Appraisal 2016

2016 - Term 2 Observation and Feedback [Lea Anne]

Observer: KG   RS   CH   ES Writing

Year(s): 2 Room: A Date (Time):10/05/2016     (9:30am)

The following sections are set with observer and observee in focus discussion prior to observation

Goals: - set with observer and observee in focus discussion prior to observation

(Highlight focus for observation)

#4: demonstrate commitment to ongoing professional learning and development of personal professional practice	To develop, through PRT mentoring and PLD, routines and activities that allow students to work independently when the teacher is working with instructional / target groups (T1 Observation)
#6: conceptualise, plan and implement an appropriate learning programme	To ensure my planning explicitly shows the correct learning progressions of target students
#11: analyse and appropriately use assessment information, which has been gathered formally and informally	Use all assessments to make accurate OTJ about needs of students, particularly those noted as target students

NEXT STEPS FROM PREVIOUS OBSERVATION - Term 1 Slow down, teach one routine per lesson Visual aids - group names and rotation order Motivating language for all activities Wait time - using the shaker for attention

FOCUS DISCUSSION NOTES What do you want me to observe? What do you think I will see? Is there anyone or anything that you want me to pay particular attention to? Is there anything you need to give me a ‘heads up’ on before we start? Appropriate activities suitable for individual learning progression including follow up activities after instruction.  Students are attempting to spell harder words and underlining attempts. Lots of peer discussions.  Structured movement sourcing visual cues to support their learning.  Engagement in discussions.  Class following rotation activities and order.  Use of modelling book in group instructions. Engagement of activities for Mathias, Trinity, Shaun & Cyrus (independence).  Confident writers to produce quality writing (proofread and edit) - Ava, Logan, Renee & Hayley.  Positive, explicit praise for students.  Students know what they need to do to be successful (SC). Ignoring strategies while working with instructional group - Routines are set to follow.  Direct, short instructions for different students.  LH is not in class on Monday - possible class disruption.

Group members:

Group 1:  Cyrus, Shaun, Trinity, Brock, Mathias, Jonny

Group 2:  Ava, Logan, Corey, Renee, Hayley

Group 3:  Antonia, Rose, Ruby, Nick, Jay

Group 4:  Anaru, Lucan, Kaelyn, TK, Envy

Learning Intention (WALT) Basis:	Success Criteria
Use describing words in our writing.

KEY: EVIDENCE OF TEACHER EFFECTIVENESS Explicit Teaching, Learning Intentions, Links to Prior Knowledge (PK) Teacher Interaction (TI), Catering for Diverse Needs (Div) DAT’s - Modelling (M),  Prompting (Pr), Questioning (Q), Feedback (F), Telling (T), Explaining (Ex), Directing (D), Integrating strategies (IS)

Combined Observation Notes

Whole class modelling using the whiteboard asked children to describe a small piece of wall paper.  All students have their own piece of wall paper M Acceptance of students answers.  Children put their hands up to answer.  Some students calling out Writing words on the whiteboard Moved photos of boys off the board who were disruptive What do you think it is made of? TI All students answer at once when teacher asks question. ”Cardboard and paper” 4 3 2 - one child answers others talking One more who hasn’t had a turn Corey - I haven’t had a turn T - It’s because you were calling out. Corey - you need to come over here Trinity could you not break it apart T - Mathias, last warning T reads out students responses from the word bank the students developed TK ...there is no blood in trees but there is T-You’re getting very close young man. TI Starts with ‘s’ and rhymes with map Not sap. Good try though Ignore chn calling out I don’t like people who are calling out, Nanny weaves flax poem.  Class recited poem. T - Awesome PK T - We are going to get started. Hands up who can tell me what a sentence starter is that we can use. Sorry Ruby I can’t hear.  Whats a sentence started Ruby.   Moves a photo on the white board Modelled writing the sentence created by students “I can see blue”.  Underlined c for see M Chn calling out How do we spell black?  Writes students responses.  Does this look like black.  Students call out responses TI How do we spell flax. Chn call out response. What is our WALT.  Pointing and chn read from the board.  We are using describing words in our writing LI and M How do we know we have done it right?  (Success criteria) Sound the words out Write on the line Finger spaces Miss a line Full stops Capital letters Put a line when we don’t know it Sound it out using our ______ (letter cards-students) TK  wanted to hand back his piece of paper. T - Hold on to it because it might help you with some words. Chn move to activities.  Letter books ‘E’, Handwriting books. Called for people that T is working with Students move to rotation with their group (Visual aid in the front of the room) Corey- what am I doing T-go away look at the board. Corey - Whaea, where’s the board? Instructional group_ Feel your paper - modelled putting it on cheek, Does it smell like flax.  Q Mathias- smells like ?    T - I don’t think anyone else thinks it is funny Soft- how do we spell soft - help him out, what else can you see on your letter card. TI Brock - It’s made out of flax. T - it’s made out of flax but we are writing our words down. Kaelyn ----? Go away.   What other words can you describe it - T writing down words that students give Q and M Mathias - It smells old. We already have old Handed out books.  What do we have to do first. T- how can we make an interesting start.  I think it is cool PR The paper is … Mathias - old Where is you letter card (Jonny) Where are your going Brock ----  To get a pencil. High five Shaun. T - did you do that by yourself? Good writing there Cyrus need to be more explicit e.g. I like the way used the word???? - connects to the WALT It’s - i t What letters can you hear in old. Q Come on Trinity you are being lazy. The paper is old (what else?).  What happens at the end of your sentence. Full stop.  PR Good boy. Checking everyone writing sounding out letters referring to letter cards. Look for fl for flower.  What are those letters? You are doing a really good job Cyrus.   T - Awesome you are trying (Jonny).  What do we do when we are trying to spell? Put a line Of - Remember we did that in our spelling yesterday PK Read what group has written. Mathias - Is this think? I think the old. Does this make sense. M - I think the paper is old. Shaun moved to whiteboard writing sentences. Quickly I need to see the next group. Brock - that’s close aye T - very close.TI  I’m finished aye. High five. T- what do you do next. Go and have a look and see where you are on the chart. Trinity trying to sound out his sentence and write it. I like the colour Moved to focus on Cyrus to finish his sentence. Checked Trinity’s words in the story. Reading what he wrote and finished his writing. Checked other group activities Ipad groups engaged and quiet in various positions around the room Kaelyn writing a popcorn list. Anaru doing words.  Rose putting words on the ground, putting different coloured words on top of each other in a pile Corey holding his sweat shirt roaming around - looking at whiteboard in front of the room.  Moves to Nick and TK then back to Rose at the front of the room.  Standing behind the whiteboard looking around the class.  Moves back to in front of the whiteboard.  Moved to Lucan What-----.  Moved back to floor pulling books out of the box and returning them.  Standing in front of the whiteboard.   T-Corey why are you roaming around doing nothing.  What are you supposed to be doing - Corey points to the task board.  Returns to front of the whiteboard looking at it.  Sits with Rose. Handwriting tasks - students completing independently in handwriting book Antonia. Groups doing e worksheet Ipad - 3 doing colouring app Lucan, Hayley, Ruby-Pearl, 1 doing Maths app(Logan), 1 doing blends-sight words app(Envy) Shaun writing on the whiteboard at back of the room - Words.   Rubbed off and drawing a picture TK watching Logan on the ipad, Nick working on his e sheet Renee checked the visual board to see next activity Nick shows T completed work -T go to the next activity Mathias completed activity and moved to handwriting task Shaker - Good girl Renee, Nick.  You need to tidy up your activity and move to the next one. Called out next group TK knocked over word cups that Rose was stacking up T-Good boy Cyrus you did an awesome job today Group moved to table

RESOURCES USED - LEARNING ENVIRONMENT

EVIDENCE OF STUDENT ENGAGEMENT

PROMPTS FOR REFLECTION:   Why you chose to do this lesson? I chose this lesson because I find that the students are able to identify with what they can see, feel immediately in front of them.  Through this, I am trying to tap into what their existing knowledge is, and then work on from what it is that they know.  As a majority of my class are target writing, I think they need to start from the beginning (their prior knowledge) and work on from there.  There are some students who find it a real struggle to actually write something down, they have their good days, and they have days where they have no interest at all.  Hence the reason why this lesson was chosen.  They had something in their hands to touch, smell, and other senses to provoke ideas. How did the lesson go? This lesson could have been a whole lot better, but it also could have gone a whole lot worse too.  In reality, the whole class had an off day.  The main thing is, that the students learned how to write at least one describing sentence.  I am also thankful to those who stayed on task throughout the session. What things worked for the children? Working with the children is what I find that works for them.  The only thing is that they have no desire to end their sessions with each group.  If they had their way, I would sit with them for an hour each session.  In reality though, they also realise that there are others in the class that need help and guidance.  I find that starting off as a group/whole class works really well for each of them.  The working together in a brainstorm of ideas works as well but it also hinders others imagination and independence.  Ensuring that their learning tools are ready helps avoid the distractions. What have I learnt about these students? From my point of view I think there are a lot of weaknesses in the writing.  There is a wide range of writing skills within this class, from independent writers through to writers who need constant 1-1, to ensure that something gets done. What are my next steps? Working on my SC, and make sure that it fits in with the WALT.  Use more encouragement/positive words for the students.  Need to work on more word work, eg: high frequency words, especially with higher target writers.  Find something (not sure what it is yet) that works for myself as well as the students with needs.

The following sections are shared between the observer and observee during the feedback session.

APPRAISERS’ FEEDBACK / QUESTIONS FROM OBSERVATION Peer discussions- were you expecting these to happen during instructional group time or during rotational group work.  Did you feel these discussions were what you hoped for  On this particular day it did not happen Visual cue board on the wall - most followed the rotation - Do all students understand it?  Great to see this being used by  most Engagement in non instructional activities, were you happy with how the students are working one rotation on ground not understood making piles, Modelling book used for instructional group Success criteria to match the WALT

APPRAISEE’S NEXT STEPS (Based on evidence from the teaching observation, and student achievement data) (what might I notice and look for in the next observation - Terms 3 and 4) Clear Success Criteria that is linked to the WALT Groups independent in meaning activities Lowest group to have 2-3 in group number STRATEGIES I WILL TRIAL, DEVELOP AND IMPLEMENT (in my teaching to meet student needs, linked to my focus)

SUPPORT I NEED TO ACHIEVE MY GOALS (e.g. feedback on my teaching, coaching, reading, resources, focussed observations of others) Suggested to observe Nat in Reading and Writing with the focus of buddy groupings and activities during rotation Discussion with Marie on how she motivates Room A Target students during the extra support given to them and how she knows what to teach them. Team meetings to focus on Writing PLD Pam Sanderson to observe Lea Anne’s writing session

EVIDENCE OF IMPROVED ACHIEVEMENT / IMPACT OF MY TEACHING ON STUDENT LEARNING #6. conceptualise, plan and implement an appropriate learning programme #7. promote a collaborative, inclusive and supportive learning environment #8. demonstrate in practice their knowledge and understanding of how ākonga learn

Professional Learning Goals 2016

#4: demonstrate commitment to ongoing professional learning and development of personal professional practice	To develop, through PRT mentoring and PLD, routines and activities that allow students to work independently when the teacher is working with instructional / target groups
#6: conceptualise, plan and implement an appropriate learning programme	To ensure my planning explicitly shows the correct learning progressions of target students
#11: analyse and appropriately use assessment information, which has been gathered formally and informally	Use all assessments to make accurate OTJ about needs of students, particularly those noted as target students

2016 - Term 1 Observation and Feedback [Lea Anne]

Observer: KG   RS   CH   ES

Year(s): 2 Room: A Date (Time):16/02/2016     (12:10pm)

The following sections are set with observer and observee in focus discussion prior to observation

Goals: - set with observer and observee in focus discussion prior to observation

(Highlight focus for observation)

#4: demonstrate commitment to ongoing professional learning and development of personal professional practice	To develop, through PRT mentoring and PLD, routines and activities that allow students to work independently when the teacher is working with instructional / target groups
#6: conceptualise, plan and implement an appropriate learning programme	To ensure my planning explicitly shows the correct learning progressions of target students
#11: analyse and appropriately use assessment information, which has been gathered formally and informally	Use all assessments to make accurate OTJ about needs of students, particularly those noted as target students

FOCUS DISCUSSION NOTES What do you want me to observe? What do you think I will see? Is there anyone or anything that you want me to pay particular attention to? Is there anything you need to give me a ‘heads up’ on before we start? WRITING Are there enough activities for the students to work independently? Are they the right level and relevant?  Are they motivating?   Will see a lot of classroom management.  See variance of independence.  Explicit teaching of rotation activities (whole class) which will lead to independence and small group rotations while the teacher is works instructionally with the group.  Followed with class practising in four groups.  Secret door follow-up. Normally about five activities - HF words, Observe Shaun’s engagement, pen grip and they way the teacher re-directs. Nick and Logan seated apart.  When/Then with Mathias

Group members:

Learning Intention (WALT) Basis:	Success Criteria

KEY: EVIDENCE OF TEACHER EFFECTIVENESS Explicit Teaching, Learning Intentions, Links to Prior Knowledge (PK) Teacher Interaction (TI), Catering for Diverse Needs (Div) DAT’s - Modelling (M),  Prompting (Pr), Questioning (Q), Feedback (F), Telling (T), Explaining (Ex), Directing (D), Integrating strategies (IS)

Combined Observation Notes

Whole class sitting in a circle on the mat with a laminated word.  Each child had a whiteboard marker and were copying over the word. Anaru and Mathias - Do you need to be separated?  Checking with chn finished writing their words TI Sitting up pens on Who’s listening - scanning chn are on task Mathias do you want to stay on the awesome board.D Yes Well make the right decisions Positive reinforcement for students modelling expected behaviour. TI Logan still writing.  Positive praise for finger spacing F Moved Mythias distracting others. Foot shaped laminated letters.  T held the foot up and students called out the word.  The foot was given to the children until all children had a foot TI/M? Chn calling out HF words when shown. Gave Nick a chance to guess word, couldn’t see. Explained that when frequency words are on rotation that it is the feet. Waiting for children to listen to instructions. When we say high frequency words….??? Waiting for Kaelyn, Hayley.   I like the way … is sitting.   Logan, TK Logan TK.  Reminders to stay on task Told the class the groups. Asked chn what happens at the writing table PK What do we do on the writing table? PR Group 3 - lucky ones.  When we go on the ipads do we go on the mat? MOT …. Group name given. Mathias jumped up. Group 4, names…. When Whaea rings the ding dong, what do we do.  TI We are aiming for 2 rotations.  LI  After the students left, the feet were being handed back.  Kaelin do you know what you are doing Checked with the chn what apps you can go on it with reading rotation.PR Reminded class what happens when the bell rings for end of rotation. Waiting for Group 4 to be on the mat. Awesome Mathias you are doing the right thing TI I see Logan, Renee and Envy down here, where is the rest of the group. Do we lie down to do our writing 5 4 its in here 3 Renee where is your story writing book, Antonia Renee where is your story writing book Chn on the iPad using sound. Reminded Anaru that rubbers are not to be used in their handwriting.  No rubbers x3.  Take it back, Trinity its over here.   Girls on iPad asked to turn the sound down. Looked at the chns writing and asked if the writing is acceptable. Turn the page and asked how swimming was today.  Knocking on the desk to tell group too noisy.  Asked that the ipads get turned down. Pointed at books.  Is it acceptable.  No.  So why are you writing like this.   How was swimming today?  How was the ice blocks on Friday.  Do you want to write about your story. PK Okay write about Nachos Have a look at your writing, we need to do more than that you should know. I want you to write one sentence. When we are writing, what do we need? What do we need if we want to sound out a word. Modelled writing on little whiteboard.  This is how I like the writing. M I went (how do you spell ‘went’) Modelled finger spaces. M  Do you see how Whaea’ letters are all the same.  I want to see you do that writing today.  Only write one sentence. Scanned the room checking for others on task. Nick - I went to the town pools. Gave approval and Nick started writing using finger spacing and sounding out words. TI TK - town pools.  Supported sounding out ‘t-o-w-n’. Rang the bell.  Chn put hands on your head.  Started giving instructions, had to stop for Nick and Logan (not listening).  Chn started cleaning up. Waiting for the next group to come to the mat. Checking that chn are doing next task. Positive praise for Logan, Nick, Rose.  Straight into their handwriting. LI Had to clap hands to get Corey back to focus.   Chn on the mat with Lea Anne doing their handwriting.  Nick was told that he could be getting his pen licence.  Mathias and Hayley asked what a pen licence is. Checked chn’s handwriting and gave feedback. Nice TI Scanning chn on the mat. Marking handwriting.

RESOURCES USED - LEARNING ENVIRONMENT Rotation activities - feet, ipads, handwriting sheets, high frequency words

EVIDENCE OF STUDENT ENGAGEMENT students responding to questions, different activities enough for groups

PROMPTS FOR REFLECTION:   Why you chose to do this lesson? Writing is my main goal for PD this year.  Although I did do some writing groups last year, it is certainly different this year.  I wanted to establish a stable writing programme in my class, and I know that I need some guidance for it.  I felt that doing this lesson, I will be able to see what needs to be done, while I am working with groups for writing.  I find myself spending more time on management at the moment, and making sure that students are staying on-task. How did the lesson go? I felt that the lesson went not too bad considering the children are still settling into an established and stable routine for their rotations.  I know it can be better, and it is taking a really long time, but I will persevere with it and stick to my guns with what needs to be done, in order to have a really successful year.  There are still some things that need to be practiced, but we will get there. What things worked for the children? I find that modelling and working as a whole class for a majority of the rotation activities are working.  I found this to be successful, and just need to concentrate on one thing at a time, rather than placing time constraints on myself to get it done in a certain time. What have I learnt about these students? What I have learned about most of these students, is that they are all capable of doing the tasks set out, when they know and understanding properly what it is they are to be doing, and where to move to next.  I also realise that some have had no set routine.  At the end of the year I want them to be able to be independent workers, know what they are supposed to be doing, and where to go once they have complete required tasks. What are my next steps? My next steps at this stage is to keep going with the modelling of what our routines are, and what the children are required to do.  This is so they can become independent learners, and I am able to work with groups.

The following sections are shared between the observer and observee during the feedback session.

APPRAISERS’ FEEDBACK / QUESTIONS FROM OBSERVATION How does the ‘Awesome Board / Secret Door’ work? Management strategy, names on board at the end of the day receive a prize. Secret door - writing prompt Maybe use headphones with the iPads.

APPRAISEE’S NEXT STEPS (Based on evidence from the teaching observation, and student achievement data) (what might I notice and look for in the next observation - Terms 2, 3 and 4) STRATEGIES I WILL TRIAL, DEVELOP AND IMPLEMENT (in my teaching to meet student needs, linked to my focus) Slow down, teach one routine per lesson Visual aids - group names and rotation order Motivating language for all activities Wait time - using the shaker for attention

SUPPORT I NEED TO ACHIEVE MY GOALS (e.g. feedback on my teaching, coaching, reading, resources, focussed observations of others) head phones for ipads Visual aids

EVIDENCE OF IMPROVED ACHIEVEMENT / IMPACT OF MY TEACHING ON STUDENT LEARNING RTC 4 - iDENTIFIED LEARNING GOALS BASED ON OBSERVATIONS RTC 6 -  PLANNING AND IMPLEMENTING RELEVANT PROGRAMMES TO PRACTISE IDENTIFIED SKILLS RTC 8 - PROVIDE OPPORTUNITIES FOR STUDENTS TO PRACTISE AND APPLY NEW LEARNING RTC 12 - RESPOND PROFESSIONALLY TO FEEDBACK FROM MEMBERS OF THEIR LEARNING COMMUNITY Tēnā koe Lea Anne,  Thank you for the honest reflection on your lesson, it is a quality that will help you grow as a teacher.  It was a pleasure to hear your feedback today.  Rikki