2018 Individual Development Goal (related to TAI):
- Learning how KNS literacy programmes operate and adding value to the programmes from my experience.
Specific Steps to achieve goal:
- Term 1 - establishing strong learning programmes based on current programmes
- Growth Mindset - encouraging children and myself, in self belief and growing the brain - anything is possible.
- Term 2 onwards - bringing ideas and supporting across the team
Authentic learning opportunities are to be strengthened during the year.
Self Review:
20/4 Have had the opportunity as team leader to meet with each teacher to discuss their own goals in teaching this year with a special focus on a curriculum area. Have also been able to gather their thoughts on strengths and how I can support. A really valuable time to have with each team member. Question template Showed me what we can build into team meetings for PD. This will help meet my goal of adding value. An effective tool to do a stocktake and establish ideas ..JM 28/04
Have introduced some changes to literacy in writing. Looking at ways we can add value to our writers who are below - sticker stories, sentence stems, picture cues, rewards for finishing, word cards etc. Reading we are going to look at what children are doing when not with a teacher and Paneke are trialling a must do/can do system. This is a nice tool to assist children with agency ...JM 28/04. Growth mindset talk is beginning in the space with children using ‘yet’ and talking about being able to practice to be able to achieve things. Weekly growth mindset circle times and learning times.
November 2018
Paneke Growth Mindset - weekly lessons to grow culture of growth mindset. I have spent a lot of time with the team developing more authentic and relevant writing planning. I have pushed for an integrated approach as well as using variety of motivation. Explicit teaching of skills was a focus with modeling books being compulsory. In term 4 I used goal cards in writing that were being used in Tiwai so that the leadership team could show that they could work across the school. In reading we have talked on many occasions in team meetings about purpose for reading tasks and the team went to first and then system with activities that became more hands on and creative rather than worksheet based. I also shared with Kopapa the reading hopscotch for our readers who need more visual support and for whom the first and then was not going to meet their needs. I found these a great tool for children taking on ownership of learning. Sam and I worked on using workshops with our children who were off the colour wheel I am proud of the shifts in the team with literacy.
Collaborative Practice
As a team it has been necessary to grow our collaboration journey through planning together for literacy.
This has meant team members sharing their ideas and thoughts about what good practice needs to
look like. We have established a more hands on approach to learning in reading and a scaffolded
approach to planning writing. The first and then activities have included more collaboration
between the children to build social skills.
Production has allowed for more collaboration across the team and opportunities for
others to take on some leadership. With overall organisation taken on my me to support in their role.
