Professional Growth Cycle- How the system of appraisals has changed

 What we are really good at already 

Working in a dynamic context 

Professional Growth Cycle 

Developing leadership in teachers 

Personalised professional learning 

Not expected to access professional development

Appraisal to professional growth 

Evidence that is naturally occurring 

6 Elements 

You and your teachers, what do you know have helped your teachers? What difference were made  for learners?

 

New thinking, innovations and solutions 

Discuss and receive feedback 

Amount of the observations are not prescribed 

 Collecting naturally occurring evidence 

System to support new learning 

Empower colleague to do observations 

Professional growth cycle is Everyday teaching practice 

Foster collaborative learning 

Understanding standards, Paerewa 

Important page to visit 

Meaningful literacy and maths experiences in play

 Knowing the child,  group setting, feeling insecure about reading in front of others 

The layout of the classroom: where you put your toys and equipment 

Routines/Setting up your space 

The little living world 

Animals, dinosaurs›, dollies

Imagine and create your world 

Placemats, cushion covers, books about specific learning 

Mix and pour places 

Maths 

Carparks 

Tidying up in a mathematical way (tall blocks, short, shapes) 

Baskets of maths 

Number candles 

Little ideas

Number of the day

Child’s wonderings 

Mat time- fun and exciting, taking mat time to places that are the children’s interests 

Literacy 

Children’s drawings and linking to the curriculum (English) 

Arts and literacy are married in some way 

Using loose parts 

Purpose/Audience/organisation/language 

Music and Dance 

Music is a language itself. 

When you compare singing and reading, there is not much difference 

Dancing-gross and fine motor skills 

Dramatic play area 

Loose fabric 

Sunglasses

Headbands

Baskets

Shoes 

Accessaries 

Stepping into the story 

Tiger who came to tea 

Range of writing tools, thick crayons, chalk, stamps, large paintbrushes 

Envelopes, large pieces of paper, whiteboards 

Play Therapy

 Empowering the child, and the child will have some strategies 

A method of helping children with behaviour and emotional problems to help themselves. 

Play is the child’s natural medium of self expression.

Therapeutic 

Goodman’s strengths and difficulties questionnaire 

Retest at 8 weeks, and review and what the next steps are. 

Pro social scores go up 

45 minutes 

5 minutes left (visuals) 

1 minute left and 10 seconds (what were the urgencies before finishing?) 

Social coaching in a group as well 

Picture books 

The colour monster 

Hay warrior 

Let it go 

Relaxations 

Finger breathing: Slow controlled breath 

Straw and water in a glass 

Area of the toolkit 

Puppets 

Different types of puppets, animals, people 

How do we find play therapists? 

Longworth Education Conference: Teaching literacy through play

 Developing literacy through play: creating invitations and story tables by Linda Cheer 

Giving our time, slowing things down, take the time to have fun 

Joyful Reading/writing 

Social learning theory

Not about how we teach, but how we learn 

Constructing from inside 

What knowledge does the child already have that we can build upon 

They are not recipients of knowledge 

Literacy teaching is more than just doing group teaching. 

Shared reading

Shared writing 

More time on developing their oral language 

Gift language and facilitate new experiences 

Signs: go, stop, arrows 

Clipboards and pens 

Whiteboards 

Writing tools and loose parts 

Vocab cards 

Reading to myself 

Talking about pictures and sharing their experiences 

Writing in shaving cream 

Paintbrushes and water 

3B1 notebooks 

Dramatic play in the classroom 

Story tables with different things with a picture book. 

Koala would couldn’t 

The tunnel by Anthony Browne 

You can do it Bert 

Stuck 

Longworth Education Conference: Encouraging the potential of our tauira

 Encouraging the potential of our tauira by Tammy Nepata-Gibbs 

Whare waanaga 

A book called Decolonising maori myths 

Thinking about classroom set up 

Our ways of doing things are the way we need to teach our children 

Multiple intelligences 

Children bringing their gifts to the classroom

Ariki as enablers 

Children were chosen to go to a specific whare 

Knowing what urges are in play 

Skills that we see in our children 

Build on the skills that they already show 

Seeing children of what the children can do 

Observe and build on the skills -appreciative view 

Pūwaiwaha of the classroom 

Multiple pūwaiwaha opportunities 

Think of open ended abilities throughout the curriculum areas 

The single answer to creating multiple ways 

What is my song? Dennis Linn 

Hangarau Technology for children in all aspects 

So many other ways to carry our knowledge, our arts to communicate 

Tukutuku

Moko

Tāmoko 

Kowhaiwhai 

Karakia 

Waiata 

Opportunities to use resources that they can use and manipulate 

Te reo Māori/Tikanga Māori 

Gift them language while they do what they love 

Feeding them the language 

Commenting on what they are doing 

Using te reo through play 

They have a place, purpose 

Teaching Tikanga through play 

Tiaki te mahunga. Look after the head. 

Corrections of Tikanga 

The purpose of knowledge is to pass it on 

You give knowledge and take knowledge 

Longworth Education Conference: Transition to school

 Transition to School by Jill Skkjottrup

Links between Te Whaariki and NZ curriculum 

Constructivism 

Social and cultural experiences, children develop their knowledge through experiences 

Importance of relationships 

Relationship with the teacher, whanau, peers 

Knowing the child and getting to know the family 

Emotional security between a teacher and the children affects how the children play  

A sense of belonging 

How do we know that the child is the heart of the matter? 

P42 NZ curriculum - intended link between the curriculum and Te Whaariki 

Linking to Level 1 

This is why we are doing it, we know that there is a smooth link between the two curriculums. 

Are you a ready school? 

Find out about the learner 

What the learner brings to the environment 

Environment as the 3rd teacher 

The child is the first teacher, being creative, experimenting 

Being ready for the child 

Sheets, ropes, and pegs 

Piaget theory- developmental stages 

Natural resources 

Foster imagination 

Three Ps 

Play, Pocket, Planet 

Do they connect to nature in the environment? 

It is the process that is important not the product 

Do children have access to the equipment? 

Outside environment 

Woodwork table, water trough on the deck 

How often do you allow your children outside? 

What are the barriers at your school and how can you overcome them? 

Why do some students find transitions so difficult? 

Longworth Education conference: Ready 4 Learning presentation

 Presented by Andrea Ford and Carolynn Masson 

Ready for Learning 

Key foundation skills necessary 

Hearing

Speaking

Seeing 

Print 

Moving 

Key Competencies 

Developing Automaticity 

So not taking up any space in their brain 

 Cognitive overload can happen when children have not developed automaticity in their foundation skills 

Moving

Fine motor skills 

Lots of opportunities- playdough, ripping

Gross motor skills-crossing midline, jumping, balancing, skipping, hopping 

Balance- core stability- important for learning 

Crossing Midline- zip up school bags, putting shoes on 

Tripod hold 

Palmar grip 

Deliberately teach how to hold a pencil 

Change before 7 to hold a pencil otherwise it will be permanent 

Crossing midline activities- drawing figure 8 with one hand, obstacle course, hopscotch, playing at the playground, cutting with scissors, threading 

Speaking 

Modeling by a child who has good oral language 

Feeding the language that the children need when talking 

Learning through a play environment provides great opportunities to develop oral language 

Refer to the book 

Hearing 

Being able to hear environmental sounds around them is important before learning phonics 

Rhyming, hearing the rhythm, being read to in the classroom and home 

Working memory 

3 instructions and being able to follow them 

Movement video-Go noodles, Picking up objects, naming them, rhyming activities

Seeing 

Visual discriminations - being able to discriminate visuals

Visual memory- hold an image and know what the difference is  

What the children can discriminate or not 

Puzzles, dominos, matching objects, making patterns 

Print 

How often we expose print to the children 

Concepts of print-explicit teaching- reading to the children, children were understanding the importance of this 

Read and feed - reading while the children are eating 

Connecting to key competencies-- teaching sharing, kindness, eye spy 

NZ Key Competencies 

Managing self and Relating to others