Teacher Inquiry

Reading - Inquiry Learning Networks and Spiral of Inquiry

Article provides a framework for teacher inquiry and gives an outline for why collaborative approach to teacher inquiry is important.

A framework for changing the experience of learners through new learning and new actions

The cycle involves six stages some of which I think have been done when we look towards our Inquiry this year. 
- scanning
- focusing
- developing a hunch 
- Engaging in new professional learning
- Taking new action
- Checking that a big enough difference has been made, and then re-engaging to consider what is next.

As I consider this towards my Inquiry into Wa Kitea I think I need to consider the first three steps as they were done last year and  into the lead up to starting play based learning - what can I measure as the need to bring in play based learning? How can I use the data that I have to show that Wa Kitea has made a difference in their learning?


I know that Susan is doing a lot of study on Play Based learning so looking forward I will need my own plan towards my new professional learning

How will I show that I have made a difference and show it by obtaining valued outcomes for learners?

Wa Kitea - Learning through Play

At the beginning of this journey we were running 1.5hours of free play. We introduced planners and sharers and the whole make up of the session is changing.

As of Week 6 Term 1 this is what we are trying to do...

1 hour of focused Wa Kitea time first thing in the morning.

Planners and Sharers sit in a group on the mat and plan what they are going to make/do before going off and picking up resources - means the planner gets help with the planning rather then being left to do it by themselves

Wa Kitea has a theme for the week - "monsters" or "pirates" this gives the children more focus and they are excited about building something for a reason.

These photos show a group working on their 'monster' one is sorting the chalk the others are creating their creture

Planning

Planning Week 2 - Specifically Reading


https://docs.google.com/document/d/1MeIsbaBpLNGAjbpwvJOnxO3TnVZtoEdQlACR76w5tRc/edit

Planning Week 6 - Specifically reading


https://docs.google.com/document/d/1qvJAMUWiZCZ0mKG4bxetqvZOTAYwVVh2usTr7trhzdI/edit


Showing different groups and planning for those groups specific for their needs - and how the groups are changing due to running records

Team meeting minutes

15th February

Present: Susan, Aubrey, Rosanne, Amy, Melissa

Absent:

Room: 13

Health and Safety:

Agenda:

• School assembly certificates -same is last year, teacher will call out what their children will be getting a certificate for
• Eg: Wendy says “Oliver and Evie from room 13” and teacher stands and reads what the students got the certificate for
• Do we want to have a Team assembly fortnightly? Introduce new children, give out certificates, singing etc.
• Fridays before lunch fortnightly in room 13 12:15-12:30 (even weeks starting week 4)
• Class description-a copy in the yellow folder
• JAM testing should be done throughout the year
• Susan will come to rm 9 and 11 to help facilitate
• Can do during CRT
• Reading data-just reminder data in Edge by the end of this month
• Glenys will instruct once edge has been set up to put data in
• Not an expectation to running record for every child, every month.
• Test children you think are concern or ready to move levels
• Birthday reports

                      -Wendy has marked where the children’s reports are due throughout the year. Try to get General comments done during the term holidays before they are due

• Tiritiri Team blog-all team notices and learning can be put up on this site
• Wa Kitea - Rosanne suggest Mon-Wednesday only as struggling to fit Maths in with PMP and swimming etc in the afternoons
• We will try Wa Kitea 9-10am (Monday -Thursday) and use 10-10:30 for phonics or handwriting or a maths group until swimming has finished (will review this after swimming)  
• Teachers, children and parents are seeing the positives of having Wa kitea. We are hoping once the children become more familiar with the programme, it will run smoothly
• Literacy groups for Susan to take on Fridays  1.35-2.30 -three children each from Room 9 and 11 (might need to move this to the mornings as children are too tired in the afternoons)  

Group 1  (1.35-2pm) lower end

Room 9	Room 11
Danny Lilly Paige	John Luke Finley

Group 2 ( 2.05-2.30pm) high flyers

Room 9	Room 11
Zachary Maia Jaime	Lydia Corey Denham

• Long Bay beach Trip (playground area)  
• The leaving time has been changed to 10.30am to cater for the school visits
• Susan will do a letter home to explain for the change of time and upload it to the team blog
• Add adults to sand activities ratio 1:3 (2 activities)
• Trip letter
• Parent helpers confirmation
• Reminder
• Possible activities (please add to the list for discussion)

• Sand castles
• Scatter ball
• Shell pictures
• Treasure hunt
• Bubbles
• Parachute??

Timetable for the day

10.30am	Leave school	Parent helpers
10:45	Morning tea	Room 9 Sarah Lorigan (Olivia) Amanda Cook (Finlay) Gina Park (Danny) Ange Taft (Caleb) Room 14 Bee (Eli) Kelly (Sophia) Kaye (Mikayla) Mayuki(Ryoga)
11.00	Sandcastles/shells In class groups all on beach-cone the area
12:00	Parachute(Amy) Sack Races (Aubrey) Ball games (Rosanne)
12.30/12:45	Lunch
1:00	Playground
1:45	Roll Call
2pm	Leave beach

• Staff picnic 24th Feb-between site 4 and 5                       

Message from the leadership team:

• Learner powers  RRICC
• Strategic plan
• Organisation-Responsibilities

Professional development:

• Matific training with Inba

Any other business:

Next meeting:

• When need to next week to discuss Long Bay Beach trip otherwise 1 March 2017

Registered Teacher Criteria

Criteria	Key Indicators
1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga	i. engage in ethical, respectful, positive and collaborative professional relationships with: ākonga teaching colleagues, support staff and other professionals whānau and other carers of ākonga agencies, groups and individuals in the community
2. demonstrate commitment to promoting the well-being of all ākonga	i. take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe ii. acknowledge and respect the languages, heritages and cultures of all ākonga iii. comply with relevant regulatory and statutory requirements
3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand	i. demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi
4. demonstrate commitment to ongoing professional learning and development of personal professional practice	i. identify professional learning goals in consultation with colleagues ii. participate responsively in professional learning opportunities within the learning community iii. initiate learning opportunities to advance personal professional knowledge and skills
5. show leadership that contributes to effective teaching and learning	i. actively contribute to the professional learning community ii. undertake areas of responsibility effectively

 

PROFESSIONAL KNOWLEDGE IN PRACTICE

Fully certificated teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all ākonga.

Fully certificated teachers:
Criteria	Key Indicators
6. conceptualise, plan and implement an appropriate learning programme	i. articulate clearly the aims of their teaching, give sound professional reasons for adopting these aims, and implement them in their practice ii. through their planning and teaching, demonstrate their knowledge and understanding of relevant content, disciplines and curriculum documents
7. promote a collaborative, inclusive and supportive learning environment	i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga ii. foster trust, respect and cooperation with and among ākonga
8. demonstrate in practice their knowledge and understanding of how ākonga learn	i. enable ākonga to make connections between their prior experiences and learning and their current learning activities ii. provide opportunities and support for ākonga to engage with, practise and apply new learning to different contexts iii. encourage ākonga to take responsibility for their own learning and behaviour iv. assist ākonga to think critically about information and ideas and to reflect on their learning
9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga	i. demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand ii. select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga iii. modify teaching approaches to address the needs of individuals and groups of ākonga
10. work effectively within the bicultural context of Aotearoa New Zealand	i. practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context ii. specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning
11. analyse and appropriately use assessment information, which has been gathered formally and informally	i. analyse assessment information to identify progress and ongoing learning needs of ākonga ii. use assessment information to give regular and ongoing feedback to guide and support further learning iii. analyse assessment information to reflect on and evaluate the effectiveness of the teaching iv. communicate assessment and achievement information to relevant members of the learning community v. foster involvement of whānau in the collection and use of information about the learning of ākonga
12. use critical inquiry and problem-solving effectively in their professional practice	i. systematically and critically engage with evidence and professional literature to reflect on and refine practice ii. respond professionally to feedback from members of their learning community iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga