Elly Warnock

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 Schools The Art of Coaching - Elena Abuilar Thanks for the Feedback Quiet Leadership - David Rock ** http://www.onwardthebook.com/ 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 defensive Coaching as a way of being difference 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 http://www.growthcoachingonline.com/page/about Growth Model: Relationships (Building the trust)...

Kaimai School

Our Mission: Leading innovation and best practice as specialist initial teacher educators. Partnerships Teacher Practice Student Teacher Learning Environment Collegiality & Advocacy Summary of 2016/17 www.namsa.ac.nz See ITE Position Paper -  http://www.namsa.ac.nz/1/newsletter_sets/2-relevant-articles-reports/years/2018 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 CNS My appraisal? Associate Teacher Review -  http://www.namsa.ac.nz/1/newsletter_sets/2-relevant-articles-reports/years/2018 -  "An effective associate teacher is: … a learner who realizes that teaching is about living, theorizing, trying, reflecting, failin...

Rita Palmer What are the hard things when promoting teacher effectiveness? being honest, yet kind people respecting what you say when people don't respond not wanting people to feel attacked professional 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 observed An unfocused, rambling conversation Telling your story rather than analysing what they did 20 questions without reasons Heaping 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...

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-Wallis Often 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 etc Collaboration vs cooperation Is 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...

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 Layer Meaning 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") Mother Butter Be 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 incorrectl...

Thursday 25th January Te Rangimārie Marae, Rangiotu How do Rangitāne ensure that the stories that they share are cared for by us as schools? Through culturally responsive practise Hautū - a tool for BOT to work through Tātaiako & Ka Hikitia Treaty of Waitangi Partnership with our iwi - Rangitāne What are the tikanga & kawa of Rangitāne Rangitāne Reo Matauranga - knowledge Matāwaka - a word used to acknowledge all of the canoes/whānau that have come from N - this is to acknowledge that children come from all over NZ - how do we as a school respect/uphold the tikanga & kawa of other iwi represented in our schools. TLIF - Improving education outcomes for Māori and therefore all learners in partnership with Rangitāne iwi. Ask Rachel for presentation to insert here Hau - a powerful man. In Hawaiiki, he worked to build a waka. It was his job to make sure the spiritual aspect of the journey were adhered to. He was a visionary with a new idea...Hau wasn...

Good morning, This email is to thank you and all the wonderful teachers that I have cc'd in for all the hard work and dedication that you and they have put in over the years to ensure that __ was well supported, able to learn and most of all make it to the end of Year 6 without been stood down. Russell Street School is a wonderful school for children, parents and the community and I have no hesitation in recommending it to others - especially those who might have children with more challenging behaviour or difficult learning needs. My family and I loved how both __ and __ were supported to be part of the Year 6 Prizegiving  on Wednesday  and it is that inclusiveness that really shows that no one is seen as different when at Russell Street School. The loss of James and Elly is a sad one for Russell Street School but an exciting new journey for them and a great gain to the schools they are going to.  The appointment of Mel and Troy into their positions was a...

Standard 2: Use inquiry, collaborative problem-solving and professional learning to improve professional capability to impact on the learning and achievement of all leaners. Reflective question: What professional learning have I engaged in and adaptively applied to my practice? Firstly, I would like to focus on the professional learning that has come about through being a Lead Mentor this year for the Masters in Teaching and Learning Programme. This has really enabled me to practise the coaching and mentoring skills that I have learnt over the past several years, primarily with Carol. See my Leadership Inquiry 2017 for further reflections on this.  An example of 'collaborative problem-solving' is the approach we took to our challenging learners in the Busy Bees this year. Coming together as a teaching and leadership team to brainstorm possibilities was invaluable. I am SO excited by the direction of RSS and it has been great to be part of the development of that. Our...

https://www.educationcounts.govt.nz/__data/assets/pdf_file/0011/107111/BES-Exemplar1.pdf http://www.cerme.nz/ https://nzmaths.co.nz/ mathematics-inquiry- communities https://www.educationcounts. govt.nz/topics/bes/developing- mathematical-inquiry/01- developing-mathematical- inquiry-communities

Kia ora Nick and Elly, A massive thank from us all at the Institute of Education for the manaakitanga and expertise shared with the MTchgLn teachers and staff. We learned so much from your presentation, ambassador-guided visits to diverse learning spaces and then student-directed See-Saw conversations. It was breath-taking and humbling to see so much evidence of teachers’ and students’ agency, leadership and creativity that reflects your school’s vision for all learners. From the chooks to cutting edge digital technology we saw the very best in education and we are so privileged to partner with your school. Thank you too for this presentation which we’ll use on Monday to further reflect on our learning with you this morning. He kura tangata he tanagata kura We value each other’s scholarship and talents, and we cherish the importance of collaborative partnerships. Ngā mihi Ally Dr Alison Sewell     |  Institute of Education  |  ...

We had a great discussion at tonight's BOT meeting about Empowerment... Compliance - Engagement - Empowerment Empowerment is so important when our kids go into an environment where they are forced back into compliance. The possibilities are so huge when kids are empowered. Our kids teach us - they are much more capable than I ever was (a comment from Cindy) How are our kids going to adapt when they go into a different environment if they are not empowered These kids are our future leaders My thoughts... Values are even more important now to underpin Empowerment

https://www.enablingchange.com.au/Summary_Diffusion_Theory.pdf

I've now listened to Nick's presentation 3 times - a model of PD for 2018 at Russell Street School.  I think this model has a lot of merits... It covers the need for consolidation at RSS It allows for 'agentic' tendancies from our staff It makes coaching/mentoring a specific and expected part of our PD It allows for choice and voice What pedagogy sits behind this model? The model:

Mel and I had a great session today discussing agency, dispositions, our RSS vision, the key competencies and our school values. We want to be able to see how they all link together.  We want to be able to simplify them, yet not loose the heart of any of them. Our discussion led to this...   Certainly still a work in progress, but a great start to aligning these important factors of what we believe is important at Russell Street School.  I just love that the work that was done in the Innovation Fund is not coming to fruition.  It is aligning beautifully with the PD we have had in maths, and the latest research. Next step - to take to Leadership.

After our conversation, I still had some questions in my mind...so I have had an email conversation with Mel tonight Hi Mel, I'm just thinking a lot about the conversation that we had this morning about the MST kids. A question... Are there specific dispositions that each child is lacking or is it more about an attitude to learning in general? What is your opinion? Thanks! Mel's reply: Good question!  It differs from child to child obviously but there is a theme with both groups - the major difference you will see below is the attitude between the two groups. In no particular order... Not knowing what to do when stuck  - disposition (asking for help, risk taking - in terms of thinking ...what do I already know that I can use?  How can I get started? contributing and participating their ideas - so actually engaging - talking, collaborating vs competing!, over/under participators, not starting (giving up easily), seeing everything as hard - not valui...

“The illiterate of the twenty-first century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Excerpt From: Spencer, John. “Empower: What Happens When Student Own Their Learning.” IMPress, LP, 2017-06-27T12:00:00+00:00. iBooks.  For me, the journey of my sabbatical about 'Agency in Maths,' is summed up by this quote. For a child to have complete autonomy in their learning in maths, in reading or in writing, is in their ability to learn, unlearn and relearn.  It is not about the content of the knowledge & strategies that they learn along the way, but about their ability to learn, unlearn and relearn.  It is about the dispositions that they hold as LEARNERS.  It is these strategies, as learners, that will hold them in good stead in their lives.  I have had many people say to me that agency is not possible with 5 year olds. Well, I completely disagree. It is at 5, if not before, that the dispositions of...

"Leaders eat last." Simon Sineck "There is no end to the good I can do if I don't mind who gets the credit." What is the modern view of leadership? (Nick - the leader as the chef?) Coaching is solution forward focused!

We are due to have our final session with Carol for the year tomorrow.  It is amazing that we are at this time of the year already with another year of PD under our belts.  Lots has changed in the past year, lots of growth has been made. Carol has asked us to complete an elevator pitch.  To be honest, I had no idea what it even was, but with the help of Nick's blogpost, I think I have it sorted!  So, here goes... The Coaching Habit My coaching is… I have worked on… I have achieved… My leadership learning relates to… Um....actually....I think I would rather just talk about something that is on top for me... The difference between coaching and mentoring.  I knew about this in theory, but in practise, it has been made really clear to me this year. Mentorship is a relationship in which a more experienced or more knowledgeable person helps to guide a less experienced or less knowledgeable person. The  mentor  m...