End of year acknowledgements. Letter from a parent

I always receive many special words & gifts especially at the end of the year. I thought I'd take a photo and add to my blog.  This one especially makes me feel I'm in the right place and making a difference!

Readings to help Inquiry

https://www.kathmurdoch.com.au/blog/2018/12/5/mapping-journeys-of-inquiry-through-the-year-emergent-flexible-and-connected

Problem finding is the key element of design thinking
Best for authentic learning

Important to take the time to ask kids what they would love to explore – what things excite and challenge them can provide us with wonderful ideas for contextualizing inquiry in engaging contexts. Contexts such as the ones I have described are often used as ‘case studies’ to helped children explore broader, compelling inquiry questions.  It is these compelling questions we generate as we start to map the year ahead. 

Team Leadership

https://leadershipfreak.blog/2018/11/26/navigating-turbulence-when-forming-new-teams/

Great read as a reminder especially starting a new team!

Delegate jobs and get members to lead meeting etc

Four stages – plus one:

#1. Forming:

1. Mission – What are we here to do?
2. Introductions – Who are we?
3. Stories – Tell stories of past teams that thrived. What made them thrive?
4. Timeline – How long do we have to complete our mission? (Operations teams establish intermediate goals.)
5. Engagement – What contributions will each team member make?

Tip: Everyone at the table leaves with an assignment. This is especially true at the beginning. No drifting allowed.

You shouldn’t be at the meeting if you consistently leave without something to do.

#2. Storming:

1. Navigate respect and status.
   1. How will we respond to new ideas?
   2. How will we respond to failure?
   3. How will we treat each other when we disagree?
2. Celebrate diversity – how will we leverage each other’s strengths and compensate for each other’s weakness?

Tip: Team leadership requires you to notice tension and bring it up. The issues you avoid get worse. They don’t magically disappear.

#3. Norming:

1. Collaboration – you maximize each other’s strengths.
2. Standardization – you know how to respond to tension, conflict, and failure.
3. Monitor – team leaders monitor team interaction for reversion to the storming stage.

Tip: Team leadership is less hands-on. Team members take initiative and responsibility. Work yourself out of being central to your team’s success.

#4. Performing:

1. Mission focus – teams focus more on the mission and less on navigating relationships.
2. Interdependence – you learn when and how to count on each other.

#5. Adjourning:

1. Celebrate success.
2. Face new challenges.

*The fifth stage was added due to contribution of Mary Jensen.

Team leadership:

Team leaders have four concerns.

1. Monitor team interactions.
2. Maximize everyone’s strengths.
3. Bring up issues others might avoid.
4. Deliver great results through others.

Effective interactions are the foundation of great results.

What suggestions might help people lead through the five stages of group development?

When leading teams, what should team leaders focus on?

*Stages of Small-Group Development Revisited, by Bruce Tuckman and Mary Jensen.

Excellent video about our current NZ education system and what needs to change

Interesting last note:
Relationships are for people who have time. How can this happen with such high numbers in a classroom? and our basis is largely data-driven?

HH Cultural Responsiveness MANA ORITE

Mana Orite recognizes that each group has a responsibility to maintain the mana of each other.

Teachers need to grow mana of students it's our responsibility. student voice " respect me like they (teachers) want me to respect them ABSOLUTELY TRUE.

Assessment for Learning

This first video explores the sort of data available to teachers and New approaches to assessment 12.22mins Derek Wenmoth describes how new approaches to assessment are strongly linked with the learning process, enabling learners to be in control and have an understanding of their own assessment. New approaches will take account of the masses of data related to learning that is being generated daily, and educators will be able to electronically manipulate this data to provide clearer insights into what learning has occurred and what next steps in learning may be taken.

New approaches to assessment


Austin's Butterfly

This demonstrates students learning about effective assessment as well as learning the content. Helping students think about the sort of feedback they give each other and the impact high-quality peer feedback makes.

See saw is also being introduced as activities to encourage must do activities for studetn agency. This links to ourt behaviour plan and key competencies. It is also introduced to help students be more independent with using seesaw. This connc=ects to home.