2019 Coaching and Inquiry

 Rob Coaching notes Oruaiti

2020

Wednesday 19 February

Teaching a new class, new year group, very different to yr4-5-6 set up (enthusiastic, young, but some independance) 

Finding I’m explaining stuff several times and not getting it and I’m getting grumpy.

So maybe quick turn around session.

Reporting

Managing syndicates

PaCT tool and overarching inquiry and making into examples and exemplars learning goals for kids.

Diane needs to tell us what is being reported on - levels/ stages/ aspects. I think that it’s not worth using leves as they are not student speak. Use the language in the levels so students know the skills they are working on. Teachers know the number, but students and parents don’t need to know these. 

Still looking at last years inquiry.  Currently still focusing on levels that are up from last year.  My hunch is that it’s too hard for the students to use efectively. Scanning is giving broad overview to whanau and students - moving from this column to this column, working through all this stuff to get there. 

Breaking down each goal/ criteria/ aspect in each of the stages, starting early, making it easy, giving them the answers. It is much easier for them to use the strategy and show their thinking/ working out. Then the exemplar is in their folder, not just on the wall. Makes it easier to describe their thinking. Then they have written their specific walt for them. So my hunch is they are getting it. Because they have differentiated learning goals, they are goal setting from day one, from a choice of three, so they are learning this from day one. 

Focusing on converting the exemplars into problem based imagery so that the students can see it a bit clearer. More illustrated/ pictorial than typed, as the kids are not reading it. Needs to be the best way for them to decode it. And using their work. 

ON WALL:

1. Written

2. Pictorial - from LPG/ PaCT book

3. Pictures instead of numbers - materials focused

4. Problems - reading problems

5. Less info - just stage 4 to 6

6. Their examples

7. 
   

WHY? Because students are writting their own reports this year, so they need to know what they are doing now, where there next step is and how to get there. To get greater student agency in terms of self-assessment. They can reflect on their work and articulate next steps.

Evidence - the students will be able to write their own reports. 

TODO:

Trial all of the above with one espect of maths first with whanau kauri and get feedback on what works best. MONDAY 24 Feb

Feedback - Tell me if it works for them, how it could work better, 

Start with counting on, and they co-construct the display and take a photo to go home with so it’s a clear display of what they are working on. 

I’m breaking up terms into aspects from LPF. 

T1 - Add-sub

T2 - Mut-Div

T3 - Fractions

T4 - Measurement & Stats

By next week I will have created a scaled down pictorial version of the PaCT aspects so that my students and whanau are able to see more clearly where they are at and what their next steps are

DATE: 14 May 2019

GOAL: How to get the students to articulate and explain what they are learning, why they are learning it and how they know they have been successful 

To have visible exemplars on the walls for students next steps for R, W, M

WHY? Data from RBL has shown that when we ask a cross section of students they aren’t able to answer that. In order for learning to be fully embedded they need to be able to articulate their answers and thinking. If they can do this then they can apply their knowledge and understanding to new situations. Building the motivation and skills for life-long learning and problem solving

REALITY:

At the moment they are reading it off the board

Can’t necessarily apply it to a new situation

Not transferring skills to Gloss test

Want on the back wall:

ADD/ SUB example of a problem the strategy the next steps all in a line across the wall.

E.g.

Stage 6 I have 112 sheep in a field, I add 126 sheep. How many sheep do I have altogether

Making tens

Making tidy numbers

Place value partitioning

Stage 7 Add/ subtract four digit numbers

So that after a test they can go to the wall and point to where they are at and therefore what their next steps are.

OPTIONS:

Change the task section on board to a why

Change ‘success criteria’ to ‘How’ 

Look for ideas for wall displays on pinterest to help students identify their next steps.

WHAT NEXT:

By the end of week four I will have researched different examples of classroom exemplars so that I can modify them to fit our school.

DATE: Friday 30 August 2019

GOAL:To improve my RBL with Arlo, Cooper and Lyric

WHY? They are all very disruptive, at different times, Arlo most of the time, and I feel like I have reverted back to just negative behaviour management.

REALITY:

Student	Behaviour issues	What they do well
Arlo	Always doing the wrong thing unless you are working 1:1 with him Can’t manage himself. Infuriating - he never completes work. Ever Off task as soon as the teacher walks away Takes other students with him He has no filter He is always playing, chatting, disrupting everyone around him (Parents don’t help with supporting focuses, e.g. Arlo bringing check book back to school with comments “It’s mum’s job”)	Creative.  Loves reading and writing - above standard Insular stuff (Loves Minecraft, reading, computer games, Dr Who, ‘boy nerdy’ stuff)
Cooper	Having a wobble since the nose picking incident He is normally on to it, just recently has slipped back to historical behaviour patterns	He is on to it Made lots of friends Academic role model to others
Lyric	When I pull him up on something I lose him for an hour	Great energy Lovely kid Very kind

• I just need to get back to using positive reinforcement with all these guys and spending time with them in a positive way. 

• Meg is going to have Arlo, Peter, Xavier. and Cooper next year, as well as maybe Ngatoki, 

• I’m worried about how difficult this will be so want to put something in place soon regarding transition to get them behaving appropriately before they go to Megs class in conjunction with Meg.

What is the normal transition process at Oruaiti? (What, when, who, how, etc?)

• Towards the end of Term Four

• Previous reports are read by the new teachers if they choose to do so

• Chats with current teacher about target students

• IEP with new teacher and student if necessary

OPTIONS/ WHAT NEXT:

Talk to - Diane about the transition process regarding - timing

- information sharing (what and how)

- making the process as positively focused as possible

- including students and whanau for all transitions

- Angela about transitioning difficult students

When? By Monday week 8

Rob - “We need a review of everything that has happened this year to make sure we reflect in time to change and improve it all for next year”

(Susan shared that this is something that came up in Meg’s coaching conversation too and that Susan said she would discuss this with Diane, so Rob will do this on their behalf in the first instance.)

Things that need reviewing:

• Transitioning students

• What is the best way to do this and when should we start?

• Learning together/ Passion Fridays

• Review attendance data

• Do people value Learning Together?

• How could we change it next year? Student could opt in to something they pursue as a project through PBL

• We should survey staff, students and whanau to find out what their perceptions are of LT.

• Teaching as Inquiry 

• Kahui Ako focus

• Whanau Thursdays (Rob to share with Staff and BoT)

• Market day, pet day, art day

• What are the benefits to student outcomes? 

• Do we need isolated days to do the things we achieve through these days?

• Are they promoting effective, research based pedagogy, for example, getting students to produce six identical art pieces, 

• Business studies and enterprise learning should be woven throughout the whole year, not just on one day.

• Assemblies

• Why do we have them?

• What are the student outcomes being improved by assemblies? More than then being in class/ doing physical activity together, for example.

• Do they reinforce the behaviour we want to see?

• Do we need two/ week?

• School Council

• Why have we not had one this year? There are some great leaders not being given this opportunity to grow their leadership skills

• 4-day weeks

• What have been the advantages and disadvantages?

• Who wants to do this next year and can we make it work?

• What needs to change? Do we need to be more creative with how we use people coming in on the fifth day? E.g. Petrina when Kaiya back?

• Creatively keeping Petrina

• Technology @ Oruaiti

• What is the benefit to our students of sending them on a 40 minute journey to do ‘technology’ at KI?

• What would be the benefit of doing it at Oruaiti?

• Could we talk to Mangonui, Peria, Kaingaroa, Taipa about doing tech at Taipa to support Taipa trying to grow their role? Parents want to send kids there, so would help if they’d already had a good experience there. Could set up a meeting to discuss with Dave, Ari, Cathy, Doreen

• Could have each year level 6-8 going on different days from each school, so the kids are mixing with other local kids in the same year group

• What are they gaining by going to KI? Teachers are terrible and pick on students. Technology they do is really old fashioned and not future focused or relevant to the kids. It is taking about 2 hours out of their day just for the travelling component, so that’s a lot of lost learning time.

• PB4L

• Manaaiakalani

• Lesson Study

• Te Reo 

• Elwyn Richardson legacy 

• Bees

• Wetlands

• Ducks

• Outdoor learning spaces

OPTIONS/ WHAT NEXT:

• Send a survey out to teachers with a list of these things up for review and ask what they think about each - get opinions before discussing and then can determine which ones should have priority at the TOD?

• Survey whanau and students prior to TOD to get their input too.

• Susan could facilitate these surveys if you want?

• Susan could run the session in Sept-Oct holidays during ToD - could potentially take all day….

• Invite Jenny and Michelle so they can be part of the discussion and hear how some historical practises are perhaps not serving the needs of our students now.

• Talk to Dave  about Tech at Taipa if DIane OK

Enviro Day 11/09/2020

Coaching and Inquiry 2020

Our progress so far

TUESDAY 15 SEPTEMBER 2020

GOAL: Have a plan for my teaching as inquiry - what and when - and show what I have done clearly

REALITY:

School inquiry on agentic learning, students being able to describe or show what they are doing and how they are doing it and next steps.

As a big picture we created the school reports which were student and whanau focused. Within that working quite a bit with students to get them think about their learning and next steps. From that starting to hone the SC and task and LI for everything. Through that, getting students to record, video them reflecting on their work - maths or literacy - and then putting that into their reports. I’ve taken down all the levels and exemplars off the windows as they weren’t useful. I want to do that again so it’s more child friendly. 

Part of this coincided with a school wide movement to tidy up book work. The folder the kids were using weren’t working so moved to writing books and a deliberate move away from Google docs but used Gdocs to create LI, SC, task and then stick that into every piece of work, but use it as a hands on checklist. Having to count what they’d done in each SC so they knew where they were at and what next steps. INSERT EXAMPLE

Outcome - them being able to describe and demonstrate their learning. Originally I wanted for when Diane or Kaiya to do a walk through, last year when asked what learning they described the task, last walkthrough they actually described the LI and SC. Not sure if they understand or can just describe. I think most of them do have an understanding of where they are and their next steps. They can follow that model now.

I feel like i’ve done a lot but haven’t documented it.

WHY? I’ve seen a dramatic increase in writing success. Supported by being able to see that success, because it is explicit. “Well done, I’ve been able to number how many commas, punctuation marks etc” after an explicit lesson on punctuation. What would be ultimate indicator of success? If they can do this independently without guidance. If I had them for another year I think yes, I could embed this. Difficult to get it embedded by the end of next year. 

For the end of year report for all students to have a video reflection in their report. Because it is so much more powerful and valuable than a picture of a piece of work. It's an extra layer of detail. Why is it important for them to be able to reflect and share with their whanau? Because they are sharing that level of their success with their whanau in a new way, which they and their whanau wouldn’t have maybe been exposed to before. I know this from whanau kauri and best evidence. OECD Nature of Learning.

2 ways they can do it - follow board and use First, Next, Then, or follow the green highlighted steps. And say e.g. “I used five commas, et, my next steps are ….” The good thing is they are not just following A success criteria, they are following THEIR SC and evaluated how successful it was. 

Maybe next step is honing 

It has been teacher directed. If I gave them direction into it they would ask how they can build free time into it.

Do they know why reflecting is valuable/ helpful? They all understand tickled pink, green for growth. They all can talk about their success and next steps. 

Something that has had a big impact on this has been the sticks with their names on. They want to be picked. Pretty much every kid can talk about their learning. 

NAME CARDS - trying to reduce hands up. Now it is democratic and accountable. Still have choice to say I don’t know/ don’t want to do it. Engagement has gone up. 

Do you engineer it so everyone is able to reflect on their learning.? There are lots of ways they can reflect - tickled pink GFG; SC sheet; SC on board; name cards; critical friend traffic lights (4 CARDS - green, amber, red, blue - choose card to start after mini lesson. I see someone has a red. I go and see if I can support to get to orange or green, better if kids see a red and support her. Anyone can support anyone else. Eventually everyone should be orange or green. Blue so confident they can support anyone at any stage.)

OPTIONS:

I could get some input from them - ask them, e.g.: What makes reflecting easy, what makes it hard, what can I do to improve it, what can the teacher do to improve it? Trial this with target students first. Because what works with them works for everyone. This will show me if I am going in the right direction where they are concerned. I want to find out if there is anything that I’ve missed that I can change quickly and easily, or to reinforce what I’ve done already. 

I need to continue collecting but I am building up a bank of video evidence. 

Do a Google form to find out which of the four ways listed above works best for students. 

• This will show me if I’m on the right track for agentic learning and what if anything needs to change.

WHAT NEXT:

Present survey to Kauri now

Analyse the data to find out next steps.