Teaching as Inquiry for Team

ILE as we move onwards and upwards

I have now brought on the 3rd teacher in our ILE to create the what I envisaged from the start and what our wonderful building is purpose-built for. I have myself and another teacher who are working well together and have the pedagogy needed. Now it's time to bring on all.

Here are some of the rotations I have developed with the team that we will implement to try and get the best explicit teaching and create an environment that has purposeful learning and teachers are working collaboratively to their strengths

Writing plan

MMaths Rotation Timetable Maramatanga Term 3

	Rahina		Ratu		Raapa		Rapare
	Rover: Akkerman		Rover: Rush		Rover: Driver		Rover: Driver/ Akkerman
15 mins	Whole Hub- Warm Up - GLI/ SLI
Rush 3 x 10min Driver / Akkerman 2x 15 min	Rush 1	Driver 1	Driver 3	Akkerman 1	Rush 1	Akkerman 3	Rush 1	Akkerman 3
	Rush 2				Rush 2		Rush 2
		Driver 2	Driver 1+2	Akkerman 2		Akkerman 1+2		Driver 3
	Rush 3				Rush 3		Rush 3
15 min	Plenary - What have we learned - fill out a template and share with a buddy

Students in the big room

Daily

• Basic Facts
• GLI/SLI game
• Teacher session
• Practice of session
• Maths learning activities

Rahina

Ratu

Raapa

Rapare

Rover: Akkerman

Rover: Rush

Rover: Driver

Rover: Driver/ Akkerman

15 mins

Whole Hub- Warm Up - GLI/ SLI

Rush 3 x 10min

Driver / Akkerman

2x 15 min

Rush

1

Driver

1

Driver

3

Akkerman 1

Rush

1

Akkerman 3

Rush

1

Akkerman 3

Rush

2

Rush

2

Rush

2

Driver

2

Driver

1+2

Akkerman 2

Akkerman 1+2

Driver

3

Rush

3

Rush

3

Rush

3

15 min

Plenary - What have we learned - fill out a template and share with a buddy

Student Voice and adaptations

What my children are telling me....

After talking with my students in my hub, I am making some changes from the student's voice.

When asked about the clarity of the learning, it is evident that we are missing many things so I am making changes to what we are doing.

The change I have made to our Hub practice is the following:
Our success criteria are now simpler.  No words, just visuals which the students know.

Generic Success criteria

• Personal flag goals have had a change. 
• Focus on one element so we are able to teach what this means and this is will be the learning intention for a while.

Purpose

I think we need to be more explicit. They are writers and they are writing for any audience. How do I do this?

Introduce authors, bring into reading

Is it a good idea to use journals that kids have written themselves as exemplars as well as authors around the room on display e.g Maragert Mahy???

Teacher modeling the language.

 "How will I know I am successful today?"

  "Of course, I will check the success criteria!!"

It is all in the explicit teaching. Pass on to the team and check? model consistency!!.

What next

Use kids exemplars and publish with writing display and use 'skill' time that I  have now incorporated into our weekly plan to unpack LI's from our progressions.

What am I learning?
Why am I learning ....?
How do I know I've learned it?

Why an ILE?

The secret of Great Coaching - Coaching Process/ Coaching Model

Summarising the last Course

Folder

Think about the purpose of coaching?
The outcome we want is for the person to come up with the solution themselves?

What if the person you are coaching just doesn' get it? And won't? Is that where the mentoring comes in?

What are the fundamental skills we need to coach?

• active listening - body language 
• wait time.
• Asking powerful questions to clarify or provoke new thoughts.
• Gaining clarity (paraphrasing/questioning)

Our questioning is about them being clear about how they are going to critically think about themselves, their impact on things, it's about them. Our questions are to get them to reflect on this.

Questioning will come, try and move away from the perfect question.

Best thing to do is wait time.

Be aware of facial expressions as well

Be prepared to be vulnerable.

Coaching Process

Should I be coaching them?

Refer to coaching Quadrant

Purpose

What it looks like?

Courageous conversations? Open to learning conversation? This is difficult feedback. Often we can skip these sorts of conversations. The problem can be glossed over therefore 

Then need to follow up make a time to meet that suits both.

Coaching Models

Most models have lots in common. 

IGROWS

Good questions in folder 

We can get bogged down in the story - as a coach don't buy in. What are you going to do about it? So what?

Need them to look at what they need to be doing to get out of it. Help them put things in place that help them. As some things can't be solved and need to be navigated around and them making the best of things.

Some issues are too big to be coached around as outside my circle of influence so maybe not the coachable thing.

A Good coach gets them to look at themselves.

Good start to a coaching session

What do you want to achieve from this session as we have X amount of time?

Use the person's language as well

Good Goal Langauge

Need to be able to visualize their goal

By the end ......... I have..........so that...

the ...so that.... is an emotional attachment, to establish accountability 

Important for coachee  to write their goal and as the coach also write down the goal

Options Stage

The more I can get my team to come up with their own ideas the more buy-in from them

Homework 8.6.2018

Reflect on the IGROWS model
What am I doing well?
What do I need to focus on more? Which is an area I need to develop?

Have a coaching session on how am I actually going to grow this? Be the coach and coachee.

Coach practicing what you want to work on and be coached about how you can do this.

This needs to  be videoed. Probably a short session

John Hattie: Teachers as Change Agents

Teachers as change agents

My reflections from this video

Teachers that really make the difference are the ones who have expectations of their students that go beyond what the students have of themselves. Show them what success looks like so these teachers need to know their curriculum.

Teachers who help their students exceed their students potential, these are the teachers who know that their students can do better.

The teacher that sees potential in their students that they do not see in themselves.

How do I build and support the teachers to build their own capacity as above? Share Carol Dweck.

When giving feedback is be positive and encourage them to self-reflect.

TLIF Tools for Writing

Tools created to help students have clarity in their learning. TO use in the classroom. I will share this and hope it helps aid consisitenceyacross staff. this I ahve developed particulary for junior- middle school. I am trialling new ideas as I refresh my practise in junior school. '