Dyscalculia

This example shows clear evidence of improving student outcomes by assessing and planning for an intervention programme to meet specific student learning needs.

PL Day reflection-Biculturalism

This example shows evidence of a next step in practise in order to improve student outcomes. This example shows the development of Biculturalism through a commitment to build on students' prior knowledge and planning to acknowledge Te Reo Maori through greetings and student feedback.

Biculturalism

Reading Recovery

SHS Professional Learning 2018

Toro Mai

This example shows evidence of a next step in practice in order to achieve improved student outcomes by my enrolment in the Massey University online Maori Language course, Toro Mai. 

PD for Specific Learning Disabilities

To view my professional development for specific learning disabilities, Reading Recovery and SPELD NZ registration please go to

https://sites.google.com/s/1fIzR08jHaXaxXf3WVXf2ch8vS-C2qUkM/p/1VBLaydC0jE7i4hj1NwAo513iKujFT4mU/edit?authuser=1https://sites.google.com/s/1fIzR08jHaXaxXf3WVXf2ch8vS-C2qUkM/p/1VBLaydC0jE7i4hj1NwAo513iKujFT4mU/edit?authuser=1

QLC 2018

To view my 2018 QLC please go to

https://sites.google.com/s/1fIzR08jHaXaxXf3WVXf2ch8vS-C2qUkM/p/1VT4F5VDWDkpkTrD-wg20FtP8PlzdtHN6/edit?authuser=1

These examples clearly show evidence of a change of practice in order to achieve improved student outcomes by developing an effective intervention programme for readers and writers in Year 1 experiencing early literacy difficulties.

Student Led Learning Walk 2018

This example clearly shows improved student outcomes through student voice.

Student-led Learning Walk                                                                                     Term 1 - week 9 - 2019

Topic for inquiry:  Unit of Inquiry/PYP Learner Profile

This student-led learning walk was constructed by the Leadership Team to gather student feedback on students understanding of the unit of inquiry focus. It was

based around an inquiry “hunch” that the majority of year 7 students appeared unable to clearly articulate the Learner Profile attributes they were focusing on

developing during their Year 6 Exhibition unit of inquiry. We assumed students were developing a deep understanding of the Learner Profile attributes over the

previous years.

The learning walk was conducted by Year 8 Leadership Ambassadors who gathered the data and then met to analyse it and make assumptions about what

it means for teaching and learning. The data and student reflections were then discussed by teacher teams to inform and improve practice.

Question	Collated Responses
What Learner Profile attributes are you focusing on as part of your UOI this term?	Don’t know (23) Do know/think they know (67) Responsibility (3) / Risk Taker (8) / Open minded (9) / Independent (1) / Thinkers (11) / Reflective (3) Caring (10) / Principled (10) / Communicator (3) / Balanced (1) / Knowledgeable (5) / Inquirer (3)
What assumptions can we make from this data? Students: Most students know what Learner Profile attributes are linked to their inquiry. Teachers: It’s great to see that so many students know which learner profile they are focusing on, particularly with lots of new teachers and students in the school. Continuing to provide opportunities to make learner profiles visible in books, classroom, learning experiences etc. It is really important throughout the inquiry process.
What Concepts are you focusing on as part of your UOI this term?	Don’t know (12) Do know/think they know (43) Celebrations (2) / Saving/helping the eels (3) / Trying to save the planet from the seals (1) Saving the planet (4) /develop an awareness of the earth (2) / How to save the endangered animals & waterways (1) / How to care for the environment (1) /Ecological balance and how humans affect it (1) – to honour the future we must honour the past (1) Where we are in place and time (4) / who we are (2) / family history (1) – olden days (1) / Famous people (1) Inequality (8) / Amal (3) / Research / Human rights – develop an understanding (3) / Research (1) Equality (3)
What assumptions can we make from this data? Students: Most students know what concepts they are focusing on as part of their inquiry. Teachers: We were surprised to see that 12 students did not know which concept they were focusing on. As teachers, we need to be more explicit in teaching the concepts and refer to them regularly.
How do you know?	Teacher tells us (21) Talk about it/research it, UOI activities/games,  in class (16) Don’t know (7) Books - Amal (4) Guessed (4) On the walls (2) Nature Diary (1) Family Tree (1)
What assumptions can we make from this data? Students: The students know about what they are focusing on through a variety of ways. The teachers have a good job because the students are well informed. Teachers: There are a variety of ways that students are exploring different concepts. It is interesting to see which experiences were memorable for the students.
Where are these displayed?	Don’t know (7) Do know (45) on the classroom walls (30) whiteboard (1) in the classroom (3) hallways & communal spaces (5) assembly posters (1) posters around school on Fridays (1) google docs (1) on a slide (1) on-line/VR (2)
What assumptions can we make from this data? Students: Most students know where to find out information about the UOI. Teachers: Classroom walls are being utilised to display UoI learning. The number of students who do not know is very small. It is interesting to see that although a large number of students know where the information is displayed, some did not know what the concepts were.

Summary - Students

●      The teachers are doing a pretty good job making sure the students know what they are focusing on.

●      The teachers are doing a pretty good job using a variety of ways to teach the UOI concepts.

●      The students know where to find the information.

Recommendations:

●      Teachers should make it clear what the concept and Learner Profile focus is more than once in different ways so that all girls know.

●      Teachers should check that all students know and understand throughout the UOI.

Summary - Teachers

●      There is quite a high percentage of children who know where to find information on our walls, therefore our wall displays are working well.

●      Most children have an understanding of the inquiry concepts.

●      Majority of children understand or know the learner profile attribute/s being worked on during the unit.

Recommendations:

●      Provide multiple opportunities to explore the learner profile and UoI concepts throughout the unit..

●      Refer to concepts regularly so they have meaning rather than using them for display only.

 This example clearly shows improved student outcomes through student voice and provides clear feedback

Code of Professional Responsibility

This is an example of professional responsibility by Selwyn House School staff to all learners.