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Karakia

Karakia. Whakataka te hau ki te uru Whakataka te hau ki te tonga Kia mākinakina ki uta Kia mātaratara ki tai E hī ake ana te atākura He tio He huka He hauhunga Tihe mauri ora. Cease the winds to the West Cease the winds to the South Let the breezes blow over the land,

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Karakia

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  1. Karakia Whakataka te hau ki te uru Whakataka te hau ki te tonga Kia mākinakina ki uta Kia mātaratara ki tai E hī ake ana te atākura He tio He huka He hauhunga Tihe mauri ora Cease the winds to the West Cease the winds to the South Let the breezes blow over the land, Let the red-tipped dawn come with a sharpened air, A touch of frost, a promise of a glorious day

  2. Upper Hutt Network Learning Cluster Lead teacher workshop September 28th Mangaroa School 2011

  3. Agenda • Welcome • Discussions and feedback from in- school staff meetings and inter-school visits, outside the region visits • What has the process to date meant for our students? Where does the child fit? Roles and Responsibilities (See workshop 1 or wiki) • Moderating writing samples across the curriculum • My portfolio presentation – moderating online • Update Individual school action plan – Please bring your Action Plan X2 • How far have we come? Where to next? • Closing – burning Issues

  4. REFLECTION ON MODERATION VISITS AND IN SCHOOL WORK SINCE LAST WORKSHOP

  5. Where does the Student fit? • View Pod cast

  6. Student work across the NZC • Make an overall teacher judgment Below At Above Next steps for the student……… Next steps for the teacher………..

  7. Action Plan • What are the next steps for: • You as the leader of this learning? • Your staff at school? • Transferring into other areas – Reading, Mathematics • Your Assessment Schedule for 2012? Update your action plan – please complete 2 copies – 1 for you – 1 for us – Consider the support you need, time, resourcing, further PD

  8. How far have we come? Reflection Time • Criterion 12. Register Teacher Criteria • use critical inquiry and problem-solving effectively in their professional practice • Key indicators • systematically and critically engage with evidence and professional literature to reflect on and refine practice • ii. respond professionally to feedback from other members of the learning community • iii. critically examine their own beliefs, including cultural beliefs, and how they impact on their professional practice and the achievement of ākonga.

  9. Te Whare Tapa Whā (Durie, 1994)A kaupapa Māori holistic framework Identify what you do for your Hauora under the 4 dimensions. Identify the gaps both personally and professionally. Set obtainable goals

  10. Moderation processes

  11. Feedback – Talking Partners • NL- New Learning • NS – Next steps • FB – Feedback for facilitator

  12. The Muddiest Point ! The Muddiest Point is the most difficult part of your teaching/learning. - Moderation, OTJ’s It is the part where you get stuck!

  13. Uses: Pupils share work with a partner and reflect on; 3 new things they have learnt what they found easy what they found difficult something they would like to work on /improve revisit Talk Partners Teacher benefit: Gains an overview of learning that has taken place Gives an immediate indication of pupils’ understanding and/or feelings An opportunity to change the focus of teaching – if necessary

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