Link to Snapshot of Good Teacher Practices at Monrad

School-wide Expectations - Teacher Practice

TC’s Snapshot of Good Practice - 15/3/18 - 9.30am-10am

Our community survey indicated that empowering and engaging our students is essential to good teaching practice. To help create clear guidelines for what a skilled and passionate teacher looks like at Monrad.  We will celebrate and recognise good practice around engaging and empowering our students in all areas of the school.

From your reflections/observations provide examples of the following:  

Teacher	Examples
The learning purpose is clear Curriculum  is relevant to the students Good balance between teacher and student discussion Grouping reflects teachers understanding of students needs Flexible grouping Planned and deliberate learning opportunities  across the curriculum; Teacher uses data/information to inform Teacher is familiar with the content Shows confidence and sound knowledge of what they are teaching and ways to teach it Te reo me nga tikanga Maori are integrated into the curriculum in meaningful contexts (TAR - 80-100% delivery) The use of resources is interesting and varied Digital opportunities Appropriate  (level/interest/purpose) Student opportunities to choose methods of learning Resources /teacher directed or student lead) Explicit teaching of critical thinking skills Students are encouraged to question, articulate and problem solve Learning is geared towards students knowing what their next steps are	Great idea to promote future aspirational NZ engineers/builders/learners. Promoting creative thinking and engaging interests via futuristic topic - transport. Links to NZ/Christchurch being innovative (making it relevant being NZers). Examples from youtube, internet. Instructions were spoken and supported by the TV screen for children to refer back to and/or prompt further inquiry. Balance was good. Students feedback into the discussion around futuristic transport. Teacher and students ideas were shared about what they had seen or learned. Vincent was engaged in typing/publishing an 8 page Space Cadet story he had written, which he was very proud of. Reinforcing and/or affirming his interests in writing/publishing. Opportunities to represent their writing were creative and engaging. Nice work. Some drew pictures with explanations while some attempted to address a global environmental crisis. The task/s provided multiple entries into articulating students thinking and promoted their own curiosity around transport. Opportunities within the task/s allowed for justification of their ideas/thinking. Effective strategies were employed with struggling learners. Tactical roving, prompting, and questioning helped redirect learning and maintain classroom expectations. TC provided learning support, resources, and positive reinforcement to engage Te Rito - excellent in building a positive rapport.
Student	Examples
Interacting with learning collaborating/questioning/teaching Looks happy and engaged body language confident settled Having the opportunity to ask question/s Opportunities for ‘choice’ in learning Opportunities to contribute to group/class discussion Can articulate their learning/purpose  and next steps Demonstrates pride in their work/learning	Students often shared their writing/learning with others (Teacher/Peers). This was a great opportunity for the affirming of ideas and developing confidence in their their own learning/self-esteem.   The students as a whole appear very settled and calm. Some obvious challenges (behavioural) are managed well minimising disruption to the group. After discussing with TC, we know multiple strategies are being employed to help those students. The ‘pitch’ was great, resulting in a higher chance of motivation for the task/s. Questions were answered by peers and the teacher - allowing a shared balance of power amongst the class. Estah was able to articulate her writing and purpose when asked. She shared her planning and structure, and even provided evidence/justification for her first paragraph. A number of students shared their learning amongst their peers and all seemed very proud of their work. Estah, Vincent, and Harley (to an extent) enjoyed sharing their work (written work and SDL learning) with me.
Environment	Examples
Visual prompts routines goals/learning intentions/next steps A variety of learning spaces available supports innovative learning The ‘culture’ of the class  reflects our school values and PB4L SW.  This includes Whanaungatanga and Identity at the core of class culture. Students work on display celebrates the learning process and outcomes. prompts next learning steps inclusive	Instructions on the TV screen supported the verbal ones given by TC. It also provided follow up task/s or thought provoking questions. Various learning spaces (High desks, floor space, seated circle, individual desks) are available for students to work at. Student independence levels dictated where some students could work. Most chose to work independently at their desks. Maths learning/workshop groups were evident which is a great way for students to monitor their own progress/learning. Published writing and visual language also displayed - Great to see a range of learning areas valued within the class. Snidges are used to promote/reward positive behaviour alongside the PB4L programme.
Engaging Whanau	Examples
Parents have regular opportunities to know and engage about their child’s learning.	Students have their own ePortfolios (using Seasaw).  This is a platform which is new to me, but already I can see it is a lot easier than Wix, which is what I had planned to use.  The benefits include ease for adults to view and comment. Student’s posts and comments all have to be reviewed by me. It is dynamic - with a choice of text, drawing, photos and video possible. I have also encouraged parents to view and discuss their children’s bank accounts as there are good opportunities to learn about banking, insurance, compound interest, owning property, renting etc. Sadly, I was only able to get half of the parents to Interviews.  I was able to encourage the ones who did come to keep in contact if they ever had any concerns.  I found the 10 minute time frame was too short. I will send the form to the other parents.

Visual Evidence of Observations

Self-Directed Learning Contract shared by Vincent

Maths learning/workshops displayed on the wall for students to monitor their own learning and progress

Written Language via Quiddage job applications displayed placing value in Literacy

Visual support for verbal instructions given at the beginning of the task

Snidges - reward/positive programme specific to Rm 3 that runs alongside the PB4L SW one.

Reflective Questions Observation - School-wide Expectations - Teacher Practice

1. What went well?

Students were engaged with the topic.  

2. Work through your observation notes and record;

Deliberate acts of Teaching	Outcome
Conferencing of individual students	Positive engagement by most.

3. What do you think the students learned as a result of this lesson?

Opened their minds up to future transport options, the unique position Christchurch finds itself this far after the devastating earthquakes and looking to be a forward looking, modern city.

4. What do you need to work on in relation to;

Teacher	Greater differentiation to cater for diverse abilities
Student	More Te Reo / tikanga in everyday interactions
Environment	Not much point in learning walls at this stage as we will be moving at the end of the term
Engaging Whanau	Contact the parents who didn’t come to interviews.