PB4L meeting

Today I have been at a meeting of PB4L coaches. We have been asked to use the vision, values and strategic goals to write a purpose statement for the PB4L framework.

I came up with this:

To develop a positive school community of caring, confident and responsible (lifelong) learners who will inspire, create and grow together.

I think that the goal that lends itself as closely to incorporating the PB4L framework is Goal 1: All students to have access to relevant, meaningful teaching and learning experiences...

Maybe we could add: “through a PB4L framework.”

I will take back to the staff some other meeting minutes

Some other favourites from the meeting were:

Crystal is recommending that the framework of PB4L framework is recognised in one of our three goals as it is how behaviour is managed at our school. If these goals cannot be changed for now then we can look at the other parts of the charter should be specifying PB4L practices.

• I liked Lisa’s idea to have students tell us what is happening in the playground and then anything repeated becomes PB4L focus, e.g. graffiti the staff didn’t know about.
• Another teacher said how their school is really starting to get good at tracking behaviour. So I want to make sure I am doing this.
• I also see I need to have a good read of the folder to catch me up with what the framework entails.

Production

As the date of the production looms closer I feel my anxiety rising in regards to the music. I have a great desire to hear the students of Oruaiti sing in unison. I think it is apt that a production highlighting the life of birds would have beautiful singing. But I'm not sure the best way forward to getting the musical accompaniment for my song. I think students involved in the solo aspects will perform well but need time and reassurance from a consistent beat.

Goal: Talk to drummers this week about keeping the beat. Talk to Pauleen about Graeme possibly giving me a hand with bass notes. Record tune for S and D to practice independently. 

Aim for singing first time whole school at Kowhai Assembly.

Lesson Study Observation 1

Today we observed the Lesson Study in Puriri. It was interesting to observe one student who I taught last year to see when she understood the learning and when she didn't. The lesson had been planned in detail previously collaboratively.

Lesson study observation

Lesson Study 07.05.19

Yesterday some of us met with Rhona Leonard to discuss a lesson study cycle to be taught this term. We will plan lessons collaboratively which will be taught in one class with observers looking at three target students. This is to examine how particular students learn and what they bring to the learning experience. The observers do not observe the teaching, they observe the learning for the targeted students. Students are interviewed after each lesson to discuss the learning which has taken place. Teachers then discuss their findings from the lesson, the information is then used to plan subsequent lessons. There will be three lessons in this cycle.

Rhona shared the following questions for us to reflect on:


1. What role does reflection and collaborative practice play in your current practice, before actually starting LS?
Reflection is an important part of my current practice. Much reflection can be internal thoughts which makes me change planning of learning, structure of lessons and classroom management. Recently my reflection has included the two teacher aides I work closely with. And thinking about this prompts me to think about the many people I reflectively collaborate with. Quite often if there are students who learn with other educators then I like to discuss the learning with them, e.g. our Resource teacher for Literacy. Prior to reflecting on this particular question I do think I have thought of collaborative reflection and practice as something that might be more geared towards planning a school event rather than actual learning in the classroom. But the more I think about it the more I realise how much collaboration actually happens. However, I do think sitting down to plan lessons collaboratively will be a lot more of a vigorous practice.


2.      Thinking about effective teaching and learning, what do you consider to be examples of this in your current practice, before starting LS?
- considering where students are at and planning appropriately
- noting student learning and next steps

Coaching Session with Susan

Today I met with Susan A for a coaching session. Generally I discuss what is 'on top'. However, for this session I wanted to discuss something that is 'important' but not 'urgent'. So we discussed steps for writing the induction and mentoring programme. Great to get started on this. Thanks Susan.

Coaching notes