4.+PD

** Key Item  || ||  Please Bring  || 9:00 – 11:00
 * PD Day: 28th April 2010

Analysing the data || · Start with the //Teaching as Inquiry// diagram. · Discuss where the data analysis sits · In groups analyse one set of data per group and then present the findings to the whole group · How might we interpret the analysis? What is it telling us? Why might this be? Are we making progress – where does our achievement sit. Maybe compare with the beginning of 2009 – do you have this? · Go back to the //Teaching as Inquiry// document. · What is happening in classrooms? How do we know? What have we done since our work with Murray Gadd? Did it work? Did we do it? · Go back to the //Teaching as Inquiry// document again – What do we need to learn as principals and lead teachers? || ·  Examples of what each school expects each classroom teacher to have done with the data – to share · Examples of any observations sheets you have used when observing your teachers · Examples of the feedback you give teachers and have reflected on its effectiveness – does their practice change in a way that leads to accelerated progress. || 11:00 – 3:00    Teacher Observations  || · What do we know about teacher observation – think pair share · What does our experience tell us? · Look at some research around teacher observation and feedback and see what we can learn, Bev to share What will be the: Process Protocols Implementation Review cycle for K.LiT Schools · Together design an observation tool. · Decide how we will test the tool  || || 3:30 – 5:00  ||  ·  Lead team planning content for next meeting  || ||

In school modelling – 2010 Evaluation feedback: Murray Gadd Modelling sessions - Feb 2010

Limited to 10 teachers per session ** || 1/2 hour: Pre lession discussion with Murray
 * ** Term 1 2010
 * Format for the session:

Lesson: Conducted by Murray Observed by the teachers ( using observation template) 1 hour: Post Observation conversation and discussion with teachers**

Class: size 24 Numbers of students: 6 Reading Level(s):** **Video: contact Stephen for a copy Teachers registered for the session: ** Robyn Dayne / Mere Henry White (Paparore) Fiona and Collette ( Pamapuria) 4 Teachers from (Kaitaia Primary) Ruth Hyland (Pompallier) ||
 * Years 0-2 ||  || ** Date: 15th Feb ** ||   || 9.30 -11.30 ||   || **Venue: Pamapuria / Room 1 ( next to the office)
 * Year Level: Green group 1 or 2 **

Class: Whare Number of students: 6 Reading Level(s):**// Year 4: reading at L21 **Video: contact Margy for a copy** Dianne Bryden / Shannley Lennon ( Paparore//)// Rangiata Nathan, Philip Gibbs, Oriana Tauranga,Ann Moore (KPS) Richard Wilkinson and Philip Lees and Kate Clarke (Pompallier) Tracey ( Awanui) ||
 * Year 3-4 || **Date: 15th Feb** || 12.45– 2.45 ||  || //**Venue: Kaitaia Primary
 * Teachers registered for the session: **

Class: Room 6 Years 5-6 Numbers of students: 7 Reading Level(s): at 9 years. Group of : Mixed ability **
 * Years 5-6 ||  || ** Date: 16th Feb ** ||   || 9.30 -11.30 ||   || ** Venue: Awanui

Anne Radich (Paparore) Gena (Pamapuria) Pixie ( Awanui ) Waihuki wiki and Ann Golley (KPS) ||
 * Video: contact Pixie for a copy**

// Class: 7/8 Numbers of students: 6 Reading Level(s) 3b // ** Teachers registered for the session: Full ** **Video: contact Kathryn Carey of Pompallier for a copy** Kathryn Carey ( Pompallier ) Yvonne and James (Pamapuria) Barb Hall, Allanah, Maguerite Wedding, Brenda Nathan,Justine Gamble, Sue Arrell, Jo Charteris ||
 * Years 7-8 ||  || 1.10 – 3.00 ||   || //Venue: Kaitaia Intermediate//


 * Registrations **** is required for; **** PD day 3 **** and the **** in school modelling sessions **** . **
 * Please email: jill.garrrett@minedu.govt.nz Phone: 09 408 6268 **


 * Modelling sessions **** are on a first come first serve basis. There is a limit of **** 10 teachers per session **** . Preference will be given to those schools who had leaders at the PD day on the 26th. **

The Three Far North Clusters January 26th ** All teachers were involved in the previous PD days, but this day is for leaders only. This PD day will be followed up with in school modelling. Please see below for the schools involved and how to register. What effect has the PD had on your practice? How do you measure the shift in teacher practice / shift in student learning?
 * PD Day Three
 * Kaitaia Intermediate - Venue **
 * Please note ** ** that this PD is for **** ; Principals / Syndicate Leaders / Lead teachers only. **
 * 9.30 am – 3pm **
 * Provider: Murray Gadd **
 * Supported by cluster facilitators: ** Allanah Quinn ( K. Lit),
 * ** Primary focus: **
 * Raise the achievement of all students, with a particular focus on raising the achievement of **Maori.**
 * Focus on the explicit teaching of vocabulary based on student need identified in the student achievement data - PATs
 * //Through:// **
 * scaffolding the development of effective teaching strategies around what good readers and writers do ||
 * ** Preparation: ** || ** Bring: National standards, Literacy Learning Progressions, NZC document **
 * Readings: ** ||
 * ** Content ** || ** Revisit PD day One and Two: ** ** Goals **

- the knowledge and skills of my students - my teachers’ practice / knowledge. - student outcomes (year levels / Maori student outcomes/ school wide analysis) - ** Teacher inquiry and knowledge – building cycle to promote valued student outcomes **
 * Examine the impact of professional development and learning on: **
 * Linking theory to practice **

- ** their roles and responsibilities as school/literacy leaders in promoting teachers’ professional learning in literacy (especially through coaching, observing and discussing practice with teachers); ** - ** ways of helping teachers to get ready for the school reading (and writing) year; ** - ** ways of introducing new resources to teachers, especially the national literacy standards. **
 * PD Day 3: **** Participants will explore: **

1. PD Day 3: Workshop Notes - Murray Gadd 2. Observation Sheet template: Murray Gadd ||

Limited to 10 teachers pre session ** || 9.15 -11.45 || Venue: Pamapuria Class: Numbers of students: Reading Level(s): Robyn Dayne / Mere Henry White (Paparore) x 4 Teachers from (Kaitaia Primary) || 1.00 – 2.45 || //Venue: Kaitaia Primary Class: Numbers of students: Reading Level(s):// Dianne Bryden / Shannley Lennon ( Paparore//)// || 9-11.45 || // Venue: Awanui Class: Numbers of students: Reading Level(s // Anne Radich (Paparore) || 1.00 – 2.45 || //Venue: Kaitaia Intermediate// // Class: Numbers of students: Reading Level(s) //
 * In school modelling – 2010 **
 * ** Term 1 2010
 * Years 0-2 || ** Date: 15th Feb ** ||
 * Teachers registered for the session:**
 * Year 3-4 ||^  ||
 * Teachers registered for the session: **
 * Years 5-6 || ** Date: 16th Feb ** ||
 * Teachers registered for the session: **
 * Years 7-8 ||^  ||
 * Teachers registered for the session: ** ||
 * Registrations **** is required for; **** PD day 3 **** and the **** in school modelling sessions **** . **
 * Please email: jill.garrrett@minedu.govt.nz Phone: 09 408 6268 **


 * Modelling sessions **** are on a first come first serve basis. There is a limit of **** 10 teachers per session **** . Preference will be given to those schools who had leaders at the PD day on the 26th. **

Supported by cluster facilitators: Allanah Quinn ( K. Lit), //Through:// // (related to the teaching of reading / vocab // ) Look at : Literacy learning progressions relevant to your class level(s) Refer to : Teacher inquiry and knowledge – building cycle to promote valued student outcomes [] || What effect has the PD had on your practice? How do you measure the shift in teacher practice / shift in student learning? Template to work through during the day: ( see below ) The impact of professional development and learning on: - the knowledge and skills of my students - my teaching practice / knowledge. - student outcomes (class and school) || Scaffolding the development of teaching strategies that focus on; - ways of strengthening students’ use of comprehension strategies - ways of building students vocabulary - the nature and usefulness of reading responses Reflection: What are you currently doing to teach comprehension strategies and vocabulary? How are you currently promoting reading responses? How effective do you think your current practices are? Strengthening students' use of comprehension strategies. Exploring the strategies in detail Knowing how to teach and promote them (both implicitly and explicitly) Incorporating the strategies through shared and guided reading; Building students' vocabulary. Exploring the importance of teaching vocabulary within a literacy programme Knowing how to teach and promote understanding (both implicitly and explicitly) particularly through shared and guided reading; The nature and usefulness of reading responses. How to promote students' learning through the strategic use of a wide range of reading responses || Constructing an individual action plan || Constructing the follow on from the professional development and learning - What does the evidence say / tell me - Identifying the learning needs ( teacher / student) - Selecting the strategy to implement ( from today’s session) - Review process - Peer critique ||
 * Primary focus:
 * Raise the achievement of all students, with a particular focus on raising the achievement of Maori.
 * Focus on the explicit teaching of vocabulary based on student need identified in the student achievement data - PATs
 * scaffolding the development of effective teaching strategies around what good readers and writers do ||
 * Preparation: || Bring: //Evidence of student achievement issues you would like to address//
 * Introduction || Revisit PD day one: Goals
 * Content || PD Day 2: Goals
 * Reflections and goal setting
 * Feedback session

What next? || List common: - goals / strategies identified - strategy to measure effectiveness - components of review process What now? ||
 * Evaluation || All ||
 * What next / what now?

Follow up

as a Staff at School || Constructing the follow on from the professional development and learning

- Are there any common ‘issues’ identified by teacher ( Individual Action Plan ) - What are the learning needs of the students / staff - Selecting a common strategy to implement ( from Murray’s session) - How are you going to measure effectiveness - What is your review process - Feedback to next PD day ||

July 17th Provider: Murray Gadd** - what good readers do - what good teachers of readers do - what students are expected to achieve as developing readers || || - // What does the evidence say / tell me // - // Identifying the learning needs ( teacher / student) // - // Selecting the strategy to implement ( from today’s session) // - // Review process // - // Peer critique // || // (as a Staff ) // || **// Constructing the follow on from the professional development and learning //** - // Are there any common ‘issues’ identified // - // What are the learning needs of the students / staff // - // Selecting a common strategy to implement ( from today’s session) // - // How are you going to measure effectiveness // - // What is your review process going to be? // || - // goals / strategies identified // - // strategy to measure effectiveness // - // components of review process // // Review all against the inquiry cycle model // ||
 * Professional Development: Day One
 * Supported by cluster facilitators: ** Allanah Quinn ( K. Lit),
 * ** Primary focus: **
 * Raise the achievement of all students, with a particular focus on raising the achievement of Maori.
 * Focus on the explicit teaching of vocabulary based on student need identified in the student achievement data - PATs
 * //Through:// **
 * scaffolding the development of effective teaching strategies around what good readers and writers do ||
 * ** Preparation: ** || ** Bring: **
 * Look at **** : Literacy learning progressions / Effective Literacy Practice / National standards **
 * Refer to **** : ** ||
 * ** Overview ** || ** PD Day 1: Goals **
 * Knowledge building around; **
 * ** Content ** || Murrays content
 * **// Follow up (30min) (as an individual) //** || **// Constructing the follow on from the professional development and learning //**
 * // Follow up (30 min) //
 * // Feedback session **(30 min)** // || // List common: //
 * // Evaluation // ||  ||