on / next / below

conjunction - joins, because / so

interjection - Gosh!! Wow!

SENTENCE COMPONENTS

A sentence needs to have a subject and a predicate. Needs a who and a do. 

Independent clauses can stand on their own as we have all of the information. 

Dependent ones need more information.

SENTENCE TYPES

Simple Sentence: is made up of one independent clause I 

John threw the ball. 

The chef at the deli makes the best sandwiches. 

Andrea put her books in the car and then texted her friend.

Let's try it:

Use the terms and language and students will follow.

SYNTAX - How a sentence goes together and make sense.

From The Writing Revolution, there are a range of activities that we can use in our explicit teaching.

Sentence level activities:

Always model first, being direct and explicit. Have student s do oral activities prior to writing. If we can say it, we can write it. Make sure you have the dictated sentence ready prior to the lessons. You need to check that it works. Keep practicing the activities. Activities should be used recursively...that means coming back to it. 

When scaffolding, you could have the who (Subject) shown and students can pick a do (predicate) part. 

Use F and S to identify if things are a subject or predicate. Can repair fragments. 

You could have a text on the board as children arrive to school and they can look for fragments and fix them.

Be mindful of commands as they don't have a subject...ones like 'be quiet', 'sit down' etc.

Teacher Tips:

Model thought process for students 

Provide opportunities for deliberate practice. 

Plan instruction and differentiate lesson for those that need it. 

Avoid long texts 

Avoid using unknown content or vocabulary.

Statement.     Question.   Exclamation.   Command.

Start with identifying the types of sentences. Next step, add punctuation.   Use the word repair when we are talking about fixing sentences. 

Give some expectations and criteria about the level of sentences that you expect depending on the level of students. 

Include given vocabulary and write a sentence.

Take it off the page for kinesthetic learners.

Punctuation fans can be used as a hands on support.

Scope and Sequence

See in shared folder and also the Grammar Project. 

My Goals:

1. I'm going to upskill and review and revise the content