Akonga Voice

Observations carried out on a PRT

I am currently the Tutor Teacher for a PRT - BT. As part of responsibilities of being a Tutor Teacher I carry out regular observations to provide support and leadership to them.

Tutor Teacher Support Visit to: Luke Casey Observation by: Date: 16.8.16

Observation Focus 1.  Student engagement in writing

Observations: Lesson began with Rohan reading his report from yesterday and then he identified what he had done well and his next steps. You referred back to what WALT from your previous lesson. Walt clearly displayed and structure of a report displayed. You discussed what was needed in each paragraph - topic, details, example, heading for each paragraph. Children all focused and contributing to discussion on the mat. Children then directed to continue with writing and target chn brought on the mat to work with you. Target children’s W.A.L.T: Write an introduction. You discussed with them how could you begin an introduction,  wanting to get their readers engaged and how opinions are not part of a report. Target children then sent to begin or continue with their report. You referred to the noise level and directed them to your chart on the board of your expectations. Some children were working on devices researching for their reports and to publish.

Feedback and Feed Forward: Your class is settled with your children focused and working well! They are aware of your expectations and writing great reports. Use modelling/ shared writing when working with your small group. This helps to get your children engaged. Write an introduction together or have them write an opening sentence on a white board and share. Success Criteria - no opinions could be on a success criteria. Have it up to refer to. . Red pen editing so you are able to see what corrections have been made. You can then see if they are self correcting etc.

Next Step: Use modelling when working with small groups.

4 Minute Walk Through

INFORMAL CLASSROOM VISITS

(4 minute walk through)

Date:     17.5.16                              Teacher:  Helen Taege                                Room: 8
Walk the Walls Classroom environment Virtual environment (blog)	SOLO maps and rubrics displayed Te Reo resources displayed A range of art works displayed Written language posters and resources to help children
Student Orientation Engagement On / off task behaviour	Children are independently working on a range of reading tasks and follow ups Children working with you are engaged and responding to your instructions, questions and prompts
Curriculum Decisions WALTs & SC Differentiation IT usage / purpose	Children are doing a variety of IT tasks including Study Ladder and found posters on ipads. Reading tumble is clearly displayed for each group on the whiteboard Learning intentions are clearly displayed for each reading group on the whiteboard
Instructional Decisions SOLO Numeracy Project Jolly Phonics Teacher aides	Prompting -”Is it a cool place to live?”What kind of place?” (a good place to live) Correction for words wrong Linking back to children -”Does your arm fall off when you pull it?”
Respectful Relationships Classroom management Routines	Tumble organised, with IT opportunities (computer and ipads) Positive praise for good reading “well done” “Tamaraki ma, freeze” children respond to the instructions quickly
Target Children Teaching as Inquiry	N/A
Health & Safety	Children are using devices on tables
Reflective Questions
RTC Links 3) 10)You used Te Reo to instruct 6) 11) You have resources that match the levels in your class

On Task Observation - Formal Assessment- Writing Sweep

As part of my teaching as Inquiry, I have been using devices as a way of engaging reluctant writers. I had my Senior Teacher conduct a sweep of SSW with those target children on devices. The sweep shows that those students were nearly always on task. I will therefore continue with having these children regularly writing on devices to encourage engagement.

Teaching as Inquiry - 2016

As part of my Teaching as Inquiry, my goal is for my target children to:

• Meet the national standard of 2P at the end of the year
• Broader vocabulary
• Discuss next steps for writing (student agency)
• Writing for extended periods of time
• Better focus and engagement

Link to my Teaching as Inquiry 2016

Teaching as Inquiry - 2016

Key Competency - Managing Self - Behaviour in Class

My students are encouraged to take responsibility for their behaviour and assess on a SOLO rubric where they think they are. They can then see what their next step is with their behaviour. They are able to assess themselves and determine if they need to be moved on the rubric.

Wastewise School Leadership

I am the teacher in charge of Wastewise. I am responsible for implementing our Wastewise programmes. In 2015 we were the Auckland City Council's Wastewise school of the year.

Our Wastewise blog shows all the things I co-ordinate - worm farm, wastewise awards, arranging for speakers to talk with classes and liaison with the Auckland city council.

Wastewise Blog

SOLO PD 19.3.2016, 22.8.16

I have had SOLO PD this year, beginning with Julie on 19.3.2016  and then at Syndicate meetings, 22.8.16. We were shown the 3 layers of learning and then were to trial it in our classes. I found the PD helpful as it brought a freshness back to SOLO for me and has given me other ways of using SOLO in my classroom. Using the 3 layers encourages the children to quickly get to higher levels of thinking.
This example is of a Reading activity where the children had to move through the 3 levels of learning based on a text about a school olympics. At the multi-structural level they were listing the events at a School Olympics. At relational they were comparing and contrasting between our school Olympics and the school in the text. For Extended abstract they had to create their own Olympics Day.

10. Work Effectively within the Bicultural Context of Aotearoa New Zealand

12. Demonstrate Commitment to Critical Inquiry and Problem-solving in their Professional Practice

11. Analyse and Appropriately use Assessment Information, which has been Gathered Formally and Informally

9. Respond Effectively to the Diverse Language and Cultural Experiences, and the Varied Strenghts, Interests and Needs of Individuals and Groups of Akonga

8. Demonstrate in Practice their knowledge and Understanding of how Akonga Learn

7. Promote a Collaborative, Supportive and Effective Learning Environment

6. Conceptualise, Plan and Implement an Appropriate Learning Programme

5. Show Leadership that Contributes to Effective Teaching and Learning

4. Demonstrate Commitment to Ongoing Professional Learning and Development of Personal Professional Practice

3. Commitment to Bicultural Partnership in Aotearoa NZ

2. Demonstrate Commitment to Promote the Well-being of all Akonga

1.Establish and Maintain Effective Professional Relationships Focused on the Learning and Well-being of Akonga

Observation - Writing - Target Children

In Class Support Visit

Observer: Kristin Lee                                                                             Date: 11.4.16 Teacher:   Helen Taege                                                                              Lesson: Written Language(9.15-10.00) Goal / Purpose: To move target children to the National Standard of 2P or higher Target Students for writing: Mischa Fraser, Eknoor Singh, Kyza Beazley, Alexander Howes, Adrian Nawabi, Seung Joon Lee, Samie Akbari, Daniel Chen
PTC	Evidence of PTC	Observations
Practising Teacher Criteria Establish and maintain effective professional relations focused on the learning and well-being of akonga. Demonstrate commitment to promoting the well-being of all akonga. Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. Demonstrate commitment to ongoing professional learning and development of personal professional practice. Show leadership the contributes to effective teaching and learning. Conceptualise, plan and implement an appropriate learning programme. Promote a collaborative, inclusive and supportive learning environment. Demonstrate in practice their knowledge and understanding of how akonga learn. Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of akonga. Work effectively within the bicultural context of Aotearoa New Zealand. Analyse and appropriately use assessment information, which has been gathered formally and informally. Use critical inquiry and problem-solving effectively in their professional practice.	3) 10)You used Te Reo to instruct ie asking children to turn around and to listen 6) 11) You have resources that match the levels of writing in your class 7) You asked children to give themselves a clap (in Te Reo) at the end of the lesson. This encourages a supportive classroom environment	-You introduced a class poem called As Long As. You read the poem to your class -You asked the children to think of something they do or see when the sun shines. Children shared to a partner on the floor. -You used your data projector to display the poem format. Above the format you had the learning intention displayed (WALT write free verse poems) -You recorded children’s responses on a piece of calendar paper. -You questioned children’s ideas to get more detail ie one child’s idea ‘like to eat ice cream’ was added to with ‘quickly melts’ -You continued to repeat the question “What else might you be doing on a hot sunny day?” to gather more ideas -You questioned a child on how he could make his idea more interesting -You addressed two children who were talking -As a class you wrote one example together. You recorded “Children bring out their water guns and splash some water on faces” on the document displayed on your data projector -Children read aloud the sentence. You questioned children to identify the adjectives and how to make the sentence even more interesting -You told the children they would be writing their ideas on a doc called As long as which could be found in their drive. You had pushed out the document through hapara and had the sentence starters already typed. You sent children off to use chromebooks and ipads -You had issues connecting all the devices to the internet. Well done for continuing as best as you could -IT never works when you need it to! -You roamed around the children questioning them on how they could improve their writing. You worked with Mischa over her repetition of ideas -Talking to your target children -they enjoyed working on chromebooks and preferred to for various reasons such as easier to read if they had messy handwriting, the editing tool to fix spelling, spelling mistakes being underlined on a doc and being able to type faster (“less tiring”) -You asked children to share one of their sentences and told them you would continue with this tomorrow. -Displayed on your wall are posters of the success criteria for each writing level(Level 1A, 2 and 3), success criteria for a recount and vocabulary resources -All your class were focussed and motivated with the learning task. All target children I talked to enjoyed working on devices.
Questions/To Discuss/Reflections Note: the level 1A written language success criteria has been slightly changed -you may want to print the new one off Have your class written free verse poems before? (go over the SC before starting) No How do you feel you are meeting the needs of your target children? Are you doing anything different to cater to them? Make sure I conference with target children regularly Vocabulary extension is one area you have targeted for target children -how could you have done this in your lesson? Initial discussion and ideas brainstormed Could you have met the needs of your target children in a different way? Being more specific when using teacher aide during the session Why did some children work with your teacher aide-what are their learning needs? ESOL learners, vocabulary development Could you have given a more specific learning intention especially for target children? Ie using adjectives Think about grouping your target children together and brainstorming vocabulary together Next step Having specific learning intentions which are also displayed Continue to use devices for engagementExplore ways to build vocabulary, especially for ESOL children