Professional Development Term 1, 2020

 
1. Te Tiriti o Waitangi  2. Professional learning   3. Professional relationships​ Establish and 
partnership   Use inquiry, collaborative problem-solving and  maintain professional relationships and 
Demonstrate commitment to tangata  professional learning to improve professional capability  behaviours focused on the learning and 
whenuatanga and Te Tiriti o Waitangi  to impact on the learning and achievement of all  wellbeing of each learner. 
partnership in Aotearoa New Zealand.   learners. 
 

5. Design for learning  

​4. Learning-focused culture   6
​ . Teaching  
Design learning based on curriculum and pedagogical 
Teach and respond to learners in a 
Develop a culture that is focused on learning,  knowledge, assessment information and an 
knowledgeable and adaptive way to progress 
and is characterised by respect, inclusion,  understanding of each learner’s strengths, interests, 
their learning at an appropriate depth and 
empathy, collaboration and safety.  needs, identities, languages and cultures. 
pace.  

 
T1: ​Whanaungatanga​ - Relationships (students, school-wide, community) with high expectations 
T2: ​Manaakitanga​ - Values - integrity, trust, sincerity, equity 
T3: ​Tangata Whenuatanga​ - Place-based, socio-cultural awareness and knowledge 
T4: A
​ ko​ - Practice in the classroom and beyond 
T5: ​Wananga​ - Communication, problem solving, innovation 
Teaching Standards T
​ ataiako Document Tapasa Ka Hikitia 
 
 
Date  Speaker/Pr Notes  Actions  Standards 
esenter 

29.01.   Pause, Breathe, Smile Use PowerPoint  2. Professional 

20  Common Wellbeing Support presentation with  learning  
- Connections: ​whanau, friends, nature, animals. each lesson (1-8) that  Use inquiry, 
 - Meaningfulness: ​work, hobbies, faith, volunteering. is in the PBS booklet.  collaborative 
- Physical activity: ​sports, walking, DIY. Include videos.   problem-solving and 
- Learning and interests: ​arts, crafts, reading, studying, and music.   professional learning 
- Quietude: ​reflecting, noticing, contemplating, listening. Brain break can  to improve 
involve mindful eating  professional 
- reflect and ask  capability to impact 
Wellbeing is intuitive. We have a repository of evolved and inherited skills, knowledge and questions based on  on the learning and 
wisdom to draw upon. the experience.   achievement of all 
  learners. 
Mindfulness: a life skill Mindful walk through   
- Intentional focus on immediate experience. the nature trail as a  3. Professional 
- With curiosity, openness, acceptance and love (COAL). writing prompt.   relationships 
  Establish and 
Have a mindful table  maintain 
Attention Regulation - Three traditional steps
that is readily  professional 
- Knowing where our attention is. available for the  relationships and 
- Knowing where it needs to be. students to go to  behaviours focused 
- Directing it to where it needs to be. when they need it.  on the learning and 
Have reflection  wellbeing of each 
Regulating attention with kindness/curiosity worksheets, sensory  learner. 
- Being with the experience with openness and acceptance. box (e.g. calm jar), etc. 
 
At the end of the day, 
Mindfulness means noticing what is happening now, with kindness and curiosity.
have circle time 
where students 
PBS Research reflect on their 
- Increases calmness learning for the day - 
- Improves focus and attention what was easy/hard?  
- Enhances self-awareness
- Improves conflict resolution skills
- Develops positive relationships

Intended outcomes of Pause, Breathe, Smile

- Increase focus and attention
- Increase caring
 - Increase understanding and experience of:
- Wellbeing (what supports it and what doesn’t)
- Emotional literacy and resilience
- Interconnectedness

Te Whare Tapa Wha

- Make a model of Te Whare Tapa Wha for students to use, e.g. add post-it notes onto
the sides of the model.

- Helps students to understand their health and the different aspects of wellbeing.

Basic structure of each lesson

- Experiential practice
- Teaching topic (with sample scripts and activities)
- Experiential practice

Straight-back, soft-belly
- Script is in the handbook - remember to pace the reading to give the students enough
time.
- Ask around what students felt doing this, take the same non-judgemental stance on all
answers.
- If a student says “bored” bring no negative stance towards this. If it continues, say “I
have a mindfulness challenge for you to notice how your body feels when you are
bored”.
 - Red zone/green zone:​ could have a print off chart for the classroom (is in the
handbook). Aim of mindfulness is to move into the green zone. It is not bad to be in the
red zone (as long as we don’t act it out) but we don’t want to stay in there for too long. It
is also important to use as a daily practice, not just when in the red zone. By practicing
mindfulness in our green zone, we can expand and strengthen our green zone.

Mindful eating
- Have 2 servings, the first one mindfully eating it, and the second one eating it as we
usually would.
- Experience: the first serving was more satisfying because you anticipated eating it,
whereas the second eating didn’t satisfy our needs.
- Fruit: use their own fruit (with back-up supply), share a box of raisins, cut an apple or
orange into pieces, etc.

MEGlearn - password for website

Flourishing - a state of wellbeing where we feel good and function well most of the time.

Flourishing highlights two dimensions of well-being

- Feeling good: hints at a state of emotional wellbeing, where the ratio of emotional
experiences tilts toward the positive and away from the negative (between 3:1 and 8:1 =
optimal).
- Functioning well: hints at a state of psychological well being, characterised by the
attributes of:
- Autonomy
- Personal growth
- Self-acceptance
- Purpose in life
- Environmental mastery
- Positive relations with others

Happiness here and now (venn diagram)

 - Treats: lollies, presents, iPad, movies, McDonald’s, Netflix/TV, takeaways, etc.
- Peace: family, friends, holidays, animals, shower/bath, playing, etc.
- Inner part: travel, sport, free choice, toys, games, etc.
- Mindfulness can make us aware of how these things affect our thoughts and well-being.

Gratitude practice
- Appreciating the ordinary and what we take for granted.
- Gratitude: 3 things we are grateful for.
- I am thankful for my hands and feet - gives an activity for students. May change it from
hands and feet to eyes and ears if have a student in a wheelchair, need to adapt it to the
situation.

Everything for the first time

- Mindful walking, posture, breathing, etc.
- Imagine you’re an alien coming from another planet, and you must report back about
human life. You’ve never had a human body before and you’re doing walking, posture,
breathing, etc for the first time.

All things rising and falling

- Our emotions rise and fall like our breath. Mindfulness allows our emotions to change.
- Being able to name an emotion that we are feeling can help us to contain it, and
eventually reduce it (from red zone to green zone).

Understanding the rise and fall of emotion

- Our emotions rise and fall just as our breathing does.
- Emotions left unimpeded (by our narratives and/or prolonged exposure to the triggering
event) will pass within 90 seconds.
- The trick is being able to leave them unimpeded.

Effective emotion regulation

- Noticing the feeling
- Accepting the feeling (making space for it)
 - Responding with mindful breathing
- Allowing the feeling to pass

Neurons that fire together wire together

- Neurons communicate to form a neural pathway.
- Can have healthy and unhealthy neural pathways.
- If we have unhealthy pathways, we can begin healthy thoughts to form healthy
pathways, and eventually the unhealthy pathways will fade away.

Busy mind, quiet mind

- Have a mindful jar - the glitter represents thoughts. When we’re still, some sink and
some are still present. When you shake the jar, the glitter (emotions) are all over.

Kind heart, happy heart

- When we practice kindness, we strengthen the respiratory system and neural pathway
between the vagus nerve (in the brain) to the heart. We also experience more green
zone feelings.

Random acts of kindness

- Perform at least three random acts of kindness.
- Notice how it makes you feel to do something kind for someone else.
- The other person cannot know that it was from you - no reward for it.

Everything is connected to everything else

- Air: we breathe in and out air that the trees, animals and other people breathe.

Touching base, touching stillness

- Personally within ourselves.
- As a community of friends. 

20.02 Heather  Learning Focused Relationships Collaborative slogan 

4
​ . Learning- 
.20  for the classroom - 
*Read chapter two of ​Clarity in the Classroom
kids decide.   focused culture  
 - Not just about assessment, it’s actually about building relationships.  
Develop a culture 
- Shifting students mindset about learning - not just a teacher being authoritative Learner focused 
that is focused on 
check in - do at the 
and students writing in books. learning, and is 
end of each activity 
- Looks like, feels like, sounds like - Y Chart. characterised by 
using traffic light 
respect, inclusion, 
- Include barriers - what stops you from learning? E.g. being hungry, things at system. Unidentifiable 
empathy, 
home, etc. What can we do to help? Encourage student agency (ownership). icon.  
collaboration and 
- Slogans - need to relate to learning, not just random. Let the students vote. safety.  

24.02 Janet  Assessment for Learning  Could put the 

2
​ . Professional 
.20  O’Brien    learning points on the 
learning  
Goals/Success Criteria  whiteboard (what, 
- Why formative assessment is a priority.  why, how and next  Use inquiry, 
- Understanding of the capabilities, the archway, the combined  steps). Go over every  collaborative 
student/teacher matrices.  one for each learning.  problem-solving and 
    professional learning 
Our Theory  Reflection - circle  to improve 
Passive learners <-----------------------------------------------------------------> Active Learners  time at the end of the  professional 
- Active learners must have the knowledge in order to be active.  day.   capability to impact 
- No schools can have completely active learners because the system has so    on the learning and 
much workload on schools that this cannot be achieved.   Reflection worksheets  achievement of all 
- Active learners:​ know what they want to achieve, ask questions, etc.   on mindful table  learners. 
- Passive learners:​ not having agency in the learning process.  which they can do as 
4. Learning- 
- Correlates with high or low academic achievement.   an early-finishers 
focused culture  
  activity.  
Assessment for Learning  Develop a culture 
- Why?  that is focused on 
- Want to build self-regulated and active learners’.   learning, and is 
- How?   characterised by 
- Using AFL capabilities.  respect, inclusion, 
- Building learner focused relationships.   empathy, 
- Clarity about what is to be learnt.   collaboration and 
- Promoting further learning.   safety. 
- Active reflection.    
- Clarity about next steps.   5. Design for 
 - What?   learning  
- Cycles of inquiry.  Design learning 
- Practice analysis conversation - observations for learning.   based on curriculum 
- Smart tools.   and pedagogical 
  knowledge, 
Know Thy Impact  assessment 
- Teachers/leaders believe that their fundamental task is to evaluate the effect  information and an 
of their teaching on students’ learning and achievement.   understanding of 
- Listening to students, noticing and observing.  each learner’s 
- Assessment data - particularly Maori, Pasifika and Special Education  strengths, interests, 
Needs students.   needs, identities, 
  languages and 
Archway  cultures. 
 
6. Teaching  
Teach and respond 
to learners in a 
knowledgeable and 
adaptive way to 
progress their 
learning at an 
appropriate depth 
  and pace.  
Change and Risk 
- Effectively need to take a risk in order to make a change for new learning to 
occur. 
- The learning pit: part of the learning journey/process. 
 
Goal (for each learning) 
Students should be able to tell others: 
- What they are learning. 
- Why they are learning it. 
- How to do it. 
- Next steps.  
 
 Outcomes 
- Student achievement improves 
- Student behaviour improves 
- Student ownership of learning improves 
- Students engagement increases 
- Enjoyment returns to learning 
 
Assessment for Learning - the Relationship 
- What did I do as a teacher? 
- What did my students learn? 
- Determining the actions I take as I evaluate the difference.  

24.02 Jan  Bounce Back  Make a bounce back  2. Professional 

.20    poster.   learning  
What is resilience?    Use inquiry, 
- Resilience is the capacity to cope well in times of adversity or hardship.  Can give scenarios for  collaborative 
- The ability to bounce back from difficult times.   the kids and get them  problem-solving and 
  to decide the  professional learning 
What is well-being?  responsibility.   to improve 
- Mood is mostly positive.    professional 
- Know and use your strengths.   Have resilient  capability to impact 
- Develop and sustain positive relationships.   activities as part of  on the learning and 
  the mindful table.   achievement of all 
Protective factors  learners. 
- Environmental: school connectedness, safety, culture, family.    
- Personal skills: optimistic, rational thinking, self-management, etc.   3. Professional 
  relationships 
Building Resilience  Establish and 
- Help children understand and accept that no one succeeds all of the time.   maintain 
- Effort, perseverance and a willingness to give things a go.   professional 
  relationships and 
PROSPER  behaviours focused 
- Positivity  on the learning and 
- Relationships  wellbeing of each 
- Outcomes  learner. 
- Strengths 
 - Purpose 
- Engagement 
- Resilience 
 
Bounce Back  
The qualities of resilient people - need to be taught to others. 

 
People bouncing back unit 
- Core part of the programme. 
- Strategies to be taught to the kids in a way that relates to them, e.g. a cut on 
their leg.  
 
6 Great factors activity 
- Which one do you think is the most difficult to overcome and why?  
- Share with the group. 
- Think of 3 things to ‘accept yourself’ ‘be kind to yourself’. What 3 pieces of 
advice would you give to people younger than you? 

24.02 Ange  Early Writing  Rocky and Aiden  5. Design for 

.20    need more resources  learning  
Beginning School  available for their level  Design learning 
- Fundamental to the development of writing skills and knowledge is students’  (e.g. word rings).  based on curriculum 
 understanding that they have something to say and that print carries the    and pedagogical 
message.   Have a collection of  knowledge, 
- This means writing from their first day of school.  photographs and  assessment 
  work banks that  information and an 
Students to see themselves as writers  students can use to  understanding of 
- Sharing ideas with peers.  help with writing.   each learner’s 
- Using writing that related (e.g personal experience).     strengths, interests, 
  Do more writing  needs, identities, 
What to expect after six months  based on experience  languages and 
- Some print conventions (e.g. capital letters, full stops).  (e.g., mindful walking  cultures. 
- Some high frequency words.  through nature trail).  
- Some letter sounds.   
- Directionality and spacing.   
- Accurate letter formation. 
- At least one idea in a simple sentence.  
 
Beginning writers need to: 
- Attend closely to the forms and features of letters and clusters of letters. 
- Attend to visual aspects of print, such as basic punctuation features and 
spaces between words. 
- Attend to spelling and handwriting. 
- Read and re-read their writing.  
 
If students are struggling to write: 
- Shared writing language experience, e.g. going to look at the nature trail, 
seeing Pikkachu, or just lying down and looking at the clouds and then 
writing about it.  
- Talk with the student and their parents about their interests to engage them. 
- Talk with the student more about their picture before their writing.  
- Have them rehearse their story with a partner.  
- Provide some oral sentence starters.  
- Use shared language experience as a way of generating oral language and 
ideas and provide a text model to work from.  
- Give them a bank of phrases and words for them to select from. 
- Post it notes stuck in their books of words that they can use.  
- Use interactive writing as an opportunity to practice applying letter sound 
 knowledge (e.g. using a whiteboard). 

16.03. Janet  Clarity in the Classroom: an overview of the PLD and clarity to develop  Modeling books for LI, 
2. Professional 
2020  O’Brien    SC, modelling, etc. 
learning  
Overview:  Not just for reading.  
- What is the PLD about?    Use inquiry, 
- What is assessment for learning?  Use examples and  collaborative 
- What are the tools we will be using for AFL?  models.  problem-solving and 
  professional learning 
What is PLD about?  to improve 
- Assessment for Learning.   professional 
  capability to impact 
Opportunities for teachers:  on the learning and 
- To research, improve teaching, inquire, reflect, take part in collegial  achievement of all 
discussions and see student improvement.   learners. 
  4. Learning- 
Opportunities for students:  focused culture  
- Clarity about their learning, success criteria, self and peer assessment, 
reflection, improved learning and taking responsibility.   Develop a culture 
  that is focused on 
What does it involve?  learning, and is 
- Workshops 2x a term, research, readings, inquiry, video observations, practice  characterised by 
analysis conversations with co-constructed next steps.  respect, inclusion, 
  empathy, 
Change and risk:  collaboration and 
- What to expect.  safety. 
- Everyone reacts in different ways.    
- Change can be messy!  5. Design for 
- Effective change involved risk.  learning  
- Change can be accompanied by a feeling of loss.  Design learning 
- It’s important to talk about change.  based on curriculum 
- It’s about improvement so have an open mind.   and pedagogical 
  knowledge, 
Which cultural norms underpin successful school improvement?  assessment 
- Shared goals.   information and an 
- Responsibility for success.  understanding of 
 - Collegiality.  each learner’s 
- Continuous improvement.   strengths, interests, 
- Risk-taking.  needs, identities, 
- Support.  languages and 
- Mutual respect.   cultures. 
- Openness. 
 
- Celebration and humor.  
  6. Teaching  
The logic for improvement and measuring impact  Teach and respond 
- Facilitation of PLD -> School leadership -> teacher practice -> student learning  to learners in a 
-> student achievement.   knowledgeable and 
  adaptive way to 
Clarity  progress their 
- Clear about what is being learned.  learning at an 
- Identify the priority.   appropriate depth 
- Sharing a specific learning intention.   and pace.  
- Modelling the learning.   
- Co-constructing the success criteria. 
- Using the success criteria to evaluate, 
- Identify next steps.