You want me to what?

Ruahine’s journey in self-videoing,

critical friendships & changes to pedagogy

History

Teacher Inquiry Staff Culture Need for PLD to be

transferable Developing leadership Readiness High Expectations

Big Picture“To personalise numeracy learning with a focus on effective teacher practice to improve outcomes for students.” Leadership capability developed Sustained/improved student achievement results Evidence of students confidently verbalising their

leaning goals (& how to reach them) Teacher inquiry into their practice (in the area of

personalising learning), & identify effective teaching strategies being used and those to be developed

Teachers develop an understanding of how effective teaching practice can be transferred across the curriculum

Expectations Individual class targets set and included in annual plan Teacher reflection – regular, recorded (also used as

anecdotal evidence for appraisal and in their reporting to the BOT)

Teacher self-videoing – twice per term (with associated reflective comments)

2 observations per term by lead team &/or facilitator Critical friend visits – twice per term (with associated

observation notes, discussion notes and reflective comments)

Individual report/presentation to the BOT

Anticipated Barriers

Critical friend confidence Comfort in self-videoing and

evaluating own practice Perceived increase in workload

Unanticipated Barriers

Reporting to the BOT

Teacher comments “…with the videoing there could be no excuses because

Vanessa had already videoed herself.” “…required an incredible amount of thought and reflection

and have been extremely valuable…” “Feedback from observations and my own personal reflections

have underpinned the changes that I have made.” (linking back to DATs)

“….Once I had gotten over being squeamish about my appearance and the sound of my voice I could really see what I was doing, how much I was talking and spoon-feeding my students.”

“…I need to work on asking questions to get my critical friend to think of her own answer – I still want to answer all my own questions and need to take a step back so that she can too (just like I need to do this in class time).”

“The critical friend visits, self-videoing and personal reflections have changed from being a ‘doing it because I have to’ to a real tool in my own professional development. I’m more conscious of how and why I’m doing things and question and reflect on my teaching in all areas.”

My Leadership Learning ESTABLISHING GOALS AND

EXPECTATIONS RESOURCING STRATEGICALLY PLANNING, CO-ORDINATING &

EVALUATING TEACHING & THE CURRICULUM

PROMOTING & PARTICIPATING IN TEACHER LEARNING & DEVELOPMENT

ENSURING AN ORDERLY & SUPPORTIVE ENVIRONMENT