Thursday, 26 February 2015
Wednesday, 25 February 2015
Friday, 20 February 2015
Charter Wordle
http://www.wordle.net/delete?index=8533164&d=XRSC
Strategic planning staff, students community challenging goals aspirations Parents, staff, whanau, students research schools goals strong vision foundation learning core set of values focus unique relationship family community effective learning Treaty of Waitangi Tikanga Maori Kapahaka Inspiring agency, creativity and excellence, Learning occurs anywhere, anyplace, anytime. Student voice is powerful –seek and respond to it. Learning is social. We can learn with and from others. Fun and enjoyment.
Educators as coaches.
Teaching should be strategic/responsive.
Formative practice.
Making learning relevant.
Student agency/being actively involved.
Blank page/blank screen philosophy (create).
An appreciative view.
High expectations and significant cognitive demand. Authentic project-based learning.
Making connections.
A strong grounding in literacy and numeracy.
A supportive learning environment, relationships and community.
Information communication technologies embedded. A broad curriculum.
Maori achieving success as Maori.
Be engaged, motivated, and eager to learn;
• Be informed and active participants of their own learning;
Develop a strong personal and cultural identity and healthy self-esteem, supported by home and school;
• Feel safe physically, emotionally and culturally;
• Have affirming relationships with teachers and be part of a supportive,
healthy peer culture;
• Develop positive ways of responding to learning and social challenges, be
respectful of differences and learn to resolve conflict constructively;
• Be capable of learning and experience learning as challenging, relevant,
meaningful, useful and stimulating;
• Take charge of their own learning and become independent learners;
• Have opportunities to experience and celebrate achievement and feel safe
about risking and experiencing failure as part of the ongoing process of
learning;
• Be able to share what they have learned and demonstrate social conscience.
Professional learning is directly focused on lifting student
achievement;
• Career pathways are supported and educators can deploy their
passions/strengths.
Strategic planning staff, students community challenging goals aspirations Parents, staff, whanau, students research schools goals strong vision foundation learning core set of values focus unique relationship family community effective learning Treaty of Waitangi Tikanga Maori Kapahaka Inspiring agency, creativity and excellence, Learning occurs anywhere, anyplace, anytime. Student voice is powerful –seek and respond to it. Learning is social. We can learn with and from others. Fun and enjoyment.
Educators as coaches.
Teaching should be strategic/responsive.
Formative practice.
Making learning relevant.
Student agency/being actively involved.
Blank page/blank screen philosophy (create).
An appreciative view.
High expectations and significant cognitive demand. Authentic project-based learning.
Making connections.
A strong grounding in literacy and numeracy.
A supportive learning environment, relationships and community.
Information communication technologies embedded. A broad curriculum.
Maori achieving success as Maori.
Be engaged, motivated, and eager to learn;
• Be informed and active participants of their own learning;
Develop a strong personal and cultural identity and healthy self-esteem, supported by home and school;
• Feel safe physically, emotionally and culturally;
• Have affirming relationships with teachers and be part of a supportive,
healthy peer culture;
• Develop positive ways of responding to learning and social challenges, be
respectful of differences and learn to resolve conflict constructively;
• Be capable of learning and experience learning as challenging, relevant,
meaningful, useful and stimulating;
• Take charge of their own learning and become independent learners;
• Have opportunities to experience and celebrate achievement and feel safe
about risking and experiencing failure as part of the ongoing process of
learning;
• Be able to share what they have learned and demonstrate social conscience.
Professional learning is directly focused on lifting student
achievement;
• Career pathways are supported and educators can deploy their
passions/strengths.
Tuesday, 17 February 2015
Monday, 16 February 2015
http://voice.adobe.com/v/GKYT_VB52WG
Created with Haiku Deck, presentation software that inspires
Voice
Created with Haiku Deck, presentation software that inspires
Friday, 14 November 2014
Coaching with Carol
please identify 3 ideas that you would like to consider further then compose one open ended question about one of your ideas.
Chapter 7 Let Silence do the heavy lifting.
1 Retreats:
2 1:1 Fresh air: How does walking and talking make a difference to quality conversations.
brain research, away from the environment, pauses more acceptable, leave everything else behind. Not attending to the fluff… Focused. Relaxed, mind given permission to wander, creativity floats to the surface. Alongside, less threatening, coaching, equal. Opportunity to think of what could be not what is.
3 How do we best find out the things we don’t really want to know?
People talk so they don’t have to listen….
4 How do we know if silence is consideration or boredom?
Participant puts the idea out. Others talk about what this sparks in their mind
Final speaking rights for the original poser.
Julz, How can we incorporate the reflective silence in our group meetings…
use carols quotes. what drives their pedagogy what is their knowledge
Define the rules of engagement incorporate silence. THINK pair share,
Adults to role model, have opportunities to practice.
Elly P227 What does she mean by tossing out the furniture and becoming a minimalist?
Keep it concise, succinct. Get rid of the baggage. What is the important stuff what is needed. Clear things our, create the space in your mind to think clearly. Maybe linked to getting outside and moving. Will silence allow us to get to the heart of the matter.
Fi P223 For fear of being though clueless you have …
How do you get your idea across and hope they buy into it?
Share an experience, leave time, ask thought provoking but leading question
relationships. research. big ideas take time become our ideas. be open to their ideas and change yourself. Credibility.
David Schools are unique with the multiplicity of relationships we have. What degree of our practice is influenced by the nature and intensity of our work as leaders. How do we allow techniques such as silence to develop in our practice.
We have to. Relationships require these skills. Being held account. Being aware. A forum to discuss, highlight and improve. Busyness is the enemy of relationship development. Permission to take time to reflect.
When you feel the need to prove something your feel the pressure and become frantic.
Quote: "Nothing effects the learning culture of an organisation more than the skill with which its leadership team receives feedback."
provides
partnership
seeks
pays attention notices acts on radar in tune
formal
awareness of relationships
There is a silent gallery watching your work all the time...
How has our school improved this year.
Change and challenge have been accepted as a positive and exciting part of our culture.
Mindset: Evolve rather than refine - revolution early adopters. transformational shifts
Status quo is not good enough, slowly getting stale. Children and Staff. (what about parents)
Teacher inquiry,
Improved rather than successful. improved makes us look back and compare. Success compartmentalise.
What will I take forward from today?
Revisit be present fight busyness to build relationships.
Chapter 7 Let Silence do the heavy lifting.
1 Retreats:
2 1:1 Fresh air: How does walking and talking make a difference to quality conversations.
brain research, away from the environment, pauses more acceptable, leave everything else behind. Not attending to the fluff… Focused. Relaxed, mind given permission to wander, creativity floats to the surface. Alongside, less threatening, coaching, equal. Opportunity to think of what could be not what is.
3 How do we best find out the things we don’t really want to know?
People talk so they don’t have to listen….
4 How do we know if silence is consideration or boredom?
Participant puts the idea out. Others talk about what this sparks in their mind
Final speaking rights for the original poser.
Julz, How can we incorporate the reflective silence in our group meetings…
use carols quotes. what drives their pedagogy what is their knowledge
Define the rules of engagement incorporate silence. THINK pair share,
Adults to role model, have opportunities to practice.
Elly P227 What does she mean by tossing out the furniture and becoming a minimalist?
Keep it concise, succinct. Get rid of the baggage. What is the important stuff what is needed. Clear things our, create the space in your mind to think clearly. Maybe linked to getting outside and moving. Will silence allow us to get to the heart of the matter.
Fi P223 For fear of being though clueless you have …
How do you get your idea across and hope they buy into it?
Share an experience, leave time, ask thought provoking but leading question
relationships. research. big ideas take time become our ideas. be open to their ideas and change yourself. Credibility.
David Schools are unique with the multiplicity of relationships we have. What degree of our practice is influenced by the nature and intensity of our work as leaders. How do we allow techniques such as silence to develop in our practice.
We have to. Relationships require these skills. Being held account. Being aware. A forum to discuss, highlight and improve. Busyness is the enemy of relationship development. Permission to take time to reflect.
When you feel the need to prove something your feel the pressure and become frantic.
Quote: "Nothing effects the learning culture of an organisation more than the skill with which its leadership team receives feedback."
provides
partnership
seeks
pays attention notices acts on radar in tune
formal
awareness of relationships
There is a silent gallery watching your work all the time...
How has our school improved this year.
Change and challenge have been accepted as a positive and exciting part of our culture.
Mindset: Evolve rather than refine - revolution early adopters. transformational shifts
Status quo is not good enough, slowly getting stale. Children and Staff. (what about parents)
Teacher inquiry,
Improved rather than successful. improved makes us look back and compare. Success compartmentalise.
What will I take forward from today?
Revisit be present fight busyness to build relationships.
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