Collaboration 

A word spoken often in our school, during teaching, learning, coaching, leadership and learning, and varied education literature and forums.

During a recent NZEI seminar - Anna Stephenson presented her journey related to the teacher appraisal process and shared several successes she had trialled and tested to improve not prove.

Collaboration was the buzz word of the day for me, largely based on her ability to simplistically break it down in relation to coaching throughout the appraisal process, something very topical in the education and leadership. Anna mention that working collaboratively needs to be built around trust and respect and that fostering those around us with 'less' builds relational trust. 

Anna also contends that collaboration is about working differently and not about 'delegation' or a passing phase. And that coaching is a skill set and if done well,  helps to build capacity in others as well ourselves. Coaching involves articulation of what you are sharing, therefore improves your analytical skills of inquiring and critiquing. 

Coaching therefore seems to be the ' how' and 'what' of collaboration. If TAI is the basis of our appraisal and both purposes align to development and accountability , then coaching is something I need to become skilled at. 

Reflecting:

Bullying problem behaviours are still prevalent in our school and so many other schools around our country. 
The quest to decrease this harmful carry on from our youth starts in our own back yard.

In a school wide effort to teach our rangatahi to be an up stander rather than a by stander, we are collectively going to use 15 minutes each morning for the first three weeks of Term 3, to teach our youth to understand the role and importance of being an up stander.

Term 3 Positive Behaviour For Learning planning begins with a unit to address this target behaviour by way of developing our students understanding of what bullying is, what positive effect they have by being an up stander and understanding how to.

I wonder what effect teaching this unit will have? and whether our school data will provide evidence of the outcome? Lets review this in week 5 - Term 3. 

UP-STANDERS - bullying prevention strategies

We watched a u-tube clip in assembly today which mentioned that all students surveyed over the age of 15 had been at some point in their life, a victim of cyber bullying.

I read an article in Education Week - April 28, 2017 that highlighted New Zealand High school students over the age of 15 were experiencing shamefully high levels of bullying. It states that we have in fact '' one of the highest rates of bullying in the OECD, second to Latvia.

Our Term 1 data highlights inappropriate language and inappropriate physical behaviours were second and third highest ranking problem behaviours and that bullying problem behaviour was on the rise and ranked fifth. 

Our student well-being data presented many celebratory moments and we rejoice. However, it also highlights some areas for development. 10% of our students say they do not feel safe at school and almost 20% of our students feel they are not treated fairly. It's time to inquire ... 

It was timely to have Amy Walters present a 'bullying prevention programme' to our staff (April 28, 2017). The key points to decreasing bullying behaviours as I remember involve teaching our students to be 'UP-STANDERS". Amy contents that the 'by standers' have the greatest influence. If one person is able to say'' hey ... that's not cool'' or ''come with me (referring to the victim')'', then they are being an 'up stander' rather than a 'by stander'. If this is an approach that we teach our students and make this a school-wide expectation and re-cap the importance of this...then we have a greater chance of changing the 'appalling statistics' of bullying behaviour that our nation currently holds. 

It starts here with us, our community. 

So ... my wondering, my question is .... How do we improve aspects of the school wide 'well being' student data? and is it now time to review our school-wide policy and procedure regarding bullying?.

I think so!

Practising Teacher Criteria: #5, #12, #7, #2, #4   Wananga, Ako, Manaakitanga

Learning along side the best!

This guy here taught me all I needed to know as far as 'Design and clock making goes'. Chris met with me on several occasions to 'scaffold' me through the correct processes needed for all learners to design and produce their own clocks.

He also passes down this quote that resonates with me.

''Teach the children ... Not the project''

Shared expertise and time...Priceless!

DESIGN TECHNOLOGY

       DISCOVERY ... Increasing base knowledge is a must!

LET THE FUN OF TEACHING & LEARNING BEGIN

 



AKO - P.T.C # 4, 6, 12

Design Technology ~ a new year ... a new challenge

I LOVE A CHALLENGE ...

First things first ... creating an environment that is organised, engaging and culturally inclusive. Watch this space!

manaakitanga ~ criteria 2,7