Mary Anne Murphy Kai Hui Ako

Mary Anne Murphy

Presentation slide

Personalties are movable

We decide how we respond
Check out where team gets their energy from. How you operate your team enables them to recharge and get their energy back.

Team meetings how do we share who does the speaking? Way facilitate meetings need everyone to speak. Use post it's what are everyone's ideas put together have some think time. Make sure all voices are heard.
Observants vs intuitive
Observants have strong habits
Likes the process before change.
Like it clear

How do we give certainty to those who need it

My personality came back as Observant
Head down bum up to get things down. Need to be careful that that doesn't make us look at alternatives
Intuitives be careful don't look at the sparkly things

Thinkers and Feelers How we make decisions
Feelers heart based don't want to hurt feelings of others
Thinkers all about facts. Need to be aware that need to level it out. Need to go to someone I can trust with a logical decision. Sometimes we don't call out the people who aren't performing. Need to make a decision on what's best for the students. If a high F be careful of heart space. If. high T may come across as disconnected
Way approach work
Judging
Highly organised.

What do we need to be mindful of as leaders?

Group think: Happens when people want to be liked this is dangerous when everyone is yes yes. Have we considered.
Know people's personalities perhaps do with the team and ask....
What do you need to get stuff done at your optimum.
My job as a leader to get the best out of team. I cannot change anyone but I can change the way I deal with them to utilise their strengths.
If we do it though make sure stress it's not a judgment and to out the in a box
Assertive or turbulent
T internalises pick an A to help you
A

DOTS is a communication tool 
BLUE
Why? Need to the why doing things. 
Get to know the dots and be mindful of how we're 

Emotional Intelligence;
Ability to be agile on how we communicate.
10 emotions that drive leadership

1. inner focus
2. self knowing
3. self control
4. self confidence
5. self reliance
6. adaptability
7. optimism - (resilience)
8. self actualisation

When looking at the cards

Assertiveness I need to work on but need to doit with Aroha

Characteristics of High Performing Teams

Teaming. Now a more fluid sense of team See slide

1. Forming - 

2. Storming can be make our way for common understandings _ it needs to be addressed. Absolute clarity around our roles and expectations is a must

3. Norming

4. Performing - work load balanced, good communication, can challenge with love. 

5. Transforming - questioning rather than telling - coaching

How am I collectively building the culture of my team?

Trust is built from doing the work

Dysfunctions of a team>>>

https://medium.com/taskworld-blog/lencionis-5-dysfunctions-of-a-team-330d58b2cd81


Thought to leave with... what has resonated with me?
Personalities, dots, 
Knowing my teachers as learners grow our people.
Mural idea how and who, shield
ALL WAYS. we are always communicating

https://www.youtube.com/watch?v=HhqiupZHVdg

Second part on Emotional Intelligence to follow.

https://www.youtube.com/watch?v=GCxct4CR-To

https://www.youtube.com/watch?v=fLqzYDZAqCI

Structure Aroha Personal TAI

Link to slide

A few reflections and some capturing of ideas that I've tried to make the space and teachers more collaborative.

Assessment for Leanring Conversations vs Summative and Formative

Assessment for learning is sitting beside, involving the child. We need to be including this practice in our classrooms however there is a place though for formative assessment

Swaffield’s (2011) translation of assessment ‘assidere’ as meaning ‘sitting beside’ brings clarity to the meaning of AfL. 

Swaffield (2011) makes a clear comparison between AFL and Formative Assessment.  In particular she highlights the following:

Assessment For Learning	Formative
The process of teaching and learning.	The purpose of assessments.
Happening in the here and now.	Can happen over a period of time.
Pertinent to the teacher and student in the classroom in real time.	Can have involvement from and be useful for many e.g. students, teachers, senior leaders, other teachers and students.
Students develop “agency and autonomy” (Swaffield, 2011, p. 443).	Students are not making the decisions about their own learning, but receiving information about their learning.
Learning process.	Guides learning in the future.
Involves “learning how to learn as well as specific learning intentions” (Swaffield, 2011, p. 443).	Has a focus on curriculum objectives.

A conversation about to use E asstle or not?

Writing focuses on features this will build teacher capability. Good for moderation across teams
Eassttle reading: Reading great for higher kids year 4-6
Maths Assttle - all about what they know
Gloss only about strategy.
Do we do it Term1 and 3?
Or once a year at mid the year. leadership job if we do do it once a year
Good Professional judgments

Link to Professional Learning Journal

https://docs.google.com/document/d/1F8ZLv6YShU7XkKlEPPt1TekINrk2E3nTD27ZZZBoirQ/edit#

Personal Leader TAI

After a conversation with D.P, I will choose a teacher to be a curriculum coach for as part of my own development as a leader.  I will approach AM that I can work with her to develop her skills in moving students and to also develop my own coaching and mentoring.

Things to work on and educate. The curriculum level expectations. How long it takes for each sub level. e.g. beginning L 3 to L3 Mid 1 year. L 3 end 1 year.

To do with the teacher
Meet every week discuss kids
what are you doing with ? How are you going to move him? What are you seeing?

How can I support my reluctant writers to accelerate their writing progress and achievement using authentic contexts progressions, reflections and Seesaw to enhance learning engagement and collaboration with whanau.

Meeting with A. Discussed the priority learners and who will have the biggest impact.

What changes are you making in your practice?

How often do you see them? Are they mixed ability as well as

explicit needs grouping?

Developing conceptual thinking in maths. Article by Jo Boaler

Developing Mathematical Mindsets Jo Boaler

Great article to start the year and get all our teachers developing their knowledge and the best way to encourage the learning of fats and also the develop our student's maths mindset. Students learn and have a more 'superior performance' if they learn through strategies rather than memorization. It is best that automaticity is reached through the understanding of numerical relations, achieved through thinking about strategies.


The best learning is to use both parts of the brain left and right left side of the brain handles factual and technical information; the right side handles visual and spatial information. Researchers found that mathematics learning and performance are optimized when the two sides of the brain are communicating.12

Great game to introduce to use  for teachers to implement to enable these brain connections is

How close to 100 YouCubed

Get Handout here

Leadership Reading for TAI

https://artpetty.com/2018/04/23/becoming-a-manager/