• Specialist Teacher (Food Tech, Biotech & Matauranga Maori) Design, teach & resource programs
• Food Tech & Study Support Centre Budget Holder
• Study Support Centre Co-ordinator (including STEM Club & Giften'n'Talented Program)

This year the tech team acquire a fourth member who is our team leader. This has been a great addition with great support around student administration and tech organisation which has in general helped the flow and effectiveness of our team. Our only down fall was the late start to the report template which left us running behind due dates. Next year I plan on taking 2 weekends out of the year to do a working retreat on reports and/or work.

This year, I focus on how to design a program for higher student agency (DL, LFC). This aligns with my (@PI) appraisal goals :

Appraisal Goal 1: How can I create the conditions for self-directed learning?

Appraisal Goal 2: To develop a sustainable level of health and energy

• This years PI PLD Log for 2018.

This year, I teach food tech, biotechnology (as tech) and matauranga maori (specialist classes for PI only). This year tech team becomes a 4 team member with a team leader. Our tech clientele is also increased with the introduction of Ardmore and Edmund Hillary. Our own roll continues to increase too.

This year I teach technology 73% (11/15 blocks) of my 1.0FTE. This is a 13% increase from 2016. Most schools have chosen food (10), 2 groups will do biotechnology and zero groups chose matauranga maori. The remaining 14% of my teaching time is allocated to taking Specialist classes; terms 1-3 matauranga maori and term 4 south sci (astronomical playground).

This year also sees most teachers, including myself, studying mindlab at PI. This is a Postgraduate Certificate in Digital & Collaborative Learning (Level 8). This involved studying after school 4pm-8pm every Thursday for the year (Aug hours reduced).

I've always been interested in 'tino rangatiratanga', 'self-determination' (not just having a choice but also having the ability/belief to achieve that choice). I am interested in students being self-determining entities of themselves and their learning. Therefore, I am looking this year at "How can I create the conditions for self-directed learning?".

During my mindlab sessions (postgraduate study) this evolved into a more refined question:

How can flipped learning affect student agency for technology students in Years 7-8?

Scanning

Focussing

Developing a Hunch

Learning

Taking Action

Checking

2018 Spiral of Inquiry doc

2018 Spiral of Inquiry slides

To develop a sustainable level of health and energy