Co-Teaching Celebrations

Throughout the second half of this year I have enjoyed co-teaching our Year 9 PE classes with Alice. We've had three units together; Movement Ed, Fitness and Outdoor Ed, and each had a different Achievement Objective attached to it. I spent my whole first year at Tamaki co-teaching all of my classes, and I really enjoyed it. I felt like I learnt a lot alongside another teacher, and loved bouncing ideas off of one another before, during and after lessons. So I was excited for this opportunity again. 

Alice has a few more years experience than me, so brings lots of great ideas. As teachers, we have similar views, expectations and philosophies. We both have an interest in curriculum and how to integrate curriculum terminology and knowledge within our teaching and learning. We both have high expectations for students, wanting them to achieve to the greatest of their potential. We both like to challenge students to critically think about their choices, their involvement and their opinions. We both prioritise inclusion and participation. 

These similarities between us have been great for the culture we have developed in our class. Questioning students on their levels and the achievement objectives has certainly helped to develop the positive learning culture too. I feel majority of our students have moved away from the expectation that PE is just playing sports, as they initially thought. There now seems to be more understanding about the E in PE! I've also loved hearing other students starting to help one another when they are unsure, and holding each other accountable for individual and class success. 

  

Obviously Alice and I have some slight differences, but they don't have any major impact on our planning and teaching. The only thing we could come up with are slight expectation differences around behaviour and uniform. The stuff that fortunately is minimal due to the class culture!

I really hope that I have further opportunities to co-teach, as it is so valuable. So much can be learnt from having someone else alongside you, irrespective of their experience. I do think it can be very challenging if you don't have similar views, expectations and philosophies - but this provides quite different learning opportunities, more personal growth possibly.

Who knows what the future holds...

 

  

NCEA Review: My Thoughts

Biiiig changes are coming to our National Certificate of Educational Achievement (that link is to the new and developing NCEA), over the next few years. There is currently a review of our Senior assessments, with 7 changes, as identified in the below picture my colleague drew. Yesterday for our national Teacher Only Day we got a taster of the changes to come over the next three years. There are 5 major shifts that need to be addressed in our high school system to support these 7 changes, which I decided to share my thoughts on.

WELLBEING

I am so pleased to see wellbeing is not only a key focus of the changes, but also the first to be discussed. By having less, bigger standards as well as less credits offered per course will definitely help to reduce teacher and student stress. The biggest stressor for the kids is when they are juggling multiple assessments, and sometimes even need to choose whether they are going to complete them all. The biggest stressor for me personally is the considerable amount of marking (especially when I'm very particular!). 

I also think with more scope to go off on tangents with learning, as less time needs to be set aside for assessment, will enhance overall enjoyment at school. With greater flexibility, students will have more say in what they are learning, and are likely to have greater interest. I do think the current structure and system of NCEA means kids are just credit counting. I'm sooooo tired of hearing 'I don't need to do this work Miss, I already have the credits I need'. To get to this point though of greater flexibility though, a lot needs to be done around greater understanding of different modes of assessment gathering, and exemplars to show this.

GREATER INCLUSION AND EQUITY

It's fantastic there has been recognition of the diversity in our country and the need to consider this diversity within our teaching, learning and assessment. There appears to be more thought not only around our Māori ancestry and customs, but also LGBTQI, several other ethnicities/cultures, and those who are less able. Greater inclusion of students and adapting the way we assess to have greater equity is a super positive step forward!

As part of Change 2, there were several mentions of the creation of resources to support staff, but I hope that there will be Professional Development to ensure these are delivered effectively and consistently. I am excited for greater access to and inclusion of Māori medium learning, but really hope this is implemented correctly and respectfully, which may not be the case if there isn't effective PD around the resources. My final wondering, is if there is the possibility of teacher judgement alongside teacher aides to determine whether students with disabilities have met a standard, rather than have the same expectations of able students?

COHERENCE

Although I agree there needs to be a reduction of the fragmented learning across graduates, I fear that this may reduce student choice. If we try too hard to fill the gaps in capabilities, knowledge and skills, so the students are on a level playing field when they leave school, then are they going to be clones of one another? Sure, we need to be confident we are preparing students for multiple pathways, as the next shift suggests, but we also need to be sure students still have some choice in pursuing the capabilities, knowledge and skills that they are passionate about. So, how are we going to individualise courses and learning opportunities, if we are wanting greater coherence..?

The design of a literacy and numeracy package which every student must pass, I do think is a fantastic idea. Having a set of 20 credits for numeracy and literacy will certainly help to ensure a base set of knowledge and skills which is consistent across school leavers. This will also help increase understanding and confidence for future education providers or employers. The ability to access and be assessed on these different assessments in the 20 credit pack when the students are ready is an incredible change - meaning students can demonstrate their learning at any point throughout their high school years (as opposed to only in Year 11 currently). Finally - OC are ahead of the game since we are already assessing against the Achievement Objectives and Levels of the NZC, which is the language these packs will use.

PATHWAYS

I do genuinely think the students at Orewa have so many options for future pathways between extra-curricular opportunities, subjects, GATEWAY programmes and they are given lots of guidance from our Careers department around the steps in their journey. The fact it has been identified that some Kiwi students have been "denied access to empowering pathways to succeed in life", is saddening, so it's great something is being done to address this inequity.

I love the creation of the new Vocational Entrance Award, as I think this will give motivation to the students who possibly don't enjoy the school system, but want and need it to support their pathways. This credited award that will hopefully become internationally recognised, will hopefully give some of that empowerment back. I also think this may give greater clarity for whānau and employers. A final positive, is that this system change may encourage discussion and changes within the HPE department, to more proactively advocate for the myriad of pathways students could follow by choosing our HPE courses.

CREDIBILITY

I don't have many thoughts on this system shift, aside from agreeing on the need to have clearer transparency and apprehension of what NCEA actually is and how it can support our young people. Especially for our families and the wider community. There certainly is a gap in understanding, which becomes especially evident during student conferences with home. When I was at Tamaki, they held NCEA info evenings for caregivers, which was great - but there is certainly a need for resources in multiple languages, as I feel that is a current barrier.

I also wonder if there is uncertainty around the general credibility of NCEA, as discussed, how can we actually demonstrate or increase the certainty of NCEA's credentials?

Lots of changes ahead, but lots of positive changes. I look forward to following the next steps...

Top Ten Teacher Traits!

Aaaand the Seniors have officially left for study leave! Even with an extra two weeks with them, that time has passed so quickly! Before they left, I asked students, as well as a couple of colleagues if they would like to give me some feedback on my teaching this year. Across the comments, there were 10 themes that came out. These are in no particular order. 

Enthusiastic, Energetic, Positive Vibes

I certainly give my best to keep positive during my lessons, as the students clearly feed off the energy I give (or lack!). I often find myself quite mentally exhausted from the acting that may be needed, especially on those not so great days. I do think I have become much better at expressing to my students when it's not a great time though, once those relationships have been established.

Critical Thinker

When I was growing up, like many young people, I always wanted to know the why, and wanted to challenge people's ideas and understandings of the world. I'm glad that this was picked up from a few students, that I'm trying to bring this criticality into my teaching. I want students become more aware of different perspectives, so they become more assertive but also more open-minded towards others' thinking.

Goes The Extra Mile

Well, don't all teachers? The kids definitely recognise if you go above and beyond, or if you rinse and repeat!

Constructive Feedback

I was pleased to see this come up frequently throughout the comments, as I have been trying to develop the skill of giving feedback (both written and verbal). I definitely learnt a lot through the Assessment Essentials Course, but also have gathered confidence in my ability to give feedback due to more experience. Having regular checkpoints, including 15 minute 1:1 chats, has been really helpful for me to monitor student progress, as well as adapt future lessons to support their learning. 

Prioritises Wellbeing

Goes without saying really. Hāuora comes first. If their whare is about to collapse, there's no way they are going to learn!

Holds Students Accountable

From meeting deadlines, to following school rules to completing what the work they said they would - there were lots of comments around accountability and the use of time. I found it interesting how many found this positive for their learning and personal growth. To be honest, it really grinds my gears when teachers don't follow through with their word or the expectations that were set as a team/department... but I can only control what I can control!

High Expectations 

I genuinely want the students to achieve to the best of their ability, always teaching to an Excellence level. I've reflected multiple times around the value of high expectations in the classroom, and it's nice to hear the students recognise this.

Long Term Planning

Thinking back to the 'why' I previously mentioned, each lesson I ask myself why are we doing this activity, why am I using this resource and why am I structuring the lesson this way? This helps to increase understanding for myself that I can share with the students around the bigger picture of the learning. Not only right now, but also where we are heading next and how these skills/knowledge are useful long term. 

Positive Relationships

Need I say more?

Push Students out of Comfort Zone

Despite having a Senior Health class with majority of the students having high social anxiety, I really encouraged the students to step out of their comfort zone. We discussed several times the importance of getting comfortable with the uncomfortable. The importance of trying new things, taking small risks, especially talking with and in front of others. I hope to reflect a little more about anxiety in general, in a future post. 

So there you have it, Dougherty's top ten teacher traits according to my colleagues and students!