21/5: PD - Mindfulness Course - Pause, Breathe, Smile by Grant Rix

PD: Mindfulness Course - Pause, Breathe, Smile by Grant Rix

21st May 2018

Name of Course/Programme/Seminar: Pause, Breathe, Smile

Provider/Presenter: Grant Rix
This course looked into what is mindfulness, why we might need mindfulness before breaking down the Pause, Breath, Smile course. Collaborative notes from this Mindfulness PD Day can be found here.

Although I can see the benefits behind mindfulness I wonder where it will fit. Does it belong with Health in which our Seniors will not benefit from it? Does is belong in mentor periods so all students can benefit from it? Should it just be an optional course to staff and students? I am looking forward to hearing what was discussed at the Positive Education Meeting and to see what further actions are made to bring mindfulness into the College.

3/5: 2018 Inquiry Plan - How can I create self-directed learners in my 11 IGCSE Physical Education class?

2018 Inquiry Plan: How can I create self-directed learners in my 11 IGCSE Physical Education class?

3rd May 2018

Why have I identified this as an important focus for me?
Cambridge is content heavy course. This requires students to work through content at a fast pace - content in which most students have not come across before. I have identified through student achievement data (end of unit tests throughout Term 1 & student voice) and Collegial Feedback (discussions with Alex) that students need to become more self-directed learners.


What initial steps forward am I going to commit to and why have I identified these as my first steps?
After having a hunch that this would be a good inquiry to further my own teaching practise, I collected student voice from my class around the three Teaching & Learning categories. These were relationships, motivation & communication. The results helped to solidify my thinking. Next week I am going to share these results with students and reinforce changes that will be occurring & why.
-After attending the Cambridge PD course at the end of last term and reflecting on my own practise I told students of changes that I am planning on implementing in Term 2. Students had an opportunity to share their thoughts about these changes - would they be positive & why/why not? Students were also able to add any extra changes they would like to see.

I have recognised that students need to be self directed in this course rather than independent (last years inquiry). I am going to compare and contrast independent learners vs self directed learners. By finding out the similarities I can refer back to strategies I used last year and see whether or not I will be able to implement them this year. By finding out the differences I will be able to focus on finding out new strategies I will be able to implement that will better suit the needs of self directed learners.
Once I have found new strategies I will be able to implement them, alongside the other changes I have already recognised. Then my aim is to collect student voice at the end of the term to see whether or not the data has changed.


How, by focusing on this, do I propose to contribute to and influence Student Achievement Outcomes?
By creating an environment that encourages self-directed learners I am expecting to see higher levels of motivation for learning. I am hoping that students will display qualities and behaviours such as; problem solving and seeking their own answers, seek feedback, knowing their strengths & weaknesses within the course and action a way to minimise their weaknesses, higher levels of collaboration - conversations where students are correcting each other and teaching each other etc.
I am hoping that these qualities will be visible. Also if students start to display these behaviours their test results should have a positive impact.


Who may I need support and assistance from and what might that look like as I look ahead to achieving success?
Alex - possibly professional readings, discussions, learning activities etc.
Melissa - possibly professional readings & pointing me in the direction of other colleagues that could help with strategies (ie observations)
Looking out for content on Twitter - posts, Twitter chats, English teachers in the IG curriculum etc.
Chris & other colleagues met at Cambridge PD course - help with IG curriculum?

3/5: PD - T2 Staff PD Day

PD: T2 Staff PD Day

3rd May 2018

Staff Presentation - John Payne (Geoff Smith)
Leadership - Heidi Somerville (Senior OD consultant COKE - talent and reward)
Critical Feedback - Tony Burkin
Leadership Survey Feedback - Melissa Irving & Alan Brookbanks
Department Breakouts

If I was to summarise the key things I took away from this Professional Development what would they be and why?
Leadership isn't about a position - it's a mindset/attitude. Leaders should display key values every day and inspire others to do the same. People who bring inspiration & enthusiasm and are accountable can be considered more of a leader than someone who is in a leadership position or position of power who doesn't.

How has this professional development challenged my thinking?
I suppose this PD Day has given me more confidence in myself. Although I don't necessarily hold a position of leadership I don't need to be able to develop myself as a leader and inspire others.


*The rest of my notes from our Staff PD Day can be found here.

12/4: Reflection - Term 1 Review of Junior Classes

Reflection: Term 1 Review of Junior Classes

12th April 2018

What's going on for my learners?

What does achievement data tell me about my current cohort?
Current achievement data from Junior classes, especially Y9s, show me me I need to focus on making learning more visible within my lessons. Although we start lessons with learning intentions and relate back to these through questioning both throughout activities and with a class discussion at the end of the lesson, some students are still not getting it. I am hoping that students are still adapting to the change from primary school PE but it is something I want to work on next term to see if there is a difference.

What am I going to do about it?
-spend more time reinforcing key terms & continually checking for understanding with individuals
-ensure students understand achievement criteria e.g. get them to break this down - how do they get graded for this unit, what are the differences between each of these levels
-see if there is a difference between work that is produced in class time vs prep time
-give students more written feedback on their work between submissions

Who are my priority learners this year? (Those in danger of not achieving)

I have a wide range of priority learners throughout my Jnr classes. Some have more than others and I have identified these students in their class spreadsheet with help from data from Synergetic in regards to ethnicities and SAP reports. Also after Term 1 I have noted other priority learners who struggle with learning intentions and handing in of assessments to an appropriate level and on time.

16/3: Reflection - Inquiry Update for 2018

Reflection: Inquiry Update for 2018

16th March 2018

What’s happening and why?

At the end of last year I identified ways to carry on and continue my inquiry of creating independent learners. I knew that I would have the IGCSE PE class as my senior class for the year. I was able to reflect on what strategies were successful last year with my Level 2 students and apply some of these concepts from the start of the year. Some of the successful concepts from last year were:

• introducing concepts such as checklists, ask 3 before me etc. at the start of the year
• the release of learning
• ensuring students understand the why
• using student voice to interpret teaching style/activities

Setting up the year

I ensured to start my year off valuing the importance of building relationships and setting expectations and routines. This included spending longer on setting routines - what happens at the start of a lesson, how to find things on iTunes U & submit assignments, how to use PDF expert, using class Quizlet for revision etc. My thoughts on spending time ensuring I do this well was that I would be saving time later on in the course. Overall I feel like this has been relatively successful. Students understand basic processes and this has saved time. Also if students do get stuck other students have been proactive in assisting.

Relievers & Student Ownership

The start of the year often brings disruptions to classes. Whether it's swimming sports and athletics or PE department camps.  As a result of camps, professional development and other inevitable absences such as sickness I have missed a few classes with my IG class. During this time students were left work complete with instructions on their iTunes U course. I simplified their work as much a possible knowing that not all new content they would be covering could be found in their textbooks. For content that was not easily accessible I left them notes in which they had to fill in the blanks and then had to answer some questions to show their understanding.

Just before returning to school I received an email from one of my students. In summary this email said that they did not think it was fair that they were left to learn this new content on their own, especially with relievers that weren't able to help them. This email was a response to my email to the class about the lack of work that had been submitted while I was absent. When I returned to class we broke this down and discussed student ownership. They identified that I do not tell the the answers and they need to seek them themselves, so I challenged why should it be different if I was absent. This discussion resulted in referring back to the range of places where students can revert to for help while learning new content. These included; textbook, iTunes U, notes, Quizlet, Google, classmates or myself.

I have been absent since this conversation and it was great to see that students completed and submitted all work as expected. I also noticed when students were studying for a recent test that they were referring to the wide range of resources available.
I have been trialling different teaching styles and types of activities with this class to show them that I am interested in how they like to learn and how they learn most effectively. I have also received informal verbal feedback and actioned this.


What’s not happening & why?

• Although students most students are starting to become more independent and show more ownership of their learning not all are. Certain students can be quite needy. Whether it is handing in incomplete work as they 'don't know what they are doing' or where to find answers. These particular students are also the ones that ask questions expecting me to give them the answers when completing activities. 

What am I going to do to influence what is not happening?

• I can introduce the use of checklists before students hand in any completed work. This could ensure that students have completed all tasks by utilizing all resources when trying to complete activities, have included key points for each topic, have broken down the questions and used appropriate sentence structure when applicable
• I am going to ensure I do some formalized student feedback & learner voice before the end of term to help construct my 2018 inquiry and see whether or not I will continue pursuing this inquiry or something similar

28/2: Interlead PD

PD: Interlead PD

28th February 2018

Name of Course/Programme/Seminar: Interlead Professional Development for Staff - Workshop 1

Provider/Presenter: Tony Burkin

Notes/Thoughts from today's session:

• Each of the 4 Interlead PD sessions are not repeats, they separate and build on one another
• We ask our students to write goals down and reflect on what they are doing so why are we not doing the same - we need to walk the talk
• Why do we need to get registered every three years? Teaching was the only profession to not have an 'integrity' unit, so the teachers council was created. In 2010 the PTCs were created to ensure that teachers are providing evidence that they are up to date in the teaching profession and growing and developing in their profession.

• Professional Capital (2012) = Michael Fullan - How do you develop it?
• Professional Capital = f (Human Capital, Social Capital, Decisional Making Capital)
• Human Capital - who you are as a person
• Social Capital - can you take on criticism and do you change your practise to act on this
• Decisional Making Capital - do you make the right decisions
• All three need to work together to create your professional capital. If you are missing one of these you do not have your professional capital. These three work together and flow into your professional practice

• Defining Performance Management - 50% Accountability & 50% Development

• How do you prove you are growing and improving?
• How does teacher registration have an impact on student outcome?
• Factors affecting Student Achievement Data - School 10%, Peers 10%, Family 10%, Student Capability & Capacity to learn 50%, the Teacher 30%
• The only thing we can only control is what we do as a teacher so we need to focus on this e.g. unit planning, listening to student voice etc.
• Culture - Performance Management can be eaten by School Culture
• An Everyone Culture: Becoming a Deliberately Developmental Organization by Robert Kegan & Lisa Laskow Lahey

• Professionals have their first job, their 'Core Business' such as Students, Organisation, Community that leads into emotional, behavioural, cognitive, intellectual, academic, social & economic. But then they also have their second job which is hiding and managing risks to identity and maintaining image. This could include ensuring that you don't look; incompetent, ignorant, negative, disruptive.
• How can I create an environment that is more psychologically safe so my students are able to open up? E.g. students feeling safe enough to ask questions and ask for help
• Limitations of Learning Conversations - Learning through conversation
• dialogue vs criticism
• Criticism = learning through judgement 

• Criticism - Critical Thinking; doing things better, motivate & triggering performance, turbo changing performance & workplaces, promoting change, growing personally & professionally, challenging thinking directly
• dialogue = learning about differences, criticism = learning through differences. Both build trust & respect and strengthen professional relationships
• Limitations of Learning Conversations - there is an idea that the giver is in charge of the conversation e.g. HOD critiquing you and telling you what you are doing well and what you need to change. We are trying to shift the conversation to the receiver 
• Get Better at Receiving Feedback - 'Thanks for the feedback'
• quite often we train the managers to give better feedback when really we should be training
• we all want to learn and grow but we also want to feel accepted and respected the way we are now
• three triggers; truth, relationship & identity
• truth (the challenge to see) - we can't see ourselves and vague feedback means we might not understand the 
• relationship (the challenge to )- feedback lives in the context of a relationship. Depending on the type of relationship you have with the giver can interpret how you respond or whether you take on the feedback.  Who, how, when, where.
• identity (the challenge to ) - feedback that hits closer to home such as something we are good at hits harder to home. Depending on how you take on feedback can then impact the way you deliver feedback e.g. you take on feedback well and take direct feedback, then you might deliver feedback too direct or blunt to someone who needs to receive it more delicately

• What is one thing I could differently to _____ (specific point)?
• "Receiving feedback to drive their own learning"
• Learn to receive students feedback - 3 things I'm doing well, 2 things, 1 thing I need to change
• If you are learner centric - do you ask your students what you need to change in your teaching practice, do you share what you are doing with them, 
• student voice through interlead
• Learner voice vs Student voice
• Student Voice - provides 'blunt' data for teacher improvement, development and growth. Quite often personality and relationship based e.g. I like her but can't explain what she does that I like in teacher talk
• Learner Voice - 
• Scaffolding Feedback - to identify potential 'blind spots'
• Appreciative - to see, acknowledge, connect, motivate. Motivates & encourages
• Coaching/Developmental - helps receiver expand knowledge, sharpen skill & improve capability. Raises feelings within relationships
• Evaluation - tells you where you stand by 'rating'; aligns expectations and informs decision making. Speaks the loudest and can drown out the other 2
• Collecting Learner voice - have a colleague go in the classroom when students are submitting survey for feedback and take them through the survey question by question to explain in more detail what each question is asking. This allows students to be more open and honest - less appreciative feedback.

If I was to summarise the key things I took away from this Professional Development what would they be and why?

• The difference between student voice and learner voice and how to collect learner voice effectively. This was a key thing I took away because I struggled in collecting valuable student voice last year. The feedback I received was mainly appreciative and I found that students struggled to give feedback that I could effectively bring into or adapt in my practise. 
• That this idea of hiding can come in different forms e.g. I might not hide my practice but I hide my opinion from other members of staff when I could be giving them feedback - especially in most cases where it could affect their learners

How has this professional development challenged my thinking?

At the start of today's PD session I started to feel more comfortable in my teaching practise. All aspects that were being covered and challenged I felt I was doing. I felt that I myself have a good Professional Capital (Human Capital, Social Capital, Decisional Making Capital) but then this idea of hiding came up. I realized the two main ways I hide is by not giving feedback to members of staff due to the thought of them not liking me and accessing student voice rather than learner voice resulting in more appreciative feedback and therefore making myself feel better.

What aspects of my practice would I consider changing as a result of this professional development and why?

• I am going to change my teaching practice by trying to collect learner voice through Interlead. From that I will inform my inquiry for the year - most likely to be with my IGCSE class. I will ensure that I will be open & honest with the students about the results of their feedback and then discuss with them how we are going to change as a class and move forward
• I am going to attempt to not 'hide' by giving more feedback to staff especially if it can impact learners

21/2: Positive Education Faculty Meeting

Positive Education Faculty Meeting

21st Febrauary 2018

1. New PosEd Course outline – MB/GM
   1. New structure this year where 1 teacher now teaches all 4 courses (Y9 - thinking, philosophy, round square, character & values)
   2. Now include assessment tasks? Students complete reflective task for assessment, year 9 & 10 courses now linked via 5 questions, could work on and could into eportfolio - teachers, mentors would be able to look
   3. Curriculum doc draft - ties pastoral to curriculum
2. Health Update - CM
   1. Importance of Who Am I - Chris wants to push to whole school
      1. Other subjects are doing similar things - repetition not bad & teachers wouldn’t
         1. Contact Steph re what they do around reproduction and drugs in science
   2. Hauora
3. RE Update – OA
   1. Y10 running smoothly but Y9 haven’t started yet - will come into 5 lessons for a term
   2. What is happening in these lessons?
4. Mindfulness update – GM
   1. Need to try and complete all 8 sessions before the end of the term
5. Yoga – GM
   1. Now funded for staff
   2. Looking to organise for students
6. SAP – GM
   1. Sam Roberton & Emelia Leggit trying to start up for the year - will be talking at assembly next week about student lead groups
      1. Student Council - top 6 & HoH e.g. maintenance around school
      2. SAP - big issues, connections to other areas of school, inclusive and listening to others
      3. Student Health Council
      4. Cultural & Sporting Councils
   2. Student voice not just tokenism - needs to be worked with and equitable
7. Ethics Seminar at King’s, 21st May - GM
   1. Have been given hand out
8. AOB

Action Points:

1. Pull up students when being inappropriate
2. See if Chris needs a hand with Health outline
3. Discuss with other faculties (e.g. Science) about what double ups are occuring
4. Continue to work on Mindfulness sessions!