Mentor&PRT

PRT Conversation Log

  

Term: 1 Wk 1	Year 2015	Present: myself, Janeen Waiariki (Mentor)
Agenda Classroom Setup	Notes Seating of students Keeping of resources, stationary, admin folder,and assessment folder etc. Classroom layout Students of interests Classroom Newsletter for Term one Organised for learning timetable for parents

Term: 1 Wk 2		Year: 2015	Present: Tiaki & Janeen (Mentor)
Agenda ·       Long Term Plan ·       Six week timetable (Term one)	Notes:  Making sure there is a fair consistency of maths, reading and writing included in the timetable. When to include more lessons of learning areas (i.e Te Reo Maori). What needs to be included in a long term plan Achievement objectives Ideas/topics to be taught

	Term: 1 Wk 3		Year: 2015		Present: Tiaki & Janeen (Mentor)
Agenda ·       Teacher Release each Friday.	Notes: Discussed what I wanted to achieve each week, when on release. Understanding school admin system Assessments (Gloss, running records, catch ups) Observations in other classes. Development of resources (Maths, Te Reo, Literacy) PRT courses/workshops
Date:	Term: 1 Wk 4		Year: 2015		Present: Tiaki & Janeen (Mentor)
Agenda ·       Maths Plan ·       Homework	Notes: Place value (The different stages to put to each group, i.e. decimal numbers, ordering, face, place and total value of a number) Getting use to numeracy plan (Understanding the meaning of shorten letters, how the rotation system works). Homework Spelling lists (Check Schonell testing to put students into the correct spelling list/level). Maths (Mixture of basic fact worksheets) Reading (Issue library books, or read books at home). Projects Term 1 (Linking homework projects to the Manu and Me topic) The school bird (Grey Heron) Native birds around our school Native plants Prominent leader/chief/landwars
Date: 11-03-15 & 12-03-15	Term: 1 Wk 7		Year: 2015		Present: Tiaki & Janeen (Mentor)
Agenda ·       ETP (Effective Teaching Partners) focus ·       Observation of Janeen taking math group. ·       Feedback/Feed forward	Notes: Discussed what I wanted to focus on to better enhance and improve my teaching practices that would benefit both the students and I. -        Maths To improve my knowledge of teaching and planning around mathematics. Decided on one focus within mathematics and this was having a deeper understanding of the key knowledge required to progress each student through each stage i.e. AC-EA To support self to achieve this goal, both Janeen and I discussed resources that could be used to support my development as a practitioner (i.e. Using all Numeracy Project, suited to each mathematics area i.e. Mult/Div, Observations of other teachers, informal discussions, NZ Maths website).
Date: 15-03-15 (Sunday)	Term: 1 Wk 7	Year: 2015			Present: Tiaki and Janeen
Agenda ·  Figure it out books for mathematics. ·  Maths Weekly Plan	Notes: Discussed the need to have Figure It Out books in classroom, to save time running to and from the resource room each time. This was carried out on the day. Janeen talked about using the Figure it out books for knowledge activities and maintain students’ knowledge and understanding. Discussed weekly plan for mathematics and whether each group had sufficient time to participate and engage in a range of mathematical activity. For example; Teacher time, practise skill, knowledge activity and mathematical games. We discussed whether the work given for the top group was challenging enough for them.
Date: 17/19/22-03-15	Term: 1 Wk 8	Year: 2015		Present: Tiaki, Janeen (Mentor), Zoe, Nick
Agenda ·    Writing Progress, explanation writing. (Janeen, Zoe and myself) ·    Shared Reading self assessment (De bono’s) ·    Mentor and PRT meeting o ETP o Writing & Reading progressions o Planning Folder	Notes: Janeen, Zoey and myself discussed the progress being made in Explanation writing and expectations by the end of term one. Uncertainty was expressed around the direction Zoe and I were taking throughout the writing unit. Zoey asked for ideas around the work undertaken using the youtube clip Jibo. Both Janeen and I discussed ideas that we both used. Shared Reading Self Assessment Discussed with Nick the approach to take when evaluating shared reading as a whole class, using De Bono’s thinking hat. She explained to use a template that reflects the student learning outcomes. For example reading texts and comprehending we have read. Mentor and PRT Meeting Took a different approach to using the ETP school system, by choosing a Learning Area (again maths) and using the assessment data from the start of the year to help all students’ progress. I.e. identifying areas where there were a majority of students who answered a question incorrectly.  Discussed what the reading and writing progressions are, and how I can use these progressions in my classroom. Students to self assess (Highlight where they think they are at). Students to date this as they achieve each idea. Planning Folder Planning folder was looked at to ensure there was structure, which showed a great deal of organisation, i.e. Long term plan, weekly timetable, Weekly plan and unit planning. Tabs are required to organise my unit plans each term, which will also make it more accessible for senior leadership to find the required paperwork.
Date: 23-03-15	Term: 1 Wk 9	Year: 2015			Present: Tiaki, Janeen
Mentor and PRT meeting ·       Appraisal Folder	Notes: Appraisal cycle was discussed and what to expect each term when Janeen does her walk through. We discussed my appraisal checklist and talked about areas that showed similarity in most areas (evaluation) and areas that needed readjustment (goals that have not been met) Discussed the TRC criterion for the year and whether I have met the given criterion for term 1. We discussed what each criterion meant and provided examples to justify each criterion. Janeen guided me through the ‘School Wide Goals’ for 2015 and what I can do to better improve my teaching practices, which will also lead to accelerated learning for all students. CAT (Classroom Assessment Tool) was discussed and evaluated an area I believed was not strongly evident within the learning environment (Student engagement at all times). Strategies were discussed to help me achieve this goal. During group – Get group to complete a question while teacher roves the room to ensure students are on task, or getting students share with one another what learning is taking place.

Date: 06-05-15	Term: 2 Wk 3	Year: 2015		Present: Tiaki & Janeen (Mentor)
Agenda  Curriculum  Reading Writing Maths PB4L	Notes:  Maths Working well – groups and being able to move into the next rotation eg warm up game to group work. Things to work: on is to bring lessons into context.  More management re other groups who are working on their own.  Making sure students have a clearer understanding. Next time – start my lesson off with my group by getting them to solve a problem and this will enable to monitor/observe other student groups.  Get them to share with the person next to them to know what they are both doing. Reading Working well – doing ANZAC cards and students are enjoying the aspect of oral language.  All students are enjoying taking part in this reading activity.  Things to work on – students to self-monitor by using the reading progressions – incorporate this into my reading programme.  More questioning, challenging the students thinking. Writing Working well – students are engaged especially my reluctant writers.  Enables to give the students freedom to be creative and to just write – enjoying it!!! Things to work on – checking on all students to make sure they know what they’re doing. Next time- Take the students who are struggling and make this a focus for your writing group.  Class Management Ensuring I’m keeping on top of my three behavioural boys.  Continuing to give them warnings and if they don’t comply, they are sent to their buddy class.  They are clear of what behaviour is expected within the class. Next time – More manageable e.g. getting scissors, worksheets for groups, and each group to select a gofer for the week to do this.  PB4L Living above the line is working well.  Y charts, meanings, thesaurus words, illustrate what ‘blame’ looks like, scenarios
Date: 23-03-15	Term: 2 Wk 6	Year: 2015			Present: Tiaki, Janeen
Mentor and PRT meeting Agenda Maths Inquiry  Target Group	Notes: Target Group  Discussed the stage my selected target students are at, and where I would like them to be at the end of the Proportion and Ratio maths unit (i.e. Early Stage 5 to Stage 6).  What do I need to do to ensure students can make this shift? Ensure that all students have developed the key knowledge and understanding to advance their mathematical thinking.  Implement quick warm up activities to support and advance students thinking and knowledge.   Maths Inquiry  As a collective, my mentor and I analysed my student assessment data (PAT, IKAN, GLOSS & pre-tests) to ensure I had selected the right target students to ensure these students could shift to the required stage. We found that some students were already at Stage 6 for proportion and Ratio, however, when we analysed their pre-test, they didn't show this knowledge.  After this process we then looked at my needs, and what I needed to know myself to shift my target students from Early Stage 5 to Stage 6 in Proportion and Ratios

Date: 15/07/15	Term 3: (2nd week holidays)	Year: 2015	Present: Janeen (Mentor) & Myself (Trainee)
Maths Reading First Week	Maths Looked at the school maths overview to identify the two strands being taught in mathematics this term (Algebra & Statistics). This then allowed us to use the school resources to identify appropriate activities that would be suitable to the Algebra topic. Once these activities were identified. Janeen then developed a resource for teachers to use (This was shared in Monday’s staff meeting) Reading Both my mentor and I looked at the school Reading overview to pinpoint my reading resources for this term. We discussed how this reading could be used in the classroom (independent reading resource) and how to manage this reading programme. We did question what we might carry out for teacher guided reading. (Will meet up first week of term) First Week Discussed and identify activities for first week. My mentor discussed the importance of easing students back in school and classroom life as students have been on a two-week break. I have planned and created a range of activities for students to showcase their creativity skills and reflective skills. For example, holiday evaluation (De bono’s thinking hats), desk mats, SOAR caps, and a passion posture using different colour textures to allow their inked words to be visual through the range of colours used.
Date 22/07/15	Term 3: Wk 1	Year: 2015	Present: Janeen (Mentor) & Myself (Trainee)
Agenda Classroom Management ·       Relationships ·       Attitude Planning/Assessment ·       LTP ·       Unit Evaluation ·       Weekly Planning Curriculum Areas ·       Reading ·       Writing ·       Maths Areas for further development	Classroom Management Continuous work in progress, discussed how it was important to choose your battles wisely, so that energy isn’t wasted. Positive encouragement is important to encourage students to make those key and vital decisions. Realising the importance of the work completed by my less reluctant 3% of workers is an achievement, as all students learn and engage differently. I feel I have built relationships with all students and this continues to be strengthened each day.    Planning/Assessment Long Term Plan Discussed the importance on having this on the school T drive for the Leadership team to view and ensuring this is on time, which it is (Term 3 LTP due Friday – To add reading programme). A revised LTP will be uploaded on Monday showing my guided reading for term. Unit Evaluations Still working on unit evaluations for each unit, however, I have made the core curriculum areas a priority (Maths, Literacy). Still to complete Physical Ed, Te Reo, and Topic evaluations. Remind self to always refer to the AO’s and SLO’s to identify whether students met these criteria too, as well as other aspects of reading.   Weekly Planning Currently up to date for each term thus far.   Curriculum Areas Reading Reading programme worked well last term. Most students were actively engaged, especially using Blooms Taxonomy. I found this to encourage students to think critically. My Well Below students enjoyed using the Toxic Reading Box Resources. This programme prompted and developed student’s word knowledge, vocabulary, and comprehension skills. I would have liked to work closely with all groups each day (However, I know this can be difficult due to certain constraints.  Writing (Narrative) I found this to be a very engaging unit by all students and me (as the teacher). I noticed the excite students showed when discussing different aspects of narrative writing. Students had the capacity to think creatively about each story, and think about each story in-depth. I would have liked to have used groups where there was a particular need to for each student/s i.e. punctuation, paragraph, rich/descriptive words. Maths Worked well – The fraction maths unit was a well unit taught. Through discussion with my Mentor, we felt this was a unit where students needed to be well scaffoled to understand the concepts and ideas required to understand fractions. Next Time – Focus on a few key ideas (major) from the fraction pre-test/data, instead of a whole range, as students need more than ½ a week to understand the idea learnt. Stick to the overview as to when each unit should start, as this meant I was unable to teach the full unit of measurement. This was temperature.   Areas for further development This term, I would like to have a focus on Writing, exploring surface features (Punctuation) and language features (Onomatopoeia, metaphor, hyperbole etc)