1. Secondary PRT/ OTT and Mentor teachers
Workshop 1
Christchurch: 5th June 2012

2. KARAKIA TIMATANGA Whakataka te hau ki te uru Whakataka te hau ki te tonga Kia maakinakina ki uta Kia maataratara ki tai E hii ake ana te ataakura He tio, he huka, he hauhunga Tihei Mauri Ora!

3. Ehara taku toa i te toa takitahi, engari, he toa takitini Success is not the work of one, but the work of many

4. Outline of day
Mihimihi Introduction to our PLD journey 2012 Reflecting on experiences so far Registration requirements Registered Teacher Criteria Induction & mentoring programmes Whakamutunga (data, next workshops etc)

5. Mihimihi You may wish to include Ingoa Name Kura School PRT or mentor?
Taumata/kaupapa ako Year level/subject you are teaching
Tokohia nga tauira Number of students
O moemoea What you hope to get out of today
He korero hononga A personal korero to make connections

6. Mau ki te Ako : culturally responsive professional learning & development

7. Culturally responsive professional learning and development
Teaching as Inquiry
Culturally responsive pedagogy
Quality Induction & Mentoring programmes resulting in PRTs meeting full registration requirements
NZC – (NCEA )

8. Overview PRT/ mentor workshops
Workshop 1 PRT/OTT & mentors
Shared understanding of pld
Quality mentoring & induction (M& I ) programmes – full registration requirements
New Zealand Curriculum (NZC) Teaching as Inquiry/ Mentoring as Inquiry, Culturally responsive pedagogy
Networking & sharing
Workshop 2 for PRT/OTT
Quality M & I programmes – registration
NZC – NCEA
Teaching as Inquiry,
Culturally responsive pedagogy
Being a PRT

9. Overview continued Workshop 2 for mentors Quality M & I programmes
Mentoring as Inquiry
Coaching & mentoring skills
Networking & sharing

10. Quality Induction & Mentoring Programmes
e PRT Website
Teachers’ Council

11. Quality I & M programmes
Quiz
As a table team
– aim to complete all questions
(split up the task)
- Record page numbers for later reference

12. An induction and mentoring programme is not a hierarchical structure, Rather, it is a collaborative approach between two or more teachers to explore, trial, question, reflect on, & evaluate ways of teaching to develop effective students learning. It involves sharing & demonstrating rather than instructing, and discussing rather than telling.
P8 Towards Full Registration, Section 4 : Schools

13. Developing your induction and mentoring programme
Activity
Independently fill in the sheet
Skim read the material
Share thoughts & reflections with group
Add anything else to sheet
As a group, can you identify your top 2 skills for mentors and top 2 for PRT’s?

14. PRTs Mentors Class level groups Reflect on year so far Share -
-what’s going well
what’s causing a few concerns
how you are keep your documentation
Share
Induction & mentoring programmes planned
Challenges in being a mentor
How you handle associated paper work
Listen to how it is for others – may get some ideas you can adapt for yuorself

15. Gaining Full Registration
TC website Registration Policy on line Key policy changes from Feb 2012 Registered Teacher Criteria

16. Registered Teacher Criteria
What is the Self Assessment Tool?
Divide into 6 groups
Your task:
Each group will be assigned two criteria to ‘unpack’ and ‘explore’.
In your groups, reflect and discuss your respective criteria
On your paper:
...how you have demonstrated these criteria
...what type of evidence could be recorded towards these?
You will have a short time at the end to explore the work of the other groups and add to the RTC/Professional Standards handout.
Need to have group packs sorted for this with several copies of the appropriate SATs and 2x A3 sheets already set up for the recording of evidence sources. The ‘What Evidence is the TC looking for’ handout would be useful here plus Individual copies of the RTC/Prof Stds matrix.
Suggested coupling of RTCs for spread:
1+12, 1+11, 3+6, 4+9, 5+7, 10+8.
Wrong way of looking at RTC just for registration, this is important for Inquiry to be good practioner.
Self Assessment tool (TRC Registered Teacher Criteria Self Assessment tool) Focus is inquiry ie what do I need? What do my students need?. This tool gives you the way to start… less time ie 15 mins for 2 criterion. Look at website, note colours eg PRT orange? Using e-portfolio and download tool and add evidence
Add website links to powerpoint. Booklet for PRTs on website
On whiteboard have all Criteria up and add evidence under each eg RTC 1 eg Kamar
This was done for small group therefore 3 groups, larger just give 2 RTCs each, go through briefly
RTC 7student voice differentiation RTC 8 use 321(question still have)
RTC 10 Thinking about Successful learning for Maori students Russell Aitkin
Morning tea after this activity

17. RTC overarching statements
Teachers play a critical role in enabling the educational achievement of all akonga/ learners.
The Treaty of Waitangi extends equal status & rights to Maori & Pakeha. This places a particular responsibility on all teachers in Aotearoa /new Zealand to promote equitable learning outcomes.
In an increasingly multi-cultural Aotearoa New Zealand , teachers need to be aware of and respect the languages, heritages and cultures of all akonga.
In Aotearoa /New Zealand, the Code of Ethics commits registered teachers to the highest standards of professional service in promoting the learning of those they teach.

18. Speaking the language : What do these initials stand for ?
I & M PRT OTT TC RTC FTE NZC NCEA

19. Teaching as Inquiry: NZC
Teaching Inquiry
What strategies (evidence-based) are most likely to help my students learn this?
ENGAGEMENT
TEACHING
Ako
SUCCESS
LEARNING
Focusing
Inquiry
What is important (and therefore worth spending time on), given where my students are at?
Learning Inquiry
What happened as a result of the teaching, and what are the implications for future teaching?
Is there something else I need to change?
What are the next steps for learners?

20. Teaching as Inquiry
In groups of 3-5 with one mentor per group where possible, create you own definition of ‘teaching as inquiry’ (using your own language!)
THEN
Create a diagram on the paper provided which represents the steps involved in this process
Make sure there is plenty of discussion within your group
Be prepared to share your diagram

21. Mentoring as Inquiry Focusing inquiry
Gather information about your PRT/s - With PRT decide on the learning focus /goals for the PRTs
Considering the focusing inquiry decide what thinking, talking, reading, observing you will need to do about -
~WHAT the PRT is learning about (content)
~HOW best to support the PRT in their learning (andragogy)
Ask yourself – what will I do differently in my mentoring to try and bring about this learning for the PRT/s ?
What were the outcomes for the PRTs? Did they achieve the learning goals?

22. Teaching as Inquiry
Approach someone you don’t know. Using your diagram as your guide, take your new friend through an example of how you might have explored the teaching as inquiry cycle in your practice already.
If there are ‘holes’ or ‘gaps’, please acknowledge them in your discussions.
If there were barriers or problems, also acknowledge these and together try and find solutions of alternative pathways which may have assisted the inquiry.
Be prepared to feedback to the group 

23. Culturally Responsive Pedagogy.

24. “We are not asking Pakeha teachers to come with that knowledge (culture, tikanga, reo) but we are asking them to come with an open mind and an attitude that they will be receptive to finding out more themselves and including it in the learning programmes of our students so that the students can see some familiarity and that their cultural knowledge is valid.” (School Principal).

25. “Generally when teachers do things which have a label ”Māori” on them, they are considered to be doing cultural things…One thing we need to clear up…is that everything they (teachers) do is cultural. It mightn’t be Māori cultural but it will be cultural. In other words, it belongs to some community of values, some institutions, and the language that is being used conveys certain messages”. (Wally Penetito)

27. Tataiako
WANANGA Participates with learners and communities in robust dialogue for the benefit of Maori learners’ achievement.
WHANAUNGATANGA
Actively engages in respectful working relationships with Maori learners, parents and whanau, hapu, iwi and the Maori community.
MANAAKITANGA
Demonstrates integrity, sincerity and respect towards Maori beliefs, language and culture.   
TANGATA WHENUATANGA
Affirms Maori learners as Maori – provides contexts for learning where the identity, language and culture (cultural locatedness) of Maori learners and their whanau is affirmed.
AKO
Takes responsibility for their own learning and that of Maori learners.
Take a few minutes on your own to reflect on the competencies in relation to your own teaching.

28. Last activity for the day...
Choose a competency that you most need to develop in and move to the table with this competency
As a group, make sense of how the resource might help you make sense of this competency in your practice
As a group, think about the clear links between Tātaiako and the RTCs
What are some specific things you can do to work on Cultural Responsiveness?
Look again at your T.A.I. diagram from this morning – where in the diagram might some inquiry around this competency fit?

29. Reflection and planning
Reflecting on your I & M prog sheet
Use if you want/need
Please complete…
Survey (different for PRTs and Mentors)
Feedback from today…let me know what you need/want

31. Rest of year programme PRTs
Workshop 2
Continue focus on :
Their M & I programme
Culturally responsive pedagogy
Teaching as inquiry
Applying the Literacy & Numeracy requirements of NCEA to teaching practice
Networking, reflecting & sharing
Data gathering Time 2
Christchurch, Monday 20th August
Invercargill, Thursday 23rd August
Dunedin, Friday 24th August
Online Modules

32. Data we would like from you
PRT/OTT
Surveys
– demographic info
Self assessment of M & I programme, your developing skills & knowledge etc
Teaching as Inquiry
PRT/OTTs will develop a Teaching as Inquiry cycle …The focusing inquiry will identify a group of students from the MOE target groups (students underachieving , Maori, Pasifika, special needs)with a specific emphasis on improving achievement … results of your inquiries

33. TEACHING AS INQUIRY
Time 1 (start of inquiry)
Time (after T as I cycle)
Student name
target group
Learning focus
Date
Achievement level
Achieve
level
Shift

34. Rest of year programme mentors
Workshop 2
Continue focus on M & I programme ,Culturally responsive pedagogy
Mentoring as inquiry
Coaching & Mentoring skills
Networking, reflecting & sharing
Data gathering Time 2
Christchurch, TBC
Invercargill, TBC
Dunedin, TBC
Online Modules

35. Data we would like from you
Mentor teachers
Surveys
– demographic info
Self assessment of M & I programme, your developing skills & knowledge etc
Mentoring as Inquiry
PRT/OTTs will develop a Teaching as Inquiry cycle. The focus of this inquiry will be on developing your coaching & mentoring skills as you provide a high quality induction and mentoring programme for PRT/OTTs that is educative & responsive to their needs. …Results of your inquiries

36. Time 1 (start of inquiry) Time 2 (after T as I cycle) PRTs
MENTORING AS INQUIRY
Time 1 (start of inquiry)
Time (after T as I cycle)
PRTs
Focusing inquiry
Date
Teaching Inquiry (change in my mentoring
Learning Inquiry (effect of my change)
Shift

37. KARAKIA WHAKAMUTUNGA Kia tau te mauri I roto i a tatou Kia hoki pai ai ki nga kura Kia akiaki i nga tamariki Tihei Mauri Ora!