Professional Goals 2020

From December 2019: 

To develop my understanding of literacy.

• I have made a start with this by using Karyn’s guide for assessing writing.
•  I have listened to Kym T’s inquiry around literacy in her Puna and I have also read Tara’s blog on Literacy Lab.
  

February 2020

Update: July 2020

1. Goals: I still need to improve how I do this with ākonga. At the moment we are doing a weekly reflection and goal setting but it could be more meaningful. I could research into what other kaiako are doing for year 3

2. LPF, NZC and Assessment tools - I have made a lot of progress in these areas. Now

I used the Writing Progressions to assess students work, I have done several running records and I have started to use the PM kit. I have also learnt how to use Numpa and JAM.

Update: November 2020

• Inquiry Model: I adapted this early in term 1 before lock down. I used the Haeata language and fused it with a model created by Kath Murdoch. I then adapted it during lock down by using some questions that another kaiako was using to guide inquiry with his students. In Term 3 I used it for guided reading groups and now I am using it for students to do their market day research.

• Goal setting: I have still been doing this as part of reflection at the end of each week. I have used writing, reading and numeracy goals with students. We also set goals with some of the hauora tasks we have done, for example: How am I doing? was a worksheet based on Mental Health Awareness week.

• Planning for learning outcomes:
• In Term 3 I worked with Jason and Emma to deliver communication fluency (reading and writing). I worked on the planning for learning outcomes for several reading groups of students. I used the templates provided to make reading plans to create group goals.
• Term 4 has been different and I am planning all of the reading learning outcomes by myself but we did come together to have a shared plan for kaupapa before Term 4 started. We have a planning guide provided by Jess to use.
• Organising learning resources and learning environment to enable them to work more independently: this has been the hardest goal to work towards. I have constantly have had to move furniture around the hāpori and change spaces. At first there were no devices and getting other resources was difficult and time consuming. Providing stationery is a constant battle. Students now have a writing book, puna ako book and reading response book in their tote traysI have used a lot of digital tools to organise students work and support their literacy. My students still struggle with understanding and remembering instructions. There is huge range of ability in my class and quite a few with learning / behaviour needs.