Developing Math Inquiry Communities

Our Teacher Only Day during the holidays was dedicated to professional development on 'Developing Math Inquiry Communities' (DMIC).  Our hosts for the meeting were Gene, Don and Frank, facilitators of the culturally-tailored inquiry based maths approach developed by Roberta (Bobbie) Hunter from Massey University.  It was a full staff meeting approach, ensuring a 'shared understanding' of the ethos of the programme across the school. 

The greatest motivation or reason for this math focus is the recognition that maths is an area for development across our school.  Over the years, we have received PLD in maths with a variety of facilitators with a variety of messages.  The results of which have been underwhelming, almost disappointing. 
As a leader across the school I have pondered the effectiveness of the delivery of the PLD and also the response by staff involved.  In delivery I heard mixed messages, and confusion reigned over what to and what not to teach.  In response I sensed possible deficit thinking and frustration from some staff who believed our students were unable to cope with the change in lesson structure and application.  In this case I considered whether or not some staff could be reluctant to reflect on their own practice and resistant to changing their own pedagogy. 
 In addition to this it was imperative I personally reflect on how the leadership team supported the PLD facilitators and staff through the process and in conclusion to this I noted my own areas for thought.  Firstly, expectations on staff with consideration to overload.  We all know that teachers already have a lions share of paperwork to contend with in the name of accountability, but when PLD involves add-ons without anything taken away, it can be a cause anxiety and frustration for staff.  Consideration of added workload needs to be taken in advance of PLD on offer.  Secondly, leading from the front by being fully involved, acknowledging teachers opinions or concerns and working through them with respect to how they feel is important.  Having a staff who are reflective and pedagogically aware is a work in progress and each staff member is at a different place in their own development.  Building confidence in their abilities to make changes is key and ensuring they are on board with and have a shared understanding of what's involved is important.

The main thing I wish to get out of this PLD is an increase in my knowledge and understanding of oral language acquisition through maths inquiry and to develop skills around the facilitation of problem solving in maths.  I was excited by the modelling session we had with the facilitators.  Having been in the job for so many years, my role of as a teacher is ingrained in me, so seeing and listening to what we did on Friday both scared me and inspired me.  The shift in pedagogy for me is huge, stepping back, fully relinquishing control to students in their learning goes against the grain to a certain extent and there is still a lot of grey for me work through.  However, I'm hoping that through participating from the front with staff, I will gain skills in maths that will allow me to support and guide staff as well as accelerate student achievement across our school.

So what...next?  I would like to work with staff through observation, both of me and of them, to identify my areas of strength and areas of development.  I hope to utilize time in classrooms to work with students, practice talk moves and the 'assessment for learning' pedagogy that is prevalent through DMIC.  I will be self reflecting and seeking feedback from colleagues across the school, which is both exciting and daunting at the same time.  I realise that I will be opening myself up to criticism but am prepared to seek feedback as a professional leader and a learner within a learning community...which is what it really is all about!

SPRING into Professional Development - A learning process.

In term 4 last year, myself and four teacher aides embarked on training for the "SPRING into Maths" programme. After reflecting on our in-school remedial programmes with our TAs, we identified the need for further training and the tightening up of our STEPS (Literacy) and SPRING (Numeracy) programmes to improve the academic achievement of students who struggle in reading and maths. We unpacked the barriers impacting the programmes and among those identified were; attendance, consistency of application, lack of a shared understanding, an 'add on' attitude from teachers and a disconnect between the programmes and the classroom programme.

A decision was made to address the identified barriers through a variety of approaches. Focusing firstly on the SPRING into Maths programme, the TAs and myself (as the supporting staff/SENCO member) attended 3 SPRING training workshops at the RTLB hub in Royal Oak.   Prior to the commencement of Term 1, two RTLBs ran presentations on the purpose and expected outcomes  of STEPS and SPRING to our staff on teacher only day. The purpose for the workshop was to introduce the to staff the connections between how the programmes can work within their own in-class programmes. Providing not just an 'add on' but an integration of STEPS and SPRING within the context of our reading and maths curriculum.

We have been fortunate to make our learning into a 'project' with two very supportive RTLBs, one who lead the workshops we attended (Druinie Perera) and the other our RTLB liason person (Dianne Ley). Before we started, myself and the TAs had a day workshop ourselves, reviewing our learning from the previous RTLB training. We created documentation to identify barriers and ways we could nullify impact such as attendance checks lists, tracking catch-up sessions and looking ahead to events across the school which would cause interruption to the programme. We then went through the assessment tools and reviewed the administering of it. I modeled the tools on four students, with TAs observing closely, providing opportunity for on the spot questions and clarification. Following their observations of me, the TAs then paired up and carried out observations of each other, advising, questioning and supporting. Once assessment was complete we had a meeting with our RTLB SPRING team focusing on the data gleaned from the assessment and advising on next steps. Together we grouped students and planned the first three weeks of the programme with one group,

The process we have created ourselves to embed this programme across the schools through the learning and application of our Teacher Aides has been commended by the RTLBs working with us. According to them, we have gone 'next level' in the commitment to training and applying the SPRING programme with in our school.
The priorities for further development have been identified in two prongs;

1. Monitor TA programme practice across the school. Review through observation, reflection and continuing meetings giving guidance and support.
2. Ensure teachers are involved in the planning to provide contextual links and integration of SPRING into the classroom programme. 

We will complete the planning together with each group and are aiming to get the STEPS programme up and running by then end of Week 7 this term.  It's an 11 week term, so we will have 5 weeks to learn as we go and identify what is and isn't working in the programme.  Hopefully within that time, we can iron out any issues and begin term 2 knowing the programme, working it seamlessly, monitoring progress and making gains in our student achievement.
Our next steps in our development of across school programmes is to create a similar implementation programme for STEPS with our incredible group of TAs. 

Manaiakalani Lead Teachers PLG - T12018

If you haven't got language, then you haven't got context.

Every time I attend a Manaiakalani PLG, I walk away inspired, challenged and sometimes perplexed.  Today's meeting was no different.  Even before the day had begun, myself and a colleague were sitting together at a table with two other chairs and we were very happy when Dr Jannie van Hees joined us at our table. I had previously sat in a few lectures by Jannie and she was good...I was excited to hear what she was going to share with us today! Even better, she was sitting with us so we could pick her brains up close and milk her attention for all that we wanted to know! Winning!

These meetings always provide opportunity for the cluster to look at itself though the data and research findings from the year before.  Today we drilled into the discoveries through the lens in our own autonomy, through the Tamaki Primary lens.  It was in some ways confronting, creating a 'data narrative', unpacking the things which negatively impacted the success of our students last year.  But, it was also gratifying identifying the things we put in place or are in the process of putting in place to lesson or nullify those impacts.  Dorothy Burt lead the first part of the PD and never fails to challenge our thinking, never letting complacency settle on the drive behind the goals of the cluster.

Inspiration started with Russel Burt talking about the importance of language and the worrying trends noticed across our communities relating to the language acquisition of our young learners.  He spoke of how students coming to school with insufficient language skills can have difficulties throughout their young lives expressing their thoughts, feelings and opinions.  Often students when found in situations where they have difficulty expressing themselves, resort to aggression and violence to show their frustration.  The Manaiakalani cluster of schools is looking for ways to tell the truth without blaming, without judging, without making people feel dumb, without being deficit, without harming anyone.   Today's Lead Teachers PLG focused on language acquisition, an area identified through data, observation and discourse across the cluster as our highest need. 
Russel's eloquent introduction to the day's learning was an appropriate segue to our main speaker of the day, 'Jannie van Hees', the specialist educator in applied linguistics and pedagogy who just happened to be sitting at our table.

The focus of Jannie's learning message was around 'Language in abundance'.  She reflected on research on children from birth to 18 and the importance of language development across that time.  Much of the time, listening to Jannie's messages, anecdotes, questions, challenges, suggestions and research...I was connecting, reflecting, consolidating, questioning and challenging her ideas and my own regarding the topic. My take-aways from the discussion largely focused on the the TRIO; Explicit attention to language, optimising environmental conditions and attention to co-contributors.  As an educator it's important to have an awareness of students 'receiving' - being available, noticed and involved...and 'producing', ensuring students have the opportunities to try out.  Below are my notes for the day...pearls of wisdom I peeled from the day. 

Language in abundance - Jannie van Hees
Its all about language...Without language we are disempowered.
From birth, it's the environment that children are born into that effects a child's gain as they grow.
Major sources for language in abundance - first 1000 days are critical learning time, using complex language and not dumbing it down (the Goldilocks zone), providing a safe supportive environment to use language, create a thirst for print, whanau conversation quality, community conversation,
What can we do to develop language within our schools? - Meaningful quality matters, quantity matters.
Most important - the TRIO - Explicit attention to language, optimising environmental conditions (exciting contexts, relevant contexts - learners deeply involved), Attention to co-contributors.
What matters, why and how? - FLOURISHING - Cognition (brain development, thinking, percieving, system and logic), concepts-knowledge (realisations and knowing understandings and enquiry), Attitude/Awareness - when I feel language empowered, I am empowered (self esteem)
FLOURISHING LEARNING - attention to and noticing, Effortful and purposeful engagement and interaction, triggering the known and connect to the new, stretching ones current language repertoire, Multiple encounters, context relevant, Facilitated through engaging mediating tools - persons, tasks, activities, sources.
PRIME SCAFFOLDERS - Co-Contributors to learning occurring.
Children talking among themselves doesn't always mean learning is taking place.  Children have to scaffold themselves, contributing to the group. Key scaffolders in English language growth - TEACHER, SELF, PRINT, VISUAL, AUDIO RESOURCES...Is the time frame within think/peer/share long enough to have depth of thought in answers/discussion taking place.
Well prepared context and delivery of learning.

• Brainstorm words - teacher front loads if language is not flowing from group
• watch a video
• Transfer video content into print - e.g podcasts translated to print.
• talk about what we've learned - taking support away - say it our own words.

Quantity matters - singular words don't always stick.  Better to deliver the concepts - knowledge through unpacking from source.
If there is not language in abundance in the resource, the teacher must provide it and build on it.  Multi-modal learning.
How do we develop teacher's ability to consistently look for language in abundance through opportunities to optimise language learning conditions?

IS IT PIFFLE...OR IS IT POWERFUL?

PB4L - PLD Staff Meeting with Linda Ahokava

PB4L is all about teaching behaviours that we want students to present as opposed to focusing on behaviours not appropriate.  Our school began our PB4L journey last year and we have implemented a variety strategies to reinforce behaviours that contribute to a school environments that are positive, caring and safe.  Our school culture has grown partly as a result of the implementation of the PB4L programme and this includes a spin off with positive staff relationships by way of collegiality and support.
PB4L focuses on teaching expected behaviours.   The introduction slide to our session read:
 If a student doesn't know how to read, we teach.
If a student doesn't know how to swim, we teach.
If a student doesn't know how to multiply, we teach.
If a student doesn't know how to behave, we punish. 

The systems we have put in place include:

• giving students tokens for displaying PB4L during class time or in the playground. The tokens are valued as 'house point' and the points system is collated throughout the term.
• the winning house are rewarded at the end of each term with a treat of their choice - e.g: colour shirt day & pizza.
• giving students assembly awards for displaying our school values of Manaakitanga, Whanaungatanga, Tukumarie, Ako and Rangimaire.
• if students are recognised as consistently displaying the school values, they will receive a values badge correlating to the value they are displaying. 

The benefits we have seen since we have put PB4L in place are:

- Improvements in academic engagement & attainment

- Improvements in behaviour

- Improved school & teacher capability

- Improved teacher confidence & satisfaction

- Improved school climate and perceptions of organisational health and safety

- Improved relationships between staff, students & whanau/ community

- Improved targeting of students for specialist service referral

- Reduced major disciplinary infractions

- Reduced teacher reported bullying behaviour

Understanding Behaviour - Responding Safely (UBRS)

Responding to behaviours is a tricky part of teaching.  Teachers hold the power to make or break situations that are emotionally charged and can either contribute to a culture of harmony or an atmosphere of fear.

We are often torn between our beliefs in justice and our knowledge of the students we teach.  Picking your battles becomes a catch cry parked at the forefront of classroom management.   Experience, both personally and professionally makes dealing with emotionally charged incidents clearer to read and therefore easier to foresee and respond to.   Reflective practice plays are huge role in developing teacher's understanding of behaviour and teachers must consider the importance of really knowing their student's values and beliefs as well as their own.  

Our staff participated in UBRS training.  The modules covered during the programme included - Understanding Behaviour, Encouraging Ready-to-Learn Behaviour, Responding Safely, and Reflection and Embedding.  Throughout the day, staff shared thoughts, ideas and experiences of behaviour incidences and their responses to them.  We watched videos and gave opinions regarding handling different scenarios and we talked about preventative measures.  

The main messages I received throughout the day was the importance of knowing your students well, setting up sound classroom systems and expectations with your students and developing strong working relationships with them.  Teacher's reactions and understanding how and why we manage situations the way we do is important too.  A strong culture of shared values around behaviour expectations also adds to the atmosphere and environment of the school.

One of the take homes I got from the day was the 'Zone of Regulation'.  Walking students through the zones, getting them to examine and understand how they feel and act within each zone is a positive step to developing self management in stressful situations.  This same idea relates closely to the Mana Enhancement programme we have used with students who sometimes struggle to understand why they feel the way they do and how they react to those feelings.

When entering into todays workshop, I thought the messages were going to be all about 'how to restrain a student' in situations of crisis.  While restraint was talked about and examples given, most of the day was spent examining behaviours, reactions and pre-empting them.  It was a valuable day of training and reflection, with a lot of sharing, reflection and laughter.  Well worth it!

West Coast School Visits - Kokatahi Kowhaitirangi School

Kokatahi was a fabulous little school of 48 students about 20mins from the Hokitika Gorge.  Our visit began with a welcome from the whole school, who presented a mihi and songs to our group. The school is made up of predominantly pakeha students from farming families.  Students sang Waiata and the Principal presented a Mihi.  I was impressed with the effort gone into the songs and the mihi, made all the more special because the Principal was South African and not long in the school.

The school itself is in its second year of the Manaiakalani Outreach programme and the progress they have made over that time is phenomenal.  Students were confident and enthusiastic in showing us what they could do and revealed that they use a variety of apps in their learning.  One app that they shared was Aurasma an app they described as augmented reality.  Holding an ipad over a painting they created, a video clip of the student who created the painting popped up and it was of them saying their pepeha - relating to the painting.  

Students also shared their work via QR codes which were posted on the walls around the room.  This had me thinking about how teachers could use the QR code idea for collating evidence of student's rich assessment tasks.  

Visiting this small school gave me insight into what teaching is like in a rural setting.   Conversations with students and teachers was warm and open.  Learning about learning from their perspective, within a rural context, was really interesting.  Some of the students had never left the community they lived in.  Some of them had been to Auckland and were excited about the Sky Tower and Harbour Bridge.  When I mentioned that I was from a little school in Auckland of 230 students, students were amazed and 'woah' was the reaction I received.  I did wonder what students from Tamaki schools would think if we were to take then on a trip to the West Coast to see how these children lived and were schooled.  I'm sure they'd give a 'woah' reaction too.  I know that some schools in the Manaiakalani programme have blogging links with schools on the WC...my next goal is to hook up more of our classes with students from there too.

Manaiakalani Principals Tour

This year the Manaiakalani Principals Tour ventured down to the West Coast of New Zealand to look at school who are part of the Manaiakalani Outreach Programme.  The schools were all part of the Toki Pounamu cluster which covers Kumara, Hokitika and Greymouth.  There are 13 schools in the cluster which spreads approximately square 200km.

There were 25 Principals, DPs, APs, HODs, Col leaders and Manaiakalani administrators all come along to see and learn.  The organisation by the Manaiakalani team has been exceptional, with all staff being kept inform of every facet of the trip, before, during and after.  Transport, accommodation, school visits, meals, gifts, speeches...all timed to perfection.  I have to say a huge thank you to the Manaiakalani team who made this whole trip happen.  Their foresight and group management was excellent...there was something for everyone on this trip.  The schools we visited were wide and varied from small schools of 20 students to others of over 300.  Listening to individual teachers and students on their own Manaiakalani learning journey put a lot of what we are doing into perspective and I could relate the different points people were at in their learning.

We were kept busy everyday, leaving our accommodation at 8am and returning between 8-9pm each night.  We did manage to do a bit of sight seeing and touristy stuff in between visiting all the amazing schools along the coast.  Among the pit stops between schools we were fortunate to  experience fantastic southern hospitality and exceptional sights and views that our beautiful country has to offer.  Highlights included the bus trip from Christchurch over Arthurs Pass to the coast, ably driven by our bus driver Cedric where we learned all about the Pass, the highest power pole in NZ, very old hedges and the erection of kia signs.

While I will be more writing posts around the learning I received on this tour, for this post I am focusing on the relationships that were built during the trip.  As we are part of a Col (Community of Learning) I know who the management teams are in the surrounding schools but I don't 'know' them personally at all.  During Hui or PLD meetings, there isn't really a chance to get to know people well and most schools who attend these meetings go with colleagues, so generally sit together. 

This tour gave me the opportunity to get to know the Principal's, DPs, lead teachers and Manaiakalani staff a little better.  Professional conversations were optimal and it was great to share thoughts, opinions and new learning with new colleagues.  Being able to share what is happening across our schools with others and making connections for further sharing when we get home was a real positive.  There was also a lot of laughter and collegiality, making the tour a lot of fun.  I was given the idea by one principal, of arranging a 'get together' of DPs/APs across our CoL to establish a support network with colleagues carrying out like responsibilities.  An opportunity to share, compare, collaborate and network would be beneficial to professional practice around leadership.  Principals to do it, so maybe we should too! Watch this space...