Ability Grouped

Children are ability grouped for writing, reading and maths.
Groups are reviewed in our own class continually. We haven't been swapping between classes Term 2 due to report writing.

Sharing weekend news

Sharing our weekend news.
x1 minute each = taking turns to talk

Reading Recovery/Running Records

Spend 45 minutes with Sonia (reading recovery) teacher, discussing running records (going through Marie Clay book).
Carry out running record on one of her students that come for reading recovery.

Notes for me:
- Reading fluency = try and get it right from the beginning.  Model how they sound/how it should sound.

RTC's Done as Syndicate Term 1 2017

Registered Teacher Criteria
Key skill/focus	Teacher comment	Appraiser Sign Off
2: Demonstrate commitment to promote the well-being of all ākonga At Parkview this looks like: Creating a supportive learning environment Teachers at Parkview School will foster positive relationships with parents, students, caregivers and the wider community through reporting and communicating. Teachers will create environments that are positive, caring, inclusive and where everyone works together. At Parkview School teachers value cultural and language diversity through kapa haka, Samoan language, Te Reo teaching, ESOL programmes and classroom programmes. 7: Promote a collaborative, inclusive and supportive learning environment At Parkview this looks like: Providing sufficient opportunities to learn Parkview School teachers will provide time and opportunity for students to engage with, practice and transfer new learning.   Students will learn information and skills thoroughly before engaging in new learning. Key competencies, learning areas and values will be practiced sufficiently so that these skills become automatic and can be used in curriculum areas and at school, home and in the wider community.    Learning will be integrated throughout the school day.	2: Meet the teacher night, class newsletter, All about me goal sheets,                Class blogs set up. Teachers are available for informal chats before and after school. Information for how parents can support from home is shared. Resources are sent home to support learning. Whanau hui daily - different cultures acknowledged.Whakatauki, karakia, waiata, certificates. Special person star of the day etc 7: Whanau hui is collaborative and supportive. Our timetable has been modified to allow for the children to spend time practising the skills they are learning. School values are fostered throughout the day - we aim to embed our values so it becomes “what we do at parkview...this is us” Whanaugatanga
6: Conceptualise, plan and implement an appropriate learning programme Facilitating shared learning At Parkview this looks like: Parkview School teachers develop the class as a learning community where they learn alongside the students and the wider community. Students and teachers are in a partnership where they build upon what they are learning together through providing challenge, support and feedback 8: Demonstrate in practice their knowledge and understanding of how ākonga learn At Parkview this looks like: Parkview School teachers stimulate curiosity and challenge their students to understand what they are learning, why they are learning it, how it is useful and involve students in decision making. At Parkview School we share learning intentions with the students and provide feed forward and feed back. Parkview school teachers and students discuss how learning will be useful in students lives and students help make decisions about how they will learn new information and skills.                                                  Parkview School teachers deliberately build on what their students know and previous experiences to meet learning needs. Teachers consult with previous teachers, read student records and pre test so they know what their students know and need to build on.	6. There are lots of group activities - sometimes mixed ability. Buddy reading. Classes are mixed. Collaborative activities across learning spaces. 8. Sharing goals and success criteria Assessing their progress against the goals. Fostering curiosity - trips to the pond...asking open-ended questions. There is a range of learning tasks to suit different learning styles. Teachers find out about their learners…...previous data looked at. New testing done as  required.
Links to evidence will be found in appraisal blog, team inquiry documents and observations

1st Observation for Appraisal Term 1 - Nature of Learning

The Seven Principles - Appraisal
Principle	Teacher comment	Appraiser Comment
1 - Learners at the Centre At Parkview this looks like: Children set goals that are SMART: Specific, Measurable, Achievable, Relevant, Time-bound. There is both self and peer assessment. There is input from children as to what they learn. Children could work towards managing their own timetable. Poutama Ako is clearly displayed and is monitored by both teachers and children.	Self-assessment in handwriting books (tick ones showing goals/focus) Poutama ako is discussed/referred to via language such as “managing self” ie: I love the way Victoria is managing herself on the mat. Or as a question: Victoria are you managing yourself. Also encouraged using the word choices:  I love how Victoria is making good choices.  Or  Are you making good choices? Reading - they get to choose their own activity and choose how long they are there. Activities are put out by me. Self assessment - At writing by key questioning. Ie: Have you used finger spaces, all the time, sometimes or none of the time.	Potama Ako is clearly displayed The children have input into what they learn within your reading program - I really like the way you let the children choose an activity from well organised options. This is well managed as the children know the limit of the number of children that can do an activity - awesome self-managing time!
3 - Emotions are integral to learning At Parkview this looks like: Teachers speak in a positive and respectful way to students. Success is acknowledged – give children opportunities to share. Children are shown how to accept praise. Praise is given regularly and is specific. Confidence is valued. Opportunities for success are provided – challenging tasks are scaffolded and built up to.	Students are sometimes able to share back their writing at the end of our session When children make mistakes I say it’s fine don’t worry just put a line through it I try to use positive praise ie: I love the way you are managing yourself Victoria. Out of school successes are shared during whānau hui Encourage children to use big clear speaking voice (that we want to hear what they have to say)	You have a lovely way of interacting with the children. Your voice is always calm yet assertive. When you praise the children you are specific so they know what they are being praised for. When you need to re-direct the children you keep a calm manner and you are really clear about what they need to change.
Links to evidence will be found in appraisal blog, team inquiry documents and observations

Observation of Others Rm 7/8 Reading

 
My observation of Rm 7 and 8 doing guided reading together in 1 space.

Observation:  Rm 7 & Rm 8 both doing Reading in Rm 7’s space

Happening:
x2 groups at opposite ends of the classroom doing guided reading. Other students spread round room doing their groups current activity.

Students:
They know their own groups and that when the music plays they move to their next activity. ALL students are on task and are self-managing around the room. 

Teacher:
While her guided reading group is reading page to themselves silently she roams the room checking in with x2 students.
Guided reading sessions – Teacher is asking key questions about the text.

Transitions:
Music plays students look at rotation board for where they need to be.

Great ideas I’ve seen/For my own room:
Headphones are kept in toke trays – children have to get them themselves.
On the ipads website being used:  http://www.storylineonline.net/

Activities being done or are done:
Poem – colouring in Poem of the week.
Ipads – Storylineonline
Read to self,   Read to someone
Word work sheets x2 a week (Need to know child’s spelling level so they get appropriate sheet)

Reading Planning:
Teacher uses Reading Rockets NZ Teacher Planner (and then corresponding colour wheel level)
Reading Rotation Plan – Done on our template. SHOWS ACTIVITES ONLY.

Management of students - How I speak to them

Behaviour management in my classroom sounds like:

- Using students names
- Positive praise "I love the way...... is showing respect"
- ".......... are you managing yourself?" Asking the question of the students.
- Being sympathetic "....... are you Ok, What's wrong?" Before I tell the child off for say being late back to class. As often there is a reason or something may have happened at morning tea/lunch.

- I try to keep my tone calm, and respectful.

- If I have to continue asking a child to stop the same behaviour I direct them to sit quietly at the back of the room.


I am aware that my tone and voice level can change if I become frustrated or impatient.
I have addressed with the class
ie: "Yesterday I was really grumpy and I don't want to be grumpy today... I would like to see you managing yourselves today (and then we go into how to manage yourself).