8/12: 2017 Inquiry Overview

2017 Inquiry Overview

8th December 2017

As the year draws to an end it is time for me to share the findings of my 2017 inquiry. This year's inquiry was based around creating independent learners within my Level 2 class. I noticed early on that as a whole the group was quite dependent.  More information explaining the start to my inquiry process can be found here. A further post outlining the progress I had made can be found here.

What progress did I make?
I really struggled to find my way and start my inquiry. I was unsure where to start. Soon after I realised I was struggling to start was because I was unsure what an independent learner looks, sounds and feels like, therefore unsure what I needed to change in my practise. After starting to look into techniques I realised a lot of things I had been already doing in class were forms of strategy, for example the use of rewards and punishment for motivation. However, these weren't proving very successful.

From here I ensured to use student voice more. This was done through collating student voice via Google Forms on my teaching style and the learning activities I was using. This was to let them show preference of how they like to learn, what they like and what they want to change. From here when we were completing activities I was able to link these back to the feedback and why I was doing something in a certain way. This proved to be slightly effective but it also helped students to realise they didn't actually know how they like to learn. I started to reiterate why we were doing certain tasks. Students said they found more purpose in the activities when they understood why we were doing it. However, I soon learnt that this also meant that only if it related to the assessment that they would find it important.

Example of student results from Google Form

 I also introduced the use of Google Classroom. This allowed students to find all resources and notifications in the one place and receive email notifications about them as well. This meant students were able to spend more time completing their work rather than creating copies etc. Upon reflecting on this yes it made it easier for both myself and the students - yet it did not help create independent learners.

Another strategy I trailed was the Release of Learning. I completed this process when preparing students for their 2.7 assessment. This was completed as follows:
Part 1 - break down of assessment with teacher, what certain words mean, what are the questions asking us to do, what sentence starters could we use, example answers. Students can use this information to answer questions and complete PMIs
Part 2 - Students working with a partner to brainstorm answers to questions & PMIs
Part 3 - Students completing the questions and PMIs individually
Part 4 - Students are able to complete the assessment
I found this strategy one of the most effective. By starting with breaking down what questions are asking and what answers look like and slowly building independence students were able to see more clearly what was expected of them. I believe that this strategy and the authentic learning environment of snow camp helped to create the high grades achieved by the students.

The checklist strategy was starting to become effective but too late in the year. Only got the the point where I was creating checklists for them to ensure they had completed with assessments and learning tasks, not co-constructing or them creating their own.

Certain strategies I trialled I felt weren't successful as I brought them in too late in the year, such as  as ask 3 before me and checklists. I was trying to get students into these habits in Term Three. I feel like if I had brought them in earlier on in the year and set them up as a part of the classroom culture and expectations that they would have been more successful.


So what did I learn throughout my inquiry?

As my inquiry tracked along I found that I was already using a lot of strategies in the class that I was unaware of. In short some worked and others didn't. I learnt that by instilling these strategies as expectations and making sure they were very clear and consistent helped to create greater success. This is something I know I personally need to work on.
I believe overall it would have been more effective using these strategies from the start of the year and building them into the culture of the class as a expectations. I believe that it was harder trying to start half way through the year when students already had set ideas of these expectations.

Where to from here?

I really enjoyed this inquiry and felt a sense of achievement seeing it start to pay off in the classroom. Because of that I am going to ensure that I continue this inquiry next year with my IGCSE class. By learning from past mistakes and starting right from the first class I am hoping that the results will be more effective.

9/11: Reflection on 2017 - Level 2

Reflection on 2017 - Level 2

9th November 2017

Now that the seniors have gone it's time to reflect back on the year that has been, in particular what went well and what needs to be improved. Teachers of Level 2 have already sat down to analyse our results and data from 2017 by standard. This is more of a personal reflection of 2017 with my Level 2 students. I will start by doing my own personal review of each standard before adding any other comments.

2.4 - Perform a physical activity in an applied setting

What went well? Why?

• Nice way to start the year – great way to build class relationships

• Video from Sport Waitakere with explanation of rules was a nice, simple way to allow students to learn the rules – could have put the link to this on Schoolbox so students had access to this

• Broke down assessment criteria of what A, M & E looks like

• By completing this standard first students also got the idea that their year of Physical Education would be more practical

• Although I broke down criteria with the students I didn’t go in enough depth for Ki-O-Rahi specifically – could have done this and got students to self-assess themselves against this criteria before starting to help increase knowledge of game play. Students may then be able to create links to other invasion games they have played before and identify how they can transfer their skills

• Could have gone into more depth around the traditions of the game to help increase understanding

• Students were either on par with their self assessment marking or marking generously. I could have got students to assess themselves more often and had more detailed checkpoints in which I could have provided students with feedback and where I currently see them to help with the disparity and help to improve grades

• Anatomy displayed the greatest depth of knowledge across all students and this reflected through to the assessment – students think creating videos around each joint helped with this

• Identified priority learners, sought support from Housemasters, mentors & parents/guardians. However this quite close to the due date of the assessment as I was struggling to differentiate who was being lazy and leaving it to the last minute and who was struggling with content and needed extra support

• Plenty of teaching time available - planning and time management of lessons = great

• Used a variety of teaching methods e.g. group work, collaboration, expert groups, practicals, worksheets, note taking, practise paragraphs, breaking down of paragraph structure. This was to see what students responded to best and to try and suit the needs of my learners and their individual learning styles in which they identified at the start of the year

• Assessment needs to be changed – quite repetitive even though it just serves as a reminder

• Could have actually introduced a mini performance improvement practical section to help create an authentic learning environment and allow deeper understanding of skill acquisition

• Some students really struggled with this being the first written assessment. It also has the most content knowledge – especially if new to PE. This could be changed by possibly moving it later on in the year. Also hoping to see a difference in 2018's L2s as they will be the first to have completed the new Junior PE programme which prepares them for success at senior level

• Had already identified priority learners and those who need extra motivation in first written assessment so knew who I had to keep an eye on

• The use of checkpoints and due dates throughout the assessment worked well. It was easy to identify those struggling or behind and put strategies in place to ensure they met these e.g. missed deadline could result in no practical lesson when planned, spending time doing their work during lunch or after school, DTs etc.

• The use of checkpoints and having already identified priority learners meant that I was easily able to create a network of support around students earlier by involving parents & Housemasters

• Used results from student voice at the end of 2.2, especially in regards to learning activities and teaching styles and ensured to use the preferred learning styles across this assessment

• Although I had a set plan of how the unit may look I was able to be flexible and adapt so the programme could best suit the needs of my students e.g. more teacher led training sessions with group evaluations compared to student training sessions or moving practicals out of period 5 since there wasn't enough time to complete an adequate training session

• In regards to the training programme I ensured to complete a teacher led training programme as an example. We then broke this down and evaluated it as a class. Students could then also draw links and relevance to assessment task evaluation. I also used the teacher led training programmes to help create variety and complete different forms of training that I would not expect students to choose for themselves

• My planning in regards to session layout could have been completed better e.g. not having student training sessions in period 5 where it is a short period. However, realised this throughout the programme and was able to adapt this as I went

• Some students struggled with definitions of certain principles. I wonder if I could have created a more interesting & effective way of getting this information across. Also independent students made note of these as we went through these in class and others did not

• Students loved the authentic learning environment of snow camp. This reflected through to the specific examples students were able to provide throughout their assessment, resulting in our best results out of all the written standards

• A lot of the lessons allowed students to learn practically resulting in higher levels of understanding of content

• I could tell I had a great understanding of the content along with the students. I felt like my questioning had improved greatly and I was able to get students thinking about different aspects and guide them to certain points through the use of my questioning. This was also particular and relevant when one of the students was injured and unable to attend camp and instead wrote about a previous experience. She still gained an Excellence as she sought the extra help to ensure her level of understanding was correct

• In some ways the amount of time allocated for the learning based around 2.7 was too long. Some students were feeling bored especially in regards to content and terminology. When reflecting on my own lessons some started to get repetitive as I tried to use different contexts to get the same points across. I could have sought help in how I could have created more variation

• There was talk of doing a mini run through of the assessment by doing a practical activity off site such as rock climbing. This was unable to happen but sounds like a cool idea

• Students had the choice of 5 topics. If they wanted to do another topic out of these 5 they could have indicated their interest and had this approved

• Broke down assessment criteria especially what was needed for A, M & E when introducing them to the standard

• In lessons where students were working independently on there assessment I had a couple of lessons in which I was able to go around the class and talk individually to each and every single student as to how they were progressing in there assessment. This included giving students the chance to ask questions, for mer to read some of their work and give feedback, as well as also asking them questions to help lead them to further points they could include. I found that this was the most effective form of help for the students

• Students struggled with motivation being the end of term 3 - unsure if there is anything extra I could have done to help encourage students/make lessons more interesting

• Felt put off that there wasn’t a big teaching & learning process unlike past assessments so felt like they were thrown in the deep end & was there first socio-cultural assessment asking them to think critically (didn’t help I was out for a week on tournament week)

• First time for me teaching a critical thinking assessment so I think my questioning process could have been better

• I made the decision to start the year with a week of ABL activities. I noticed in the first class that I met them that they were very awkward and there was a large segregation between boys and girls as well as old vs new students.  I made this decision to get the class to work together before them completing their first assessment and feel like it was the right one

• Used student voice multiple times with this class especially in regards to learning activities and my teaching style. I always made sure to respond to this student feedback - whether this was summarising the results to the class, explaining the reason behind activities in relation to results etc. 

• I feel I could have potentially shared some more information about myself with my students to quick start some of the relationship building. I feel like the reason I may not have done this as well is because I had already taught half of the students

• I feel like a lot of my lesson's could have been differentiated more e.g. different forms of the same activity for different levels of understanding. Most of my lessons were aimed towards the mid to low end of the class which could have resulted in some boredom in the class

• I think I should have taught students some more in regards to giving feedback and constructive criticism. Their feedback wasn't always specific or useful when collecting student voice. E.g. they would infer something needed to change but not state what could have been done differently

• I'm not sure that the use of the different google folders for students is the most effective form of note taking, although it is nice easy access to be able to see student work. Could possibly look into this and try an alternative method next year?

• I think I need to be more effective and efficient to regards to standards. Sometimes I set my high standards and students make me feel like they are too high and too hard to be met so I can find myself lowering them

• I didn't always break down the standard with students at the being of the assessment. This sometimes resulted in students being unsure of the importance of certain aspects to then click when they see the standard. However, sometimes the risk in doing this is teaching to the assessment

What could have been improved? Why?

2.2 - Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills

What went well? Why?

What could have been improved? Why?

2.3 - Demonstrate understanding of the application of biophysical principles to training for physical activity

What went well? Why?

What could have been improved? Why?

2.7 - Analyse the application of risk management strategies to a challenging outdoor activity

What went well? Why?

What could have been improved? Why?

2.5 - Examine the significance for self, others and society of a sporting event, a physical activity, or a festival

What went well? Why?

What could have been improved? Why?

Other comments

What went well? Why?

What could have been improved? Why?

1/12: Reflection - Planning for 2017

Reflection: Planning for 2017

1st December 2016

At the start of Term 4 and only having one junior class, I was wondering what I was going to do with all my spare time once my senior classes had left. Looking back now I'm laughing at how naive I was. Who was I kidding this is one of the busiest times of the year! PD, planning and meeting after meeting.

So over the past few weeks I feel like I have done so many different things and learnt so much. So what have I been up too?

• Language of Learning in Physical Education
• Co-constructing the Junior Programme
• Reviewing the Junior Health Programme
• Creating NCEA L2 Assessment Booklets & Resources
• Integrated Learning

Language of Learning

We all know the simple words of identify, describe, explain and evaluate but what do they actually mean? Different people and learning areas can hold different views on what they expect when using these words.

Alex, Dan & I worked on creating a Language of Learning for Physical Education. The purpose was to help both Teachers and Students alike by allowing consistency. Consistency of language in class discussions, questioning through to NCEA standards and Cambridge papers. Take a peak at what we created below:

We are associating key words and questions under each of the verbs and these are even broken down to potential sentence starters. To remain consistent we will ensure that these verbs, questions and sentence starters are used in the Junior Programme, including our Achievement Criteria and in our NCEA standards and booklets.

So we started with this and finished with our document below!

We are also looking at creating these into posters to be able to display in the gym and in our other teaching spaces!




Co-constructing the Junior Programme

As King's offers both Cambridge and NCEA we had to ensure that our Junior PE Programme will set students up for future success no matter which pathway they choose. We made sure to list the skills and subjects that students would need in future if they were to continue on in our subject area.

We then revisited the 8 units across Years 9 & 10 that were used this year. As this was the first year that this sort of structure had been put into place in Junior PE there would be a lot of repetitions for next years Year 10s if we were to keep the programme the same. We decided to make the call that the Junior PE Programme would be seen as a two year programme in which students could collect all the skills they would need in their future PE pathways by the end of the two years. We made sure to alter the units to suit this idea of the two year programme and then cross-checked them with the list of skills and subjects we believed the students needed to cover. After deciding the content we refined and recreated the Junior units to include our Language of Learning.


Reviewing the Junior Health Programme

As there will be 3 main Junior Health teachers in 2017 our Head of Health, Chris, set up a meeting. He asked us to bring along ideas and resources for us to review.

He started the meeting with what I thought was a strange question - "How do you like your eggs cooked?". We all answered with our personal preferences. He then went on to explain that when students enter the class they all bring different preferences and opinions but that the purpose of Health is for us to listen to others even though we may not agree.

From there we had a look through different resources that were available to us, some of the ideas, topics and curriculum areas he thought we should cover or focus on. We had a look at the possible lesson outlines to start off Term 1 and gave some suggestions and ideas on how we might tackle them. It was a great way to see how different teachers might handle similar content by putting their own spin on it.

Chris' plan is for us to continue having little meeting like this throughout 2017 so we are able to share activities and ideas that have worked well for us so that others may get to try.


Creating NCEA L2 Assessment Booklets & Resources
Next year I will be teaching Level 2 for the first time. To help myself become familiar with the standards Alex gave me the task of creating the Assessment Booklets & Resources. She would give me an assessment to be edited with a to do list on the front and notes and highlights right the way through the standard like below:

I found doing this for each of the tasks and creating the resources really allowed me to get my head around the standards I will be teaching next year. It was a great way to get a base understanding an insight.

Integrated Learning

After Twitter chats based around the topics of integrated learning I was interested to find out more. I had heard Alfriston College were doing some pretty cool things and managed to get in touch with a couple of PE teachers from Alfriston College. From there we organized the opportunity to go out and see it in action. *Please see post on Alfriston College Visit for more info

Since then the PE Department have actually been approached by the HOD of Maths to look at the possibility of integrating one of our internal assessment standards at Level 2 with theres. We have made a time to discuss this more next week so I will keep you posted.

So it's fair to say that I've been rather busy lately.

23/8: Reflection - Class Reset

Reflection: Class Reset

23rd August 2016

Last week Gina asked to see me regarding an incident involving a Taylor student. While having a chat we started to speak about classroom and behaviour management. I mentioned to her a chat that I had recently had with Alex. This was regarding the fact that a lot of my relationships I had built with students were based off a relationship base of liking each other. These relationships are starting to backfire and some students are trying to push their luck because not all cases had a form of respect. I made a comment to Gina that this was what I was worried about at the start of the year and wish I could redo it. She mentioned that in the past she has done what she calls a reset. When she is not happy with the way a class is going she tells them they are going to reset and lays down the rules.

After this chat I decided that is exactly the type of strategy I need to try with my boys health class, so before their next health class I decided to write down my key points and rules that I wanted to bring up with them. These included:
-I have not been happy with our health classes recently, mainly behaviour and work ethic
-even though I have trialled different activities to see if I would get a positive response they are still being disruptive and rude - I know they wouldn't behave like this in other classes
-moving forward; if this continues I will write a seating plan for each class and will assign groups instead of being able to work with friends, hands up - no calling out whether its a proper answer or not, verbal warning and then name written on the board - if name is still written on the board at the end of the lesson they will receive DT

After waiting for the class to arrive and settle I went through my points with the class. I was pretty impressed with the reaction I received as they were all dead silent and looked a bit stunned. Overall the reset worked really well and I wish that I would have thought to have done something like this earlier. They completed all tasks set and behaved much better. Although there are still some points to work on I believe that if I remain consistent with this new reset I will have much more productive lessons in the future.

16/8: Reflection Regarding Parent Contact

Reflection Regarding Parent Contact

16th August 2016

Last week I sent home emails to parents regarding their son or daughter failing an assessment due to not submitting their assessment or submitting it uncompleted. They were general emails based off school templates. After sending these emails I had contact with parents by phone and email regarding the matter. This contact made me realize a few points; I don't have enough contact with parents, I should have sent at at risk of failing email and sometimes calls are better than emails.

I don't have enough contact with parents
After having sent out these emails and hearing back from a few parents it hit me that this was the first time I had been in contact with some of these parents and it was negative. Although I have recently started to send home 'warm & fuzzy' praise emails on a Friday and had met some parents at parent-teacher interviews I haven't met or had contact with many.
I recall that at the start of the year a teacher mentioned that she sent home an email to all of her students parents introducing herself. This could be a few weeks into the year with a few strengths and weaknesses or goals that their son or daughter may have for the year ahead. This would also make it easier in future to send little report emails (positive or negative) along the way. It may also mean that when it comes to parent-teacher interviews parents have some idea about what their child is doing within your class.

I should have sent 'at risk of failing' emails
Although this may not have been applicable to all of the students, it would have helped for some. This pre warning home may have helped parents to have a chat to their child regarding the assessment and may have been able to provide some information earlier if they were struggling etc. It may have also helped with the shock that some parents seemed to get. Hindsight is a beauty.

Sometimes calls are better than emails
After some of the responses, both over phone and email, I had a chat to Dan Mitchell about it. He told me how he is trying to phone a lot more parents rather than sending emails, or phoning and warning about an email that is coming before it comes. Things he pointed out:
-a phone call and the effort behind it can be more respected than an email
-you are able to talk about the issue at that time
-you start to build a relationship with the parents
-you can still send the email as a formality after

He also gave me some pointers for talking to parents and a reading that he found useful as his first year of being Housemaster (linked below). Pointers included:
-understand that the parent is the biggest supporter of their child
-be empathetic and let the parent know you understand how you feel
-if you are unsure about something shut the conversation down (e.g. you need to talk to ____) or return to your main point
-repeat the parents main points back to them to show you have some understanding
-know your main point or where you stand before making the call
-don't make any promises


Link to reading: https://drive.google.com/open?id=0B8SyJqn0M1mhRVBnSEw5QTd4aTg

8/3: Lesson Reflection on Class Feedback

Lesson Reflection on Class Feedback

8th March 2016

8/8: Mentor Report Comments

Mentor Report Comments

8th August 2016

When the time came to writing Mentor Comments King's provided plenty of help. Below are links to attached documents:

King's College Writing School Reports (2016) - Mentor Help Guide: https://drive.google.com/open?id=0B8SyJqn0M1mhYkpieWRYTjVuQkE

Gina's examples of past Mentor Comments: https://drive.google.com/open?id=0B8SyJqn0M1mheHk2b1FGbmhER00

After looking at the exemplars I decided to create a plan of attack, as to how I was going to structure each of my mentor comments.
My plan of attack:
-a comment about what they are like in mentor
-an overview of their subjects; what is going well, room for improvement, common themes
-comment about an interest
-a note about looking forward to setting goals in upcoming weeks through Mentor Period

To ensure I could follow this plan of attack I made sure to print off the girls reports so that I was able to look at their grades for both Term 1 & 2, teacher comments and any extra curricular involvement. When reading through their report comments I would then highlight common themes and check that grades were improving. Below are some photos as examples:

As mentioned by Gina in the email below, my mentor comments showed that I knew the girls well. I also believe that I have formed a good relationship with them as they feel able to come to me for advice for both learning needs and extra curricular activities. This helps to demonstrate the relationship we have built which focusses on both their learning and wellbeing (PTC1 & 2). By spending the time to thoroughly go through each of their reports and actively seeking help and feedback to help with my report writing I am able to relate to PTC4.

4/8: Reading Reflection - High Impact Leadership by John Hattie

High Impact Leadership by John Hattie

4th August 2016

Key points taken form the reading:

• Two types of school leaders - instructional & transformational leadership
• transformational leadership focus on teachers e.g. setting visions and creating goals
• instructional leadership focus on the students e.g. concerned with the impact that teachers and the school are having on the students learning

(Key points describing attributes of high-impact instructional learners)

• high impact leaders are able to create a space were everyone successfully learns and where learning is welcomed rather than tolerated
• both teachers and students being able to look at errors as an opportunity for learning 
• visible learning so students clearly understand what they are learning and the progression e.g. learning intentions and success criteria known and seen so students are able to understand the purpose of their learning and are able to monitor their progress
• as students move towards student-centered learning they are able to discuss about what they are learning in classes, not what they are doing

My copy of the reading with highlighted notes and points can be found: https://drive.google.com/open?id=0B8SyJqn0M1mhaG9zSmxxWVU0bUE

Even after reading this and recognising that instructional leadership aims to focus on student-centered learning I failed to reflect this in class today. In my girls PE class instead of allowing students the opportunity to sort themselves out into even teams, with a range of abilities before their netball assessment today, I took charge. I went through the assessment papers (which the girls had graded themselves) and read out their names to put them in teams. To make sure the girls didn't get mixed up I asked them to move out to certain areas. After all names had been read I then asked them to come back in to listen to instructions of getting bibs etc. In short I wasted a lot of time when simple instructions of get into even groups of mixed ability would have ended with a similar result. I could have also given the instruction that once the teams have been sorted to get bibs on and jump onto a court ready to play. 

By giving those simple instructions not only would I have saved time but also presented students with an opportunity to organize themselves and have a choice of who was in their team. 

1/7: Term 2 Report Comments

Term 2 Report Comments

1st July 2016

In regards to writing the Term 2 reports and comments I was provided with help from both Alex and the school. Below are links to attached documents:

King's College Writing School Reports (2016) - Teacher Help Guide: https://drive.google.com/open?id=0B8SyJqn0M1mhMHViQmlrTUFET1k

Style Sheet for Academic Reports: https://drive.google.com/open?id=0B8SyJqn0M1mha1l4d0djMk5GQlE

Attitude and Effort Grade Descriptors: https://drive.google.com/open?id=0B8SyJqn0M1mheUkxaTJLOWdhdzQ

Order Grade Information: https://drive.google.com/open?id=0B8SyJqn0M1mhaUlhbUpzcjNJdGs

Professional Development Powerpoint of New Academic Report Structure/Style: https://drive.google.com/open?id=0B8SyJqn0M1mhaHJpbEstU2tkTlk

Exemplars from Alex:
-https://drive.google.com/open?id=0B8SyJqn0M1mhb0dDR1c3U0ZtNms
-https://drive.google.com/open?id=0B8SyJqn0M1mheGNzNmlaNi1LQ0k
-https://drive.google.com/open?id=0B8SyJqn0M1mhU19uUll2Y2tZMzQ
-https://drive.google.com/open?id=0B8SyJqn0M1mha0l0LU1PSVYxeTA (email with help/example)

Through writing these report comments I believe I have shown that I have met certain PTCs:
#1 - I have been able to establish a relationship with all of my students and through giving them thoughtful and reflective feedback via their report comments to help them with future learning
#4 - Through being open to and actively seeking help while writing these report comments I was showing commitment to the development of my professional practice
#11 - I was able to write my reports through having both formally and informally gathering information about my students

15/4: Reflection of Year 9 Challenge by Choice Unit

Reflection of Year 9 Challenge by Choice Unit

15th April 2016

Things to consider for next time:

Starting the year on land

The first thing that I think I would have done differently would have been to start the year on land. For Term 1 our Year 9 students had two units to complete; Challenge by Choice in water setting and a Safety of Myself & Others. Looking back I think starting on land with the Safety Unit would have been a smart move. I think being on land it is more of a controlled environment compared to the water and I believe that it would have been easier to set boundaries and expectations. By starting with the Safety unit I would have also got the students used to thinking about physical and emotional safety before getting into the pool.

Another point is that in some ways I believe it would have been easier to get to know the students on land e.g. personalities of students and who I may need to keep an eye on.

As for the unit...

• more structured teacher challenges at the start of the unit e.g. 1x swimming related, 1x water polo & 1x water safety focussed
• use of a wider range of teacher challenges as I would hope it would influence students to get more creative when creating their challenges rather than focussing just on the swimming side
• I liked Dan's idea of the 'idiot grass' - students who were misbehaving had to sit on the grass as punishment and all students knew what it was called
• I would have spent more time going through the rules and expectations to make sure they were clear to students including consequences

13/4: Mentor Group

Mentor Group

13th April 2016

This is a class list of girls within my mentor group. As their mentor I am there to help support these girls. This can be both mentally & emotionally, through supporting their wellbeing while at school. This can include both academics and co-curricular activities. 

An example of support from their wellbeing in regards to academics is tracking student progress through Gina, Term Orders/Reports and one-on-one conversations. I help to guide the girls with setting goals for improvement.

After receiving feedback within the first half of Term 2 common key findings were:

• They felt I was supportive and non-judgemental when they asked for advice/help
• I was doing a great job
• One thing to think about is getting the girls to work with others that they usually don't choose to work with
• One comment came back saying Mentor time seemed pointless

Within Term 3 I will get the girls to provide more feedback with more specific questions and include positives, negatives and improvements. I will also encourage them to give constructive criticism as there feedback will be more valuable that way. 

9/3: Lesson Reflection

Lesson Reflection

8th & 9th March 2016

Possible PTC Evidence

Mallory Bish Practicing Teacher Criteria: Possible Evidence

PTC	Evidence:
Criterion #1: establish and maintain effective professional relationships focused on the learning and well-being of ākonga	-Leading rec swimming group -Attending all assemblies and meetings, keeping accurate attendance records and following up concerns with relevant people -Professional relationships with staff from different areas within the school e.g. Taylor Housemaster & Mentor teachers, Jim & Marcel for swimming, PE department, inquiry group, new staff catch ups, provisional staff meetings, attending staff events
Criterion #2: demonstrate commitment to promote the well-being of all ākonga	-Leading mentor group -Providing safe classroom environments
Criterion #3: demonstrate commitment to bicultural partnership in Aotearoa New Zealand	-Cultural sensitivity within classrooms -Help students to create cultural groups? -Incorporate te reo in class
Criterion #4: demonstrate commitment to ongoing professional learning and development of professional practice	-Meetings with Alex, department -PD/ inquiry group -Reflections
Criterion #5: show leadership that contributes to effective teaching and learning
Criterion #6: conceptulise, plan and implement an appropriate learning programme	-Unit plans/lesson outlines -Lesson plans -Working on questioning (questioning blog) -Learning intentions at the start of each lesson – what did they learn blog
Criterion #7: promote a collaborative inclusive and supportive learning environment	-Management strategies to engage and motivate students
Criterion #8: demonstrate in practice their knowledge and understanding of how ākonga learn	-Students can create links between prior and current learning
Criterion #9: respond effectively to the diverse language and cultural experiences, and the needs of individuals and groups of ākonga
Criterion #10: work effectively within the bicultural context of Aotearoa New Zealand
Criterion #11: analyse and appropriately use information which has been gathered formally and informally	-Year 9 unit -Year 11 unit
Criterion #12: use critical inquiry and problem-solving effectively in their professional practice	-Inquiry readings and reflections -Observations from Alex