Coaching for Success - Lisa Duff
There is a lot of coaching at the leadership level, but not at the teacher/student level.

The Leader's Guide to Coaching in SchoolsThe Art of Coaching - Elena AbuilarThanks for the FeedbackQuiet Leadership - David Rock **
Coaching vs Mentoring Mentoring has great answers for the questions, coaching has great questions for your questions. In Coaching: We never use a 'why' question as it leads to someone being defensiveCoaching as a way of beingdifference between being empathetic vs sympathetic (we need to be empathetic not sympathetic)don't judge At Whakarongo, each teacher is allocated an hour of coaching per CRT time.
Coaching is unlocking a person's potential to maximise their own performance. It is helping them to learn rather than teaching them. Timothy Gallwey

Growth Model:
Relationships (Building the trust)

G - Goals (What do you need to achieve?)  (Tomorr…

Play Based Learning

Facilitation Workshop

NAMSA - New Zealand Normal & Model Schools

Our Mission: Leading innovation and best practice as specialist initial teacher educators.

PartnershipsTeacher PracticeStudent Teacher LearningEnvironmentCollegiality & Advocacy
Summary of 2016/17
See ITE Position Paper -
1. Increased Partnership between ITE providers and NAMSA Schools  2. Developing a Clinical Practice Pathway 3. Multiple Pathways 4. Raising the Status and Professionalism of Teaching 5. Normal and Model Schools leading Quality Practicum across the Sector 6. ITE System Responsiveness
Code of Practice We could use this as an assessment tool for CNSMy appraisal? Associate Teacher Review -
"An effective associate teacher is: … a learner who realizes that teaching is about living, theorizing, trying, reflecting, failing, succeeding, conversing, reading, planning, and trying things out all o…

PAC: Practise Analysis Conversation

Rita Palmer

What are the hard things when promoting teacher effectiveness?

being honest, yet kindpeople respecting what you saywhen people don't respondnot wanting people to feel attackedprofessional message rather than personal Our teachers are teaching the best way they know how.  As leaders, we need to unsurface the pedagogical understanding that each teacher has in order to move them on.
How people don't learn: A blow by blow account of what was observedAn unfocused, rambling conversationTelling your story rather than analysing what they did20 questions without reasonsHeaping on praise and sandwiching in some critique
Insert coloured circles...
Practice Analysis Conversation: (a framework for discussion) Why this group at this time? (Often, teachers don't actually know)What is the focus for the lesson?What specific strategies will I observe?What do you expect the effect to be for students?How will I know the lesson has been successful?
SO important, that the ownership lies…

Kotahitanga Mentoring/PCT Day 1

Riverdale School

We had compliant children, but we wanted kids to get up and get their learning.So much growth when you work together.  The power of working together.Everyone needs an equal voice in collaboration.Belief in the power of 3.About 90 is the maximum...Some power of 2, because 4 is too many.If kids need to move, they can.It takes 50% of your brain power to stay still - Nathan Mikaere-WallisOften the 3rd teacher is the connector teacher. Two teachers are taking small groups, the third teacher is increasing the level of work of the independent students. We have behaviours that underpin how we will work together. - License Levels - zone up the expectations - expressions of key competencies - what do these look like at 5, or 7 etcCollaboration vs cooperationIs a checklist the right thing to enable collaboration?The only time you learn is where it is hard - our kids and our staff need to know that!Every space needs some kind of breakout space.  We all at some point need a space t…

Words Their Way - Chris Braid

Words Their Way

Word Study for Phonics, Vocabulary and Spelling Instruction - Word Sorts - a systematic, sequenced approach. We want children to have a map of how it all works

Layers of the Orthography - the ways words are written down

Alphabet Sound Layer (English language - 56% as it sounds - would get correct)Pattern LayerMeaning Layer (Anglo-saxton, greek, latin) WHEN THESE ARE ALL IN PLACE, ENGLISH LANGUAGE BECOMES 97% RELIABLE
This programme helps children to map the patterns.
These layers relate to progression in reading and writing.
Children who write how they speak are stuck in phonological knowledge...
Schwa vowel (the vowel that is indiscriminate) - e.g.:  Forage (but we say forige)Emphasis (we loose the a - we don't say - "em - far - sis")MotherButterBe curious about words!
Children need to see a word spelt correctly 40 times before it gets locked in. Every time a child (or adult!) sees a word spelt incorrectly, it makes the learner's spelling of this word …