Reflection Term 3

Not sure where reflection of Term 2 went and it seems like a lifetime ago and an incredible amount has changed, so I can't retrospectively write about it! My blog on the 'permanent crisis' is probably a good temperature check of where we were. I'll focus on T3, as this has been an incredibly tough term for the team but we have come out with a huge amount of shift in our practice and leadership capabilities.

My DR - to provide a range of opportunities for feedback from my team - has developed into feedback from team and SLT. Feedback works both ways and it is much about me finding the confidence to give feedback to team members and SLT.  Our team completed some great work on 'feedback' and we have integrated our individual inquiries into this process of giving honest feedback to the team. This has worked incredibly well, by providing team members to observe the habitat and reflect on their inquiry they have given honest feedback which has brought up some positive changes ie lack of clarity of the capacities and Alice providing laminated solo sheets which are now being used in the habitat. 

My confidence to unpack 'difficult conversations' has been a huge lift from my shoulders. How to deal with certain scenarios required simple words like using 'you' and moving responsibility back to others as opposed to falling into the blame game.  I have completed some very difficult conversations where I had state the problem as opposed to teasing it out and not following it through as it wasn't mentioned. 

Action: keep having the difficult conversations (if needed!), follow the coaching approach to tease out clarity with other mentors, plan questions ahead, continue with habitat approach to feedback (based around our inquiries)

'Professional Reading' - I would like to articulate my thinking/beliefs succinctly supported by a wide range of professional reading.

I have become more purposeful in my reading. I was a little keen to read anything and everything to fulfil this DR but quickly realised I need purpose. We have done a lot of reading around Clarity in the Classroom and slowly working my way through Quiet Leadership. I am on a 3 day course during the holidays around leadership which has readings so I will blog about those once read and the course is finished. Really looking forward to solely focussing on my leadership capabilities. 

Action:  complete readings for leadership course and reflect, keep dipping into quiet leadership, stay focused on relevant reading ie difficult conversations (will see how the course goes - chat with Ben about possible books)

'Learning the Level' - we have made huge strides with our learning around the age group. Having our focus on formative assessment and creating our progress pebbles has ensured we have unpacked everything that we teach. Creating the pebbles makes you consider the stage carefully and by creating each pebble you are having to look at the range. Making it visible in the habitat means you have it to get it right as students, mentors and parents see it! It is placed under scrutiny the moment its up, which is a good thing. Our exploration of intrinsic and extrinsic motivation has explored many facets around this age group and using research has helped us create a balanced approach to meeting the needs of all the students. The stickers have clearly helped the younger students, and by collecting student voice, the older students have appreciated the approach by needs a more intrinsic approach. Displaying the pebbles and working towards the next level has been very successful for the very able mathematicians and has really moved forward. 

Action:  continue inquiry into intrinsic and extrinsic motivation (students needs will change and so will our approach), continue to create pebble across all areas of the curriculum (only maths and reading so far) 

‘To empower my team to drive the vision of Shotover Primary School’

This means I believe the students are the ‘heart’ of every decision - shared values and expectations are being met - ‘clarity in the classroom’ - progress pebbles - clear vision (identify principles of learning

Our weekly focus on progress pebbles has kept it in focus and staff meetings based around clarity in the classroom has helped push our progress with the pebbles. The team are using them regularly now and creating their own on more regular basis.

Grow Mentors Capabilities - Provide opportunities for team members to lead the meeting -

After our regular mentor meetings themes came through with each person. We clarified teacher inquiries and they have become a focal point each week which a mentor has lead. This involves an observation of the habitat and following a process of describing what is happening, what is not happening and what next. Mentors have all become involved in groups/activities outside the habitat.