2. Specialist Classroom Teachers 2009 Celebrating the past and walking towards the future “A conversation around the NZC and Effective Pedagogies”

3. Schedule for the day MORNING 1.Introductions – MY FAVORITE THINGS 2.Reflections – MY BELIEFS/ASSUMPTIONS – What is our baseline? 3.Administration – Job descriptions and role definition 2009 4.Coaching and Mentoring – learning from the past. 5.Making a difference? How do we know? AFTERNOON 1.The BIG EPs. Discovering, unearthing and clarifying. 2.Research and the real 3.Next steps 2009 – developing an ‘action plan’, course of study, journey,…………….. 4.Next learning group gathering?

4. My favorite things………………… Raindrops on roses, whiskers on kittens Recording and exploring our favorite things and what does it tells us about ourselves, our learning, our understanding of knowledge, our use of the ‘effective pedagogies’.

5. Me Myself and I My Favorite Things TEACHER BOOK TIME OF YEAR FOOD PLACE SONG SUBJECT OUR BELIEFS and ASSUMPTIONS Schooling is about… Teaching is about… The role of teachers is about… Learning is about… Knowledge is… The ‘new’ New Zealand Curriculum is about… Educational success is about… Success is about… The role of education in society is about… Education in the ‘21st century’ is about…

6. JOB DESCRIPTIONS Do you have one? What is in it? Has it changed in the past? If Yes – why? YOUR ROLE WITHIN THE SCHOOL Links to Leadership? Links to Pedagogy? Links to PRTs? Links to Teachers? DRAW A DIAGRAM SHOWING HOW YOUR ROLE SUPPORTS LEARNING IN YOUR SCHOOL

7. Aims and Objectives of the SCT Role The PPTA, NZSTA and the Ministry of Education agree that a fundamental goal of education policy is to contribute to high education outcomes for all students. There is also recognition of a range of characteristics of quality teaching that are effective in producing improved learning outcomes for all students, especially those most at risk of underachievement. The aim of the SCT role is to contribute to the enhancement of such quality teaching practices in all schools by providing support for the professional growth of other teachers in the school. This could be through: Supporting and assisting beginning teachers to develop and demonstrate effective teaching practices; Supporting and assisting beginning teachers to maintain a purposeful learning environment that engages students; Supporting and assisting other teachers in the school with effective teaching practices and maintaining a purposeful learning environment that engages students; Supporting and assisting teachers to expand their knowledge, skills and attributes to increase teaching effectiveness; Encouraging collaborative, reflective and shared practice Providing leadership in school wide professional learning and development.

8. KIWI LEADERSHIP MODEL

10. What are the ‘effective pedagogies’? Am I ‘ok’ with the ‘pedagogy’?

11. THE BIG EPs 1.Creating a supportive learning environment 2.Encouraging reflective thought and action 3.Enhancing the relevance of new learning 4.Facilitating shared learning 5.Making connections to prior learning and experience 6.Providing sufficient opportunities to learn 7.Teaching as inquiry

12. BRAIN STORM……………… What strategies can we use to support and gain understanding of the EPs?

13. NEXT STEPS Your Year What are you goals? How will you reach them? How will you know when you have reached your goals?