Kia eke panuku 24th May

The use of the observation tool was followed up in PLD on tuesday 24th May.
We looked at this and used a video recording of KWi and LNi for the purpose of working towards completing an observation tool.
Questions arising were
1. What do we record- we need evidence not simply observations in general
2. The energy these take

The session was surprising in that not all staff follow instructions and found it difficult to get into groups and write. It was asked why we didn't do this as a full group. Reason is that we can differentiate in small group d and its the conversations that are richer in smaller groups.

We will follow up with the tick and the POWERFUL CONVERSATION leading to the shadow coaching

CR and RP Observation Tool

This is the collaborative result from unpacking the tool

	Sounds-looks-feels like, examples	FINAL KEY WORDS
WIG
Teacher is  talking to W- Whole class , I- Individual, G-Group
Transmission
Other	Anything that doesn’t fit below or if we are unsure	Teacher lead
Instructional	Teacher Dominated No  sharing power Teacher talking - giving instructions Teacher at the front - initial guidelines/content	Teacher Dominated Teacher Driven
Monitoring	doing the roll passive watching/anecdotal notes cruising the class teacher movement and asking questions giving one on one instruction group work strict observation, marking tests checking work	teacher low interaction scanning interaction
Feed-back Behaviour	Behaviour discussions - comments - 4 to 1 praise positive reinforcement stop that, that's good/that isn't marking tests stop clicking your pen	Teacher Driven re directing behaviour
Feed-forward Behaviour	Discussion/Expectations for next time - next steps positive reinforcement sit down, shut up .....over there encouraging good behaviour	Teacher Driven setting expectations
Dialogic
Cultural tool kit	greetings relationships Marae kit - displays on wall Date Use of basic maori words in teaching all positive relationship with all students in particular maori skills brought in from background/experience kit of knowledge about what teacher and student culturally bring to classes	Inclusive student driven
Feed-back Academic	Assessment Learning conversations when marking is done - conversation	student the focus and take responsibility of their own learning assessment
Feed-forward Academic	where to next - date student books what's next? get a ......pen DJ Goal setting	student driven next steps
Co construction	working together collaboratively planning - learning experiences Shared direction from shared understanding	student driven working together
Relationships
Belief in and care for Maori learners Manaatitanga	Manaatitanga Ako knowing names, ID Maori, pronunciation including knowing parallel cultural.....different approach kinesthetic learning knowing your students
High Expectations for Maori learners and their learning Mana-motuhake	All in together Need to push and expose them to role modelling pushing students - have belief in students	Resilience empathy
Well managed learning context, focussed on learning whakapiringatanga	Planning (classroom - department) Learning styles and focus groups Students know what they are doing and that it is relevant to them planning around curriculum	planning
Effective teaching strategies to promote learning ako	Think Pair Shared/Group Best evidence Group work.  Positive praise for learning steps awareness of barriers heart beat monitor ..................M.......
Evidenced based learning whakataunaki	Assessment/ data / proof teaching based around curriculum
Accelerating improvement for Maori learners Whai pikinga	challenging new learning co constructive learning