Roles of a teacher/leader

My Role as a Teacher:

1. In my own classroom ( or in a  previous learning environment) what did I used to do that I still do:

       Work alongside akonga in groups- spending the majority of the time roaming

2. What have I had to stop doing?

       flexibility with timetable- time management.

3. What have I had to adapt?

      being in an office, working at school rather than home

4. What new practices have I had to start?

The Role of a Leader in a Collaborative Environment:

1. What does the phrase collective responsibility mean to me?

    A group all actively  supporting , driving the same goal/vision- collaborative practice.

2. Where do I think my responsibility starts and ends?

   Actively involved no start & end.

3. What about the responsibilities of our leaders?

   
   Grow leadership & listen - actively involved - model

All can change in a week

This blog has sat as a draft for the last 10+ weeks- and as I reflect on it now 10+ days later I finish it to publish it. A real change in our ākonga yet I wonder if in our kaiako to the same degree.

It began week 5, term 3;
This blog is no doubt very different to the reflective post I typed in my head on Monday, Tuesday or Wednesday this week. When I felt like I was struggling with the high teacher ratio,  lack of quality inquiry products and the stress of the impending celebration of learning and the feeling of babysitting. It would of focussed on the annoyance I was feeling of the frustration at a lack of team work and instead perceived selfishness. It would of questioned how we can teach with  80+ kids and 2 teachers.  Drawing me to buying my first bottle of wine in a month to destress!!

                     

Instead calmly I sit here on Friday focussed on both perseverance, trust, success and collaboration.
Our first exhibition of learning was a huge success because of the perseverance (stubborness) of Jono.
He stood strong against lots of comments from his kaiako that 'we' weren't ready. But wow- the 2 days leading up to the day I offered a mai time for inquiry time and had a big sign up. The day of the exhibition some ākonga continued to work through  their morning tea without any kaiako assistance.

The success of the exhibition also occured with the timely visit by a group of Principals and senior leaders through the Grow Waitaha; an authentic audience.

Teacher as Inquiry-Choice- Making our choice - observation

Here is an observation I was able to capture when we chose our second kaupapa for 2018.

These could be my case study for change. These learners were in my original puna ako data too.

Our influence-


kaupapa responses

Teacher as inquiry: Choice survey

• SURVEY my Puna ako group:

INITIAL DATA:   (Google form- link existing spreadsheet

Teacher as inquiry: Developing my thinking further

My initial thoughts were Choice...
How can I inquire further?

Teacher as inquiry: 2018

Teaching as Inquiry 2018 Planning Template-Navigating & Planning to Explore and Discover

Personal Details: (Name, Hapori, TAI Leader)	Janine Brown Kōrepo TAI Leader
What direction your inquiry might take? (themes/sub themes/topics)	Exploring CHOICE in learning How CHOICE impacts our akōnga’s learning? How do our akōnga choose in relation to their learning? How much impact do kaiako/ peers have in our akōnga in making their choice? How can we better support our akōnga in making their choices (in learning)? Are our akōnga ready/ able to make the right choices for their learning?
Why you think this is a good TAI for you? (kaiako focus)	In Kōrepo we expect our akōnga to choose….. Groups, kaupapa, behaviours. I am a huge advocate for this!
What you are looking to improve in ākonga achievement/success through this TAI? (ākonga focus)	That akōnga make informed choices for their personalised learning plans.
How do you know that aspect of achievement/success needs improving? (what is your evidence)	Students are making choices influenced by peers which can cause some negative behaviours: roaming, disengagement,
How are you contributing to the current situation? What is your hunch about it?
What new learning do you think you need to engage in in order to develop this?’ Teacher learning must be connected to identified learner needs.	Linc_ed- using the PLPs effectively- this is a role in our puna ako groupings
In what new ways might I plan teaching and learning opportunities aimed at achieving the outcomes prioritised in this inquiry.	By looking at the bigger picture- why choice? What influences choice in general- what can we learn?
Possible Timeline of new learning and new teaching opportunities	At least 6 months minimum- to monitor change in akōnga