Notes from my Appraisal 2015

Coaching workshop lead by Skella Keepa (parent)

Coaching and Mentoring

• Coach can make statements about what the coachee has said
• Coach shows active listening - look for the things they aren't saying
• 90% of the time you don't give advice
• Coach only speaks 20% of the time
• Always come from the positive
• Start the relationship by finding common interests to build relationships.  Listen first session
• Perhaps change the environment - meet at a cafe etc.

Questioning:

• Why is it a challenge?
• What options do you have to develop this?
• What else?
• Use white boards and post it notes to develop ideas and solutions

How to set up your page during a coaching session

Goal, Reality, Options, Way Forward

• Teachers take their own notes - not the coach
• Get at least 5 options to move forward

Questioning to draw out a teachers options:

• If you were Myra what do you think she would do?
• Which ones would you think you would do?
• In order to achieve this goal which do you think are the best options?
• What could you do to generate some options?
• 
  
• So what are some of the successes you had?

Links to the Practicing Teachers Criteria:

Criteria 12 demonstrate commitment to critical inquiry and problem solving in their professional practice 

This is because I engaged with evidence and professional literature to reflect on and refine my current practice and understanding of coaching and mentoring.

I also responded professionally to feedback from other members of the leadership team and engaged in robust discussions with them.

Maori Lesson Vardon School Term 1

This term our focus across the school for our Maori lessons is on learning about our families and how to introduce ourselves and discuss who is in our families.

Students WALT's:
Create a video to introducing our families
Ask and give information about their family and friends

I'm looking forward to taking these lessons as I can try the things that Lorelei had pointed out that I needed to practice from my last observation.  I also am excited about providing students the opportunity to find out more about their family and be able to introduce themselves to others in Maori.

Lesson outlines using IRDPX

Practicing Teaching Criteria that I think these lessons meet:

Criteria  2. demonstrate commitment to promote the well-being of all ākonga

Because I acknowledge and respect the languages, heritages and cultures of all akonga

Criteria 3. demonstrate commitment to bicultural partnership in Aotearoa New Zealand

Because I demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi

Criteria 6. conceptualise, plan and implement an appropriate learning programme

Because I articulate clearly the aims of my lessons, and give sound professional reasons for adopting these aims, and implement them in their practice. 

Through the planning provided by the Maori lead team.  This planning demonstrates our knowledge and understanding of relevant content, disciplines and curriculum documents

Criteria 8. demonstrate in practice their knowledge and understanding of how ākonga learn

Because I enable ākonga to make connections between their prior experiences we have had with the language and learning and their current learning activities 

I provide opportunities and support for ākonga to engage with, practice and apply new learning to different contexts

Criteria 9. respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga

I demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand

Criteria 10. work effectively within the bicultural context of Aotearoa New Zealand

Because these lessons will help my learners practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi in context