Google Summit

Blog post links to PTC4: demonstrate commitment to ongoing professional learning and development of personal professional practice

PTC5: show leadership that contributes to effective teaching and learning

Keynote: #YOUHADONEJOB

Presenter: Suan Yeo

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Bio: Suan is the Education Evangelist for Google in the Asia-Pacific region. He works closely with educators and administrators on helping schools and universities, teachers and students go Google. A Google veteran of 13+ years, Suan worked in 7 offices, 5 countries and 3 product teams before finally creating his dream job of working with teachers and students on technology-enabled learning. 2017 is shaping up to be the biggest year for Google to be recognised as a world leader in education. While Suan’s 2014 goal was to create an #eduwin for everyone he worked with, his focus on 2017 will be on empowering learners to seize the opportunity to make a positive difference in the world. “Focus on the learner and all else will follow”. Suan currently lives in Sydney where he enjoys the wonderful beaches and 300 days of sunshine a year with his awesome wife and two wonderful kids

A blurb on the keynote: Remember what it felt like the very first time you stepped into the classroom? Why did you want to become a teacher in the first place? Now think of how quickly your role’s evolved since then, and all the various responsibilities you have as an educator, motivator, disciplinarian, counselor, mentor and friend to your students. How does this change how you see yourself? What can you do to become the very best version of yourself?

My notes from the keynote:

– Smartphones, technology, broadband has changed the way we access information. If our learners can find the answer by googling the question and accessing this information within minutes then what is our role…. Information is at the tip of fingers; if you are unsure of how to do something YouTube will most probably have an instructional video of showing what to do.

Workshops 1: Supporting Reading and Writing with Google Chrome

Presenter: Greg O’Connor

Bio: Greg has been actively involved in supporting the learning of students with diverse learning needs for over 30 years. During this time he has worked as a classroom teacher, school executive, district consultant, and regional manager with the New South Wales Department of Education. He is currently a member of the Asia Pacific Texthelp Team, supporting technology innovation and implementation across the region.

A blurb on the workshops: Want to find out more about how technology can support learners struggling with english and the literacy requirements of school? If students can access G Suite for Education, they can access a range of GAFE extensions and apps including Read&Write for Google Chrome and Snapverter to support their diverse literacy needs – anywhere, anytime. Let’s dive in and see how we can support our english language learners, and our learners struggling with reading, writing, research skills and staying focused. Text to speech, optical character recognition (OCR), vocabulary and comprehension support, writing tools and supporting working memory are just some of the features available to our students via the cloud. Everyone attending this session will be provided with free access to Read&write for Google Chrome.

 

My notes from the keynote:

-Where is the maths, communication, literacy involved in a trip to the Amazon store:

-If our learners are using technology throughout the day then when it comes to assessment then we should be assessing them in the same way.

-To enable Text to speech Through apple

  1. Choose Apple menu > System Preferences, click Dictation & Speech, then click Text to Speech.
  2. Select the “Speak selected text when the key is pressed” checkbox. By default, speaking is enabled when you press Option-Esc. …
  3. To have your Mac start speaking, press the specified key. To stop the speaking, press the key again.
  4.  
  5. Workshops 2: Around the world in 60 minutes

Presenter: Suan Yeo

A blurb on the workshops: Have you wondered what it would be like to see the world from the comfort of your own classroom? This session will take you on a whirlwind adventure via Google Earth, Expeditions, Maps and Street View. Explore the scenic world and experience the culture of foreign communities through virtual field trips.

Where to next:

-Explore Google Earth, Expeditions, Youtube with your class

Workshops 3: Do you wanna build a site?

Presenter: Nick Brierley

Bio: Nick is an educator advocating for student talents, interests and needs inspiring classroom practice. Having ten years experience in primary schools, Nick teaches in Sydney’s inner west. He has completed gifted education, religious education, and educational leadership studies. Nick believes professional learning should be engaging and be practical. He is an #aussieED moderator and educational writer, international speaker, and podcaster.

A blurb on the workshops: Navigating and using New Google Sites should be easy. However, as most educators and students are so used to using Classic sites, it is increasingly difficult to seamlessly integrate the New Sites into the Classroom. Let’s break it down into easy to learn parts and make a site for your students or your community

Notes:

Old: https://sites.google.com/syd.catholic.edu.au/shmosmanbyodd/for-parents

Vs

New: https://sites.google.com/a/syd.catholic.edu.au/sacred-heart-mosman-byodd/

Where to next:

-In the workshop, we started to create our own Google site. I aim to finish this (syndicate site), share it with my two other team members. Once we have this up and running, sharing this with our parents/whanau, Senior Syndicate Blog.

 

Workshop 4: Little Data, Big Data: Simple Ideas for working with data

Presenter: Chris Betcher

Bio: Long before the World Wide Web was invented, Chris Betcher was a high school art teacher. At the time, he made interesting things out of paint and clay and enjoyed helping his students learn how to do the same. When the Web came along it ignited a whole new passion for making things out of 0s and 1s, and he enjoyed helping his students learn in this new digital landscape even more than the old analog one. Since that time, Chris has taught in a range of educational settings in Australia and overseas. He still has the same passion for helping others creatively explore their world through computational thinking, digital media and the social web, while discovering the joy of working with both sides of their brains. Chris is Director of Professional Learning for EdTechTeam ANZ, as well as being a blogger, podcaster, speaker, author, and an active member of the Australian edtech scene. He shares openly and freely through his blog at http://chrisbetcher.com, and has presented at numerous national and international conferences. He is an Adobe Education Leader, Google Certified Innovator, Trainer and Administrator. In 2013 he was awarded ICT Educator of the Year by both ICTENSW and ACCE.

 

A blurb on the workshops: Collecting, manipulating, analysing and visualising data. Working with data is an important literacy for the digital age, and has a strong emphasis in most modern curriculum. This session will take you through a number of classroom-tested practical Google Sheets exercises that will help you see how data can be used in your lessons. Bring a computer or Chromebook and prepare to get dirty with data. This workshop is not really suitable for iPads.

Where to next:

-Using google sheets to collect and display data

 

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Girls Menotring Term 1

Blog post links to PTC1: establish and maintain effective professional relationships focused on the learning and well-being of ākonga

PTC5: show leadership that contributes to effective teaching and learning

Term 1 was the first term of the Girl’s Mentoring Programme, we focused on learning a new skill. We change our plan as the term went on as Sewing took longer than excepted. The girls all made a cushion cover to take home at end of the term.

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Term 1 Week 2

Friday 10th February

Week 4

Friday 24th February

Week 6

Friday 10th March

Week 8

Friday 24th March

Week 10

Friday 7th April

Skill-PLAN Introduction – Student input Cooking Cupcake Decorating Jewellery making Whole day/Scrapbook?
What we did Planning Cooking- Lasagna Walked to Lincraft to purchase and pick material Cut, pinned, iron material started to sew Finish cushion cover sewing

Each fortnight I wrote a brief Narrative of the events, Observations of what I saw and hear and Next steps for the following fortnight. My main observation that the girls would not speak unless prompted so each would I would encourage conversation, student’s voice, ask their opinion, and slow build on their confidence.

Selecting the material for the cushions was interesting, I said you have a budget of $10 per meter, pick what ever you want. I stood back and looked around listening and watching out of the corner of my eye. They circle around a little and once one girl had picked her material and the other three selected very similar material but in different colours.

The term was successful in terms of getting to know the girls, the next step is looking for a parent/volunteer to support. I would like to start having conversations with the teacher’s next term regarding the girl’s individual school goals, their progress and making connections with their parents.

The focus for next term is service. We will start week 2 with brainstorming ideas of what organisation they would like to give their time. We also need to recap over skill and lock in something they are going to commit to this term (skill). An example could be cooking: each week I am going to try to cook something new for my family and take a picture of this.

 

 

 

Noho Marae Term 1, 2017

Blog post links to PTC3– demonstrate commitment to bicultural partnership in Aotearoa New Zealand 

PTC2- demonstrate commitment to promoting the well-being of all ākonga

PTC9- respond effectively to the diverse language and cultural experiences, and the varied strengths, interests, and needs of individuals and groups of ākonga

This post is to celebrate the success of the Noho Marae the year 5/6 senior syndicate went on at the end of term 1. The theme of the term was Me, Myself and I. The learners share their interests, history, strengths with their peers throughout the term.

This was a first time experience for some our learners to be welcomed onto a marae, visit a marae, sleep the night away from their parents, sleep at a marae and be involved in a range of activities from sharing their Pepeha, Rakau and learning about the carvings on the Wharenui.

We were welcomed onto Orongomai Marae with a Powhiri then carried out our activities. We had a delicious dinner, then each class showed a song they had been practicing. The year 5 went home at 7.30pm and the year 6 children stayed the night. The next day we packed up and walked back to school.

The experience was a chance for our Maori learners to excel and a chance for our tamariki to experience the rich culture we are so lucky to have in our community/country. There were many learning experiences that the tamariki learned during our Noho Marae

 

 

Pepeha

Where to next:

-To build a relationship with Orongomai Marae, to invite them to our school events

-To encourage the other areas of the school to visit Orongomai for the day, to work alongside teachers in supporting them with the process

-To developing our own school powhiri

Term 1 2017 Reflection

Blog post links to PTC6- conceptualise, plan and implement an appropriate learning programme

PTC7– promote a collaborative, inclusive and supportive learning environment

Another term has come and gone. I don’t think there is a point when you are not changing your practice. You get to a point where you have ironed out the creases and then you change the top, get another one with creases and off you go again. This term has been a lot easier than last year with over half of our learners continuing the journey from last year alongside. They are abe to manage themselves, timetable, articulate their learning and have greater ownership why, when, what and how they are learning. What next is the question??? What we have done so far is a step in the right direction but as we continue to make changes and grow as educators so does your practice.  As a team we each did a quick PMI to capture the key points reflecting on this term:

Positive

  • Learners can timetable and are attending workshops
  • Workshops Maths/Reading are manageable for the teachers and the learners
  • Students know what strategy/comprehension stage they are focusing on
  • Continuum of voice we are sitting at Participation which is heading in the right direction

Minus 

  • Religious Education seems to be lost amongst the inquiry
  • Reading/Writing/Mathematics are still being driven by the teachers, from selecting picking reading material and the workshops we offer. The learners are choosing but within the parameters, we set.
  • We on the journey to learner driven learning, we need to be giving learners a chance to voice their opinion. Where is the learner’s voice?

Improvements

  • Bring Religious Education back to the forefront, importance of it interweaving everything we are doing
  •  Partnership: collaboration between teachers and learners.
  • Learning to Contribute to design of lesson, projects, and assignments.

 

What we are keeping

  • Licences
  • Timetable and structure of the day
  • Priority learner time

What are we changing 

  • R.E Lesson on Monday afternoon at the beginning of the week. This to link through inquiry and set up the theme for the week
  • Writing workshops, looking at range of genres to support with Inquiry

What are we adding in 

  • Unpacking the Key competencies and looking at skills we can add to our Kete. Asking the learners what skills they want us to create workshops for
  • Genius hour: We are introducing Genius hour this term as of encouraging learner voice and a step towards implementing an element of project base learning

 

choice

 

Inspired to act- owning it

Post Links to PTC2– demonstrate commitment to promoting the well-being of all ākonga

PTC4– demonstrate commitment to ongoing professional learning and development of personal professional practice 

PTC5-show leadership that contributes to effective teaching and learning

Last week (Week 1 of the April 2017 Holidays) I attended the Regional Pasifika Fono. The theme of the Fono Inspired to Act- Owning it. This was a continuation on last year Fono theme of Say it – Do it – Own it. The Fono was a  good chance to bring the inspiration from last year back to the top of our minds and hearts.

I attended four workshops over the course of the day: Putting Community into Communities of learning, How we encourage student engagement in the Arts, DMIC and Responsive collaborative leadership.

The highlight of the Fono was listening to the Keynote speaker: Aiono Manu Faaea Semeatu, she such an inspiration, a positive Pasifika leader, scholar leading the way was through a Pasifika lenses with polygogy.  I have been to a number of workshops, Fono and listened to her speak and she really encourages to think deeper into your values and your practice.

Key themes that I came way with:

-In my school and within my role what are the game changes I can control

-Learn, relearn, unlearn

-What works in one school might not work in another. Use surrounding schools, other schools as models but tailor approaches to suit your own school, community, and learners.

-In order to support priority learners target the family, get everyone on board in order to succeed

-Behind every number, statistic there is a story to be told

In the April school holiday 2016, I attended NZEI #PF2016. The central theme of the Fono was Say it- Do it – Own it. I had attended the last NZEI fono in Auckland 2015 and found it inspiring and motivating. It a great way to network and really connect bringing Pasifika Education to the forefront. I thought to share my notes from last year which  lnk to the previous NZEI Fono I just attended.

fono

Keynote Speaker: Dr Jean Mitera

The key theme that I came way with from this Key note was that teachers need to put themselves at the center. If teachers are reflecting on their own practice, their actions, the well-being of themselves then there will be a natural flow on effect to the learners that we teacher.Is what you think, what you say, what you do.

Workshop 1:  The Up Hill Battle.. Well Worth the Climb: Sose Annandale

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I went to see Sose at the Pasifika 2014 fono was interested to hear her speak about her journey and what different paths she had made since last presentation. I was amazed at some the statistics that were shared in regards to Pasifika/Maori Teachers, Management, and Principals based on New Zealand Integrated Teacher Head Count data collect for April 2015.

Pasifikia Teachers: 1,351

Palangi Teachers: 39,247

Pasifika Management: 53 ( 14=M, 39=F)

Palagi Management: 2,061 (561=M, 1,500=F)

Pasifika Principals: 31 (16=M, 15=F)

Palangi Principals: 1,869 (987=M, 882=F)

I was totally blown away but the lack of representation of Pasifika in Managment and Principals roles, especially Pasifika women. I felt the challenge had been set to ensure our Pasifika teachers to get themselves at the table. I aspire to lead, inspire and ensure I am the voice of many when I sit at the table. The key themes that I came away with was know your community, not on your terms, on theirs.

pasifika-fono2

Workshop2: Gifted Pasifika Education: Aiono Manu FaaeaSematu

Now I must confess that I choose this workshop because of the convenor- Manu.  I attended the PEP (implementing Pasifika Education Plan) TCC course in November 2015 and Manu was one of the facilitators. I and was inspired by Manu’s pedagogical and academic knowledge, per passion for teaching and positive leadership she displayed. The key themes that I got from the workshop were that we need to nourish, nurture and motivate our Pasifika children. We as teachers need to ask the right questions, find that gem that our children are good at and create opportunities when they can work develop this skill/gift/talent. Schools value academic knowledge, what avenues can we created to open up the door to celebrating other areas such as The Arts and Physical Education.

Pasifika Fono.JPG

Key themes that I came way with:

-What is good for our Maori/Pasifika students is good for everyone

-Get personal in our classrooms otherwise, it won’t be real for our learners

-Own the issue, get personal

-Maori/Pasifika learn based on relationships, build the relationship and the rest will follow

-Bring cultural to the forefront

Where to next:

-Bring PEP (Pasifika Education Plan) to life. Where is the evidence to show we are using the PEP in our school, our classrooms, and community?

-Involving Community when developing our Maori Education plan; Asking the right questions

-Start to plan, involve community in developing our cultural mural which represents our school

 

Priority Learners T1

Blog post links PTC 1: establish and maintain effective professional relationships focused on the learning and well-being of ākonga

PTC 4: demonstrate commitment to ongoing professional learning and development of personal professional practice

PTC 11: analyse and appropriately use assessment information that has been gathered formally and informally

Across our syndicate, we all have three priority learners in the area of Writing and three in the area of Mathematics. We selected learners after analysing data and only selected learners in one of the area’s not both.

Here is what we have done in the area to support our priority learners:

-We gave our priority learners a series of questions and got them to video themselves answer the questions, it was really interesting to see their confidence and openness on a video as they were not as open when I asked them the same questions.

  • My interests/hobbies/things I enjoy
  •  Things I find easy about Writing/Maths is coming up with ideas.
  • Things I find hard about Writing/Maths….
  • I learn best when I am …..
  • The teacher can help with my learning by ….
  • My parents/caregivers can help me with my learning by …

-The first part of the year was about ME, Myself and I, getting to know the learners’ interest, hobbies, strengths and areas of focus. This included activities such as Pepeha, Bio Bag, Biography, Letter to self and learning maps.

Stephen

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-We have timetabled Specific Priority learner time to check in with our priority learners. We did something similar last year but did not have a set time, this year we have tweaked the time frame so the priority learners know which day they are checking in and have one on one time with their home class teacher.

-Priority learner teacher folder for tracking.  This has tracking sheet of Writing/Maths progression, what has been achieved and current goals.

Writing

 

BF

Maths tracking sheet is based on Basic Facts, Yellow is achieved.

-Mathematics: Basic Facts target sheets from Basic Facts worksheet Generator

-Writing: Free writing book, this gives priority learners and all learners a chance to write about their own ideas, dreams, stories, letters and freedom of choice. There are chances for them to use the free writing book during writing, this is an addition to writing workshops.

Free writing.png

*A few of these ideas have been things we have trialed in the past and we have adapted to be induced into our programs this year.

Noticing

My priority learners are below, things in the past have not worked for them, so what am I doing to change my teaching, my approach, my delivery in order to accelerate their progress.

Investigating

Chris our DP, team leader of the Intermediates has been white noise in the background for the past year about Project based learning. It wasn’t until a staff meeting where we unpacked what Student Agency looked like at St Joseph’s that I saw where we sat (teacher centered) and where I wanted us to be (learned center). With choice, learners are then engaged, motivated, sense of over ships, voice, purpose and self-efficacy.

student agency

Image retrieved St Joseph’s School- Student Agency

choice

A few readings:

https://www.edutopia.org/video/5-keys-rigorous-project-based-learning

https://www.bie.org/about/what_pbl

Collaborative sense-making

Unpacking what Project based learning is, what this looks like at St Joseph’s, what this will look like in our syndicate. Making sense together where to start and what this will look like in term 2.

Inquiry

Image retrieved from p.14- ERO: Effective School Evaluation

Learner Voice

Blog post links to PTC 1: establish and maintain effective professional relationships focused on the learning and well-being of ākonga

PTC 2: demonstrate commitment to promoting the well-being of all ākonga

PT 7: promote a collaborative, inclusive and supportive learning environment

Notice:

If you walk through my class, our area, the school, the school grounds there is not much evidence of cultural displayed at St Joseph’s. There are so many areas in which we could work from a teachers perspective so we went to the learners to capture their voice.

Investigating:

As a school each student was given a learner voice survey in order to collected data as a base line for cultural responsiveness at St Joseph’s.  Below the table reflects the data from my class.

student-survey

Collaborative Sensemaking:

Looking at this data it was obvious what area’s I need to address: Manaakitanga ( Likes me to bring things from home to share, Asks about Tikanga and things Maori, Encourages us to speak Te Reo in the classroom. I would like to think that as the term ticks along and we start getting deeper into workshops that Wananga (Speaks to me about my learning, listens to my ideas and what I think about things, Shares their view with me, shows they care about what I think) will natural develop. Manaakitanga requires deliberate teaching and action in order for a shift to occur.

Proposing to take action

A key focus for this term to encourage our learners to bring things in from home, to share their home life with the class. This also links into our Inquiry Me,myself and I. As a team we sat down to brainstorm ideas of what this would like like. We had seen the Bio Bag idea from a teacher Silverstream so adapted it t use with our classs. I modeled an example with my class and brought in own Bio Bag and shared this with the class. I posted a picture of my Bio Bag onto seesaw with the Bio Bag instructions so parent’s could talk about this at home.

We have a great turn out with our Bio-bag which really engaged our learners and shared parts of who they are with the class. I will be creating a guess who art collage on the wall to capture the wonderful treasures the learners brought into the classroom.

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My Bio Bag

 

bio-bag-2

Where to next:

The Bio Bag was a great start and we want our learner sharing their treasures with us. The next step is learners creating their own Pepeha and sharing this with the class. It will be something we send home and will encourage the learners to complete with their parents. Once I start my Te Reo course I feel my confidence will grow and this will be able to filter into my class and into the syndicate and Tikanga and Te Reo with natural flow through the classes slowly but with purpose.

I am in the process of creating a “twitter” wall where learners can bring photos, pictures, celebrations, and put messages on the wall to share with the class and to encourage learners to continue to bring in their treasures from home.(Will post twitter wall once it is up and running).  I also need to make time and capture those moments when someone has brought someone into share with the class and to value its importance.

 

 

 

Girl’s Mentoring

Blog post links to PTC1: establish and maintain effective professional relationships focused on the learning and well-being of ākonga

PTC5: show leadership that contributes to effective teaching and learning

This year I am piloting a Girl’s Mentoring Programme with its purpose to build the confidence and raise the achievement of our Maori and Pasifika learners. St Joseph’s currently has a successful Mentoring Programme running within our school catering for our male learners. This is the first year we are running the Girl’s Mentoring Programme and if it is successful this could be adapted to be something offered to all students to work towards at St Joseph’s in Year 7/8.

I will be using the Duke of Edinburgh Hillary Award as a model (see image 2). I have adapted the framework to cater the age group and to sit alongside the school term. I plan on meeting with the Mentoring group once a fortnight during my management release in the afternoon and once a term for the day.

What does this look like:

The Mentoring  program has four key components: Skill, Service, Physical Recreation and Adventurous Journey with a focus on one key component each term. Each term will begin with getting input and ideas from the learners and from this I can plan the term, gather resources and organise visits to venues relating to the plan.  Term 1 will focus on skill and each fortnight we will explore a different skill. Term 2 will be the individual learner’s chance to pick one skill and build on this throughout the term in their own time. Term 2’s main focus will be Service and each fortnight we will look at a different organisation who gives back to the community.  Term 3 will be up to the individual learners to pick an organisation or community group in which they will give their time. Term 3’s main focus will be physical activity and each fortnight we will look at different ways we can be active. Term 4 will be the individual learner’s chance to pick one physical activity and carry this out in their own time. Term 4’s main focus will be the adventurous journey. Each fortnight they will plan, organise and prepare for the end of term event.

This would be the same structure for the other three components (see image 1). 

 

mentoring

Image 1

 

 

 

duke-of-ed

Image 2

 

Where to next:

I meet with the group in week 2 and we planned out the term based on the girl’s ideas and interests so there have been changes made to the example plan. Week 4 went well with making Lasagna, two of the girl’s had never made it or tasted it so were excited. The girl’s problem solved when we didn’t have all the kitchen utensils and two of the girls stepped into a leadership position when we started cooking. I struck up conversations about the beginning of the year, their teachers, workshops and then what they liked about school. The group, in general, are quite and I hope to continue to build a relationship with them as the week’s progress and see them develop their confidence in speaking freely with me.

Week 2: Introduction

Week 4: Cooking (Lasagna)

Week 6: Candle Making

Week 8: Cupcake decorating

Week 10: Full day

What is in the pipe line for 2017..

Blog post links to PTC 3: demonstrate commitment to bicultural partnership in Aotearoa New Zealand

PTC 4: demonstrate commitment to ongoing professional learning and development of personal professional practice

PTC 5: show leadership that contributes to effective teaching and learning

PTC 10: work effectively within the bicultural context of Aotearoa New Zealand

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Since starting my teaching career each year has been different, offered new challenges and learning. Since starting at St Joseph’s my role and the hats I wear on a day to day basis have changed and many doors have opened taking me down different journeys. I am still developing my leadership skills as a team leader and feel I am looking at the deeper level of how and why things tick at St Joseph’s.

This year I am no longer a mentor teacher with my mentoree moving schools at the end of last year which has opened up other opportunities for me to explore.

My roles this year:

-Team leader of the year 5/6 and classroom teacher

-Partnership with Kaitiaki: under this umbrella, I will liaison with our Kapa Haka tutor and support the Nga Toa program and performance Kapa Haka, oversee the running of Homework Club, lead Pilot girls mentoring program, lead the implementation of PEP (Pasifika Education Plan), overseeing mentoring partnership with St Pats, lead the development and implementation of Maori Education Plana and lead development of Te Reo school progressions.

What does this mean:

My partnership with Maori/Pasifkia families and Kaitiaki is a major part of my role at St Joseph’s and is where my passion lies. This term I will be working alongside Kaitiaki in creating a Maori Education Plan and having Te Reo visual, active, teachers and learners engaging with the language and culture will be a key goal that needs to be addressed this year. To be honest I have observed a lack of Te Reo and Tikanga at my school during my three years and it has been a little pebble in my shoe. This year I want to address this not only for myself but as a whole school.

Where to next:

I have enrolled at Te Wananga Aotearoa in Te Ara Reo Māori (He Tīmatanga). It is a big committee timewise but something I am excited to take on. Once a week on a Tuesday evening from 6pm-9pm I will attend Te Reo classes in Lower Hutt, the course is 36 weeks over the timeframe of the year and at the end I will receive level 1/2 in Te Ara Reo Māori.

What I will learn

  • correct pronunciation of Māori words and sounds
  •  the pōwhiri process (welcoming ceremony)
  •  different parts of the body
  •  various parts of the marae
  •  days of the week, dates, time and seasons You’ll know how to: › recite your pepeha (tribal saying)
  •  introduce myself and others
  • ask questions and respond in basic te reo Māori
  •  use formal and informal greetings
  • correctly pronounce Māori words, names and place names
  • use basic greetings and introduce yourself
  • understand and follow tikanga (protocols)
  •  perform some waiata
  • use Māori words with confidence understand basic sentence structures

I am excited that I will be able to share this with my learners, my colleges, and family. I am worried that after a full day of teaching I will then have three hours of learning but this is outweighed by the hunger I have to learn, to develop my teacher practice and knowledge.

Ko taku reo taku ohooho, ko taku reo taku mapihi mauria

My language is my awakening, my language is the window to my soul

 

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Kaitiaki 2017

Blog post links to PTC:3 demonstrate commitment to bicultural partnership in Aotearoa New Zealand

PTC:10  work effectively within the bicultural context of Aotearoa New Zealand

Kaitiaki is a group of loyal group of Pasifika and Maori parent’s who meet once a month to discuss how they can support the school. I have been a member since I started working at St Joseph’s in 2014 and what the group has achieved each year has gone from strength to strength.

This year Kaitiaki’s main role will be about raising the achievement of our Pasifika and Maori children. The fundraising events that Kaitiaki have previously supported will be run by FOSS (Friend’s of St Joseph’s) a fundraising group of parents. I have joined FOSS this year as a teacher and parent and hope to build the links between Kaitiaki and FOSS.

Where to next:

In our next Kaitiaki meeting in March I will be sharing the PEP (Pasifika Education Plan) with the group, we will look at the school student voice survey, set goals for 2017 that sitting alongside our PEP.

moana

St Joseph’s School sold 116 tickets to Moana at the end of December 2016. It was a wonderful way to end the year and get out whanau together and enjoy this awesome film.