- Sometimes you have to jump through hoops to open opportunities.
- NZ Maths (Inquiries)
- Learner Profile Diamond = Reflection
Tuesday, 31 May 2016
Monday, 23 May 2016
Sunday, 22 May 2016
Staff Meeting - The Art of Inquiry Teaching
1. What is inquiry? - Think - Create (using play doh) - Link (how does my design connect to another)
2. No planner & no inquiry cycle can create an inquiring learner. It is up to the teacher.
Inquiry is a stance / disposition adopted by both teachers and children.
Make meaning not receiving
Building learning capacity and growing independence
3. Wagon wheel - green = inside, yellow = outside
Wednesday, 11 May 2016
Tutor Teacher Programme (Workshop 2 - Twilight Session)
Venue: Conference Room ULS, 144 Knighton Road, University of Waikato, Hamilton, New Zealand
Facilitator: Sharon Ross
Provider: Institute of Professional Learning - The University of Waikato, Hamilton, New Zealand
Learning Talk - Joan Dalton
Teachers trust leaders on the basis of watching them how they do their work and how they interact with others.
Education is a team business!
Feedback must cause thinking to occur... its the start of a conversation.
Using evidence and being specific...
I noticed... I watched... I heard... I saw... I noted... I observed..
Facilitator: Sharon Ross
Provider: Institute of Professional Learning - The University of Waikato, Hamilton, New Zealand
What messages are here? i.e. know the big picture, don't just jump in, know the whole person
It is all a matter of perspective!
How might I be more aware of another's perspective?
How does my perspective impact on what I think, say, do...?
Discussion: Think about the learning with Sarah (PCT)
- share successes and celebrations
Why did these happen? What made them become celebrations / successes?
Moving on... Difficult Conversation
So.... What challenges am I encountering?
What makes them challenges?
What have you tried? Where to next?
Learning Talk - Joan Dalton
Tip the thinking to... Important Conversation
If its important, then its important to have the conversation
If its important, then its important to have the conversation
Teachers trust leaders on the basis of watching them how they do their work and how they interact with others.
Education is a team business!
Feedback must cause thinking to occur... its the start of a conversation.
Using evidence and being specific...
I noticed... I watched... I heard... I saw... I noted... I observed..
Tuesday, 12 April 2016
Supervising Preservice Teachers (Online Course) - How do we best manage the partnership between school and university?
Key Question - How do we best manage the partnership between school and university?
Understanding the range of expectations (5 min)
Investigate differences in expectations of placement partners.
Universities and schools have the same goal – the creation of confident and competent beginning teachers. Next year’s graduate teacher in your school will have been shaped by their university and professional placement experiences. To give them the best start possible, it is important that universities and schools work together effectively.
Whilst goals are shared, there can often be a gap in expectations between the school and university, which can lead to tension and challenging situations.
Dealing with tensions that may arise (10 min)
Tensions and challenges between schools and universities may be unavoidable but there are several things you can do as the supervising teacher to minimise the impact on the professional experience placement.
Making connections - Supervising preservice teachers from a range of universities can be challenging, with variance in expectations, policies and evaluation requirements. Making meaningful connections with universities will help your school better manage the supervision of preservice students.
Some actions to consider include:
- Organising a visit to the university to meet liaison staff, and discuss school/university partnerships
- Notifying universities of the school’s capacity to supervise preservice teachers
- Sharing calendars with university liaison staff so that timing of placements can be made more efficiently
- Encouraging suitable staff members to nominate themselves as supervising teachers
- Identifying ways which the school and universities may partner in other work of mutual benefit (research opportunities, sporting carnivals, student field trips etc).
A shared understanding - A proactive approach and meaningful connections between schools and universities will allow for a shared understanding of priorities, expectations, and challenges. This understanding will help both parties deal with any tensions that surface during the professional practice experience.
Task: Consider what actions you could take before and during the professional experience placement to better understand and connect with the preservice teacher’s university.
References and recommended readings (5 min)
Understanding the range of expectations (5 min)
Investigate differences in expectations of placement partners.
Universities and schools have the same goal – the creation of confident and competent beginning teachers. Next year’s graduate teacher in your school will have been shaped by their university and professional placement experiences. To give them the best start possible, it is important that universities and schools work together effectively.
Whilst goals are shared, there can often be a gap in expectations between the school and university, which can lead to tension and challenging situations.
Competing demands and expectations
Schools should be aware that initial teacher education institutions (universities) and their professional practice staff have a challenging task, placing hundreds of students into schools which are often in short supply, preparing them for the myriad of settings, sectors and classrooms that they may enter, and ensuring that they meet the professional practice requirements of their tertiary course.
Equally, schools themselves, and in particular supervising teachers, have extremely busy schedules and do not often appreciate endless evaluation forms, university procedure documents, and preservice teachers who aren’t adequately prepared for their placement.
These competing demands and expectations can give rise to tension. So that the preservice teacher’s experience and overall professional development remains positive, this will need to be carefully managed.
Schools should be aware that initial teacher education institutions (universities) and their professional practice staff have a challenging task, placing hundreds of students into schools which are often in short supply, preparing them for the myriad of settings, sectors and classrooms that they may enter, and ensuring that they meet the professional practice requirements of their tertiary course.
Equally, schools themselves, and in particular supervising teachers, have extremely busy schedules and do not often appreciate endless evaluation forms, university procedure documents, and preservice teachers who aren’t adequately prepared for their placement.
These competing demands and expectations can give rise to tension. So that the preservice teacher’s experience and overall professional development remains positive, this will need to be carefully managed.
Dealing with tensions that may arise (10 min)
Tensions and challenges between schools and universities may be unavoidable but there are several things you can do as the supervising teacher to minimise the impact on the professional experience placement.
Making connections - Supervising preservice teachers from a range of universities can be challenging, with variance in expectations, policies and evaluation requirements. Making meaningful connections with universities will help your school better manage the supervision of preservice students.
Some actions to consider include:
- Organising a visit to the university to meet liaison staff, and discuss school/university partnerships
- Notifying universities of the school’s capacity to supervise preservice teachers
- Sharing calendars with university liaison staff so that timing of placements can be made more efficiently
- Encouraging suitable staff members to nominate themselves as supervising teachers
- Identifying ways which the school and universities may partner in other work of mutual benefit (research opportunities, sporting carnivals, student field trips etc).
References and recommended readings (5 min)
Clarke et al 2012, ‘The mentoring profile inventory: An online professional development resource for cooperating teachers’, Teaching Education, 23(2), p167-194.http://dx.doi.org/10.1080/10476210.2011.625086
Darling-Hammond 2010, ‘Teacher education and the American future’, Journal of teacher education, 61(1-2), p35-47.
Ferrier-Kerr, J 2009, ‘Establishing professional relationships in practicum settings’, Teaching and Teacher Education, 25, p790-797.
Kiggins, J., & Cambourne, B. (2007). The knowledge building community: A partnership for progress in teacher education. In T. Townsend, & R. Bates, Globalisation, standards and professionalism in times of change. The Netherlands: Springer.
Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.
Le Cornu, R 2009, ‘Building resilience in preservice teachers’, Teaching and Teacher Education, 25, p717-723.
Le Cornu, R 2010, ‘Changing roles, relationships and responsibilities in changing times, Asia-Pacific Journal of Teacher Education, 38 (3), 195-206. http://dx.doi.org/10.1080/1359866X.2010.493298
Le Cornu, R 2012, ‘School Coordinators: Leaders of Learning in Professional Experience’, Australian Journal of Teacher Education, 37(3), p18-33. http://ro.ecu.edu.au/ajte/vol37/iss3/3
Levine, T.H 2011, ‘Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers, Teaching and Teacher Education, 27(5), p930-941. http://dx.doi.org/10.1016/j.tate.2011.03.004
Preskill, S & Brookfield, S 2009, Learning As A Way of Learning, Jossey-Bass, San Francisco.
Rossner, P & Commins, D 2012, ‘Defining ‘Enduring Partnerships’: Can a well-worn path be an effective, sustainable and mutually beneficial relationship?’, Queensland College of Teachers.
Walkington, J 2005, ‘Becoming a teacher: Encouraging development of teacher identity through reflective practice’, Asia Pacific Journal of teacher Education, 33 (1), p53-64.
Yip, H.-L. (2003). Mentoring student teacher case studies. Early Childhood Development and Care, 173 (1), 33-41.
Darling-Hammond 2010, ‘Teacher education and the American future’, Journal of teacher education, 61(1-2), p35-47.
Ferrier-Kerr, J 2009, ‘Establishing professional relationships in practicum settings’, Teaching and Teacher Education, 25, p790-797.
Kiggins, J., & Cambourne, B. (2007). The knowledge building community: A partnership for progress in teacher education. In T. Townsend, & R. Bates, Globalisation, standards and professionalism in times of change. The Netherlands: Springer.
Lave, J., & Wenger, E. (1991). Situated learning. Cambridge: Cambridge University Press.
Le Cornu, R 2009, ‘Building resilience in preservice teachers’, Teaching and Teacher Education, 25, p717-723.
Le Cornu, R 2010, ‘Changing roles, relationships and responsibilities in changing times, Asia-Pacific Journal of Teacher Education, 38 (3), 195-206. http://dx.doi.org/10.1080/1359866X.2010.493298
Le Cornu, R 2012, ‘School Coordinators: Leaders of Learning in Professional Experience’, Australian Journal of Teacher Education, 37(3), p18-33. http://ro.ecu.edu.au/ajte/vol37/iss3/3
Levine, T.H 2011, ‘Features and strategies of supervisor professional community as a means of improving the supervision of preservice teachers, Teaching and Teacher Education, 27(5), p930-941. http://dx.doi.org/10.1016/j.tate.2011.03.004
Preskill, S & Brookfield, S 2009, Learning As A Way of Learning, Jossey-Bass, San Francisco.
Rossner, P & Commins, D 2012, ‘Defining ‘Enduring Partnerships’: Can a well-worn path be an effective, sustainable and mutually beneficial relationship?’, Queensland College of Teachers.
Walkington, J 2005, ‘Becoming a teacher: Encouraging development of teacher identity through reflective practice’, Asia Pacific Journal of teacher Education, 33 (1), p53-64.
Yip, H.-L. (2003). Mentoring student teacher case studies. Early Childhood Development and Care, 173 (1), 33-41.
Using student assessment for professional learning
What? - Using student assessment for professional learning: Focusing on student's outcomes to identify teachers' needs
Monday, 11 April 2016
Supervising Preservice Teachers (Online Course) - What role do I play in the professional experience?
Key Question - What role do I play in the professional experience?
Who is involved in the professional experience placement? (5 min)
Consider the main partners and their perspectives of professional experience placements.
The diagram below displays the complex nature of relationships within a given professional experience placement. You can click on each section of the diagram to read more about the roles and involvement of each segment.
Initial Teacher Education Program (University) - Values a consistent and high quality placement experience for all their students, with fair and consistent judgements made of their students.
School - Values the learning opportunities a professional placement offers both the preservice and supervising teachers, but is mindful of any interruption to student learning and/or school operations.
Preservice Teacher - Values a positive and whole-school placement experience, with high quality support to help them develop their practice.
Supervising Teacher - Values a well-prepared and committed preservice teacher who communicates well, is open to feedback and willing to implement suggestions made.
Why should I take on a preservice teacher? (5 min)
As a mentor/supervisor teacher within a community of practice it is important to develop an understanding of your motivations and potential challenges. This will, in turn, help you to develop an understanding of your role in this process.
The Mentoring Profile Inventory provides timely and free feedback across eleven dimensions about how you conceive of and carry out your work as mentor/supervisor with a preservice teacher. The inventory takes approximately 15-20 minutes to complete.
Comment on the specific reasons as to why you would, or anyone should, take on a preservice teacher. Refer to the role you believe supervising teachers ought to play in the development of preservice teachers.
Ensuring an effective placement experience (15 min)
Effective partnerships between universities and schools that support successful professional experience programs for preservice teachers rely on positive communication systems, mutual understandings and a focus on learning and collaboration between all stakeholders. This requires:
Meaningful and respectful relationships between university academics, school leaders, teachers and staff (Le Cornu, 2010).
An understanding of the policies, roles and responsibilities of all stakeholders pertinent for situational contexts (Orland-Barak & Hasin, 2010).
Effective communication between all stakeholders (Le Cornu, 2010, 2012).
Shared experiences between all stakeholders with a focus on learning within a community of practice (Lave & Wenger, 1991).
In school coordinators and volunteer mentor/supervisor teachers committed to preservice teachers, the teaching profession and professional development (Clarke et al, 2012; Yip 2003).
A view of collaborative practice that views the preservice teacher as a colleague-in-training (Jaipal, 2009).
Infrastructure and funds to support effective partnerships.
In this section, you will be presented with a range of perspectives regarding the professional experience placement. Specifically, you will see comments from the range of stakeholders involved in a given placement, be it the supervising teachers, preservice teachers or the initial teacher education provider/university.
Once you have read the comment, you will be asked to reflect on those aspects of the experience that were truly valued. Your role of course, when working with the preservice teacher, is to try and provide professional experiences that will support their development and give them opportunities to enhance their own capacity.
Once you have considered these perspectives, you will have the opportunity to share your thoughts about the challenges associated with realising these kinds of professional experiences in reality.
Who is involved in the professional experience placement? (5 min)
Consider the main partners and their perspectives of professional experience placements.
The diagram below displays the complex nature of relationships within a given professional experience placement. You can click on each section of the diagram to read more about the roles and involvement of each segment.
Diagram 1: Interactions across the professional experience placement
School - Values the learning opportunities a professional placement offers both the preservice and supervising teachers, but is mindful of any interruption to student learning and/or school operations.
As a mentor/supervisor teacher within a community of practice it is important to develop an understanding of your motivations and potential challenges. This will, in turn, help you to develop an understanding of your role in this process.
The Mentoring Profile Inventory provides timely and free feedback across eleven dimensions about how you conceive of and carry out your work as mentor/supervisor with a preservice teacher. The inventory takes approximately 15-20 minutes to complete.
Comment on the specific reasons as to why you would, or anyone should, take on a preservice teacher. Refer to the role you believe supervising teachers ought to play in the development of preservice teachers.
Ensuring an effective placement experience (15 min)
Effective partnerships between universities and schools that support successful professional experience programs for preservice teachers rely on positive communication systems, mutual understandings and a focus on learning and collaboration between all stakeholders. This requires:
Passionate committed academics that demonstrate an understanding of schools, teachers and preservice teachers, supported by administration staff and university leadership (Kiggins & Cambourne, 2007).
Meaningful and respectful relationships between university academics, school leaders, teachers and staff (Le Cornu, 2010).
An understanding of the policies, roles and responsibilities of all stakeholders pertinent for situational contexts (Orland-Barak & Hasin, 2010).
Effective communication between all stakeholders (Le Cornu, 2010, 2012).
Shared experiences between all stakeholders with a focus on learning within a community of practice (Lave & Wenger, 1991).
In school coordinators and volunteer mentor/supervisor teachers committed to preservice teachers, the teaching profession and professional development (Clarke et al, 2012; Yip 2003).
A view of collaborative practice that views the preservice teacher as a colleague-in-training (Jaipal, 2009).
Infrastructure and funds to support effective partnerships.
Once you have read the comment, you will be asked to reflect on those aspects of the experience that were truly valued. Your role of course, when working with the preservice teacher, is to try and provide professional experiences that will support their development and give them opportunities to enhance their own capacity.
Once you have considered these perspectives, you will have the opportunity to share your thoughts about the challenges associated with realising these kinds of professional experiences in reality.
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