Keeping Up with Mrs Faalili

The causal chain - What is it?  A causal chain is when a cause leads to an effect and that effect becomes the cause of another effect A leads to B. B leads to C. C leads to D. Any intervention you design will (consciously or not) be based on a causal chain you have in mind - this is your theory of action. The image below highlights the causal chain to show flow for my Year 7/8 Inquiry Group - The Hiss Hass Hoos Boys. One thing that I haven't mentioned on my causal chain is address the issue of a group of them always late. I timetabled the group so that I see them first thing in the morning. This, I hope will encourage them to be at school on time, ready for learning. Milo with Mrs Faalili is also on the menu - breakfast club 8:30am as another way to build relationships with the group. 

  If I was to summarise the key things I took away from this Professional Development what would they be and why? The adaptation of traditional Maori Kemu in an educational setting isn't as hard as I think it is. Kupu and tikanga can be practised in all learning settings and that we shouldn't be afraid of getting it wrong. How has this professional development challenged my thinking? That I may be overthinking Maori Tikanga practises in regards to Maori kemu - the 'Oh, I shouldn't do this because ...' or 'I don't think this is culturally appropriate' but this PLD was permission in making adaptions, however, paying the respects and acknowledging the change/adaption in the teaching of the kemu.  What aspects of my practice would I consider changing as a result of this professional development and why? The sourcing of resources, encouraging the use of traditional resources over store bought and encouraging sustainability in the creation and maintaining...

At the end of term 1, I met with DP of school A to discuss what support was needed and to start thinking of a plan forward. At this talanoa, two teachers had been identified as needing support in teaching maths and this was driven by their current data. • Data - their current data for Years 5 & 6 were an area of concern. • Planning - access was shared with teacher planning and overviews for the upcoming term. • Next steps - what I could offer as support for these two teachers and what the next step would look like for me, coming in to support these teachers. I spent the next few weeks looking at their planning via their class sites, unpacking what maths concepts and strategies were being planned for and what the new learning would be for students. We were initially meant to start with classroom observations Week 1 of term 2 but unfortunately had to be rescheduled. My findings in the weeks spent unpacking their planning through their class site • Students grouped based on ability • ...