• Specialist Teacher (Food Tech, Biotech, Matauranga Maori & STEM) Design, teach & resource programs

• Technology (Food/Bio/MM), Study Support Centre & Stem Specialist Budget Holder

• Study Support Centre Co-ordinator (including STEM Club & the Gifted'n'Talented Program facilitator - this includes EPro8 and Mathex preparations)

This year I focus on design and agency (DL, LFC), that is, implementing a flipped learning program in food tech for Years 7-8 (in order to create the conditions for higher student agency). I completed a literature review last year on 'blended learning' as part of my Mind Lab Postgraduate Certificate and the research is vast and wide on its benefits. The idea here is to encourage agentic learning whereby students have more control over what they do.

Further to this goal, I have two (@PI) appraisal goals :

Appraisal Goal 1: How can we collaborate (as a tech team) to develop a robust, purposeful way of capturing evidence of learning for all stakeholders for years 7-8 in technology?

Appraisal Goal 2: What Masters programs are out there for me to do in 2020? Exploring passion areas:

• This years PI PLD Log for 2019 (access restricted).

I teach food tech, matauranga maori (as technology) and STEM (specialist classes for PI only). I am a member of the tech team. There are three of us this year, down from four (last year) and our student numbers are on the rise.

This year I teach technology 86% (13/15 blocks) of my 1.0FTE. This is a 26% increase from 2016. On top of this, our own school roll has doubled from 2016. Also, 11 of the 13 have chosen food, 1 group matauranga maori and zero groups chose biotechnology. This all means more food, more shopping, more cooking and cleaning. The remaining 14% of my teaching time is allocated to taking STEM Specialist classes.

Apart from my implementation of 'blended learning' - this year also has a big change in two areas (as a tech team): firstly, we are going digital with portfolios. The rationale behind this is we are looking to create higher student agency and to improve our environmental responsibilities by reducing paper waste through minimising printing.

Secondly, we are looking to change the way we assess in order to improve efficiency and improve feedback and feed forward. For the tech team this is all our appraisal goal #1 - how can we collaborate (as a tech team) to develop a robust, purposeful way of capturing evidence of learning for all stakeholders for years 7-8 in technology?

Below I capture the major stages/changes of implementing blended learning into food tech, matauranga maori and STEM. Weekly reflections are captured in my weekly planning and feedback from our Tech Team Leader:

How can we collaborate (as a tech team) to develop a robust, purposeful way of capturing evidence of learning for all stakeholders for years 7-8 in technology?

2019 Spirals of Inquiry slides

2019 Spirals of Inquiry Doc

Last year we visited Northcross Intermediate, to have a look at how their technology programs work. We took particular interest in their assessing practices and systems including their rubric. The idea is for us to come up with our own robust assessment tool that is effective and easy for all stakeholders.

• How to create an affective 'blended learning program' that enhances a students self-determining learning for Years 7-8 in food technology?

• #students decide what to learn, when to learn and how they will learn

See this link for how this Goal is going.

What Masters programs are out there for me to do in 2020? Exploring passion areas that can also be of service to my community:

• Astronomy and playgrounds

• Physics - astronomy

• Environmental - landfills (reducing rubbish)

• Buildings/Planners in Auckland (tiny homes) - affordable housing

• Agentic educational frameworks - design learning

• Avatars in a digital/online educational program - design learning

TOD Tuesday 22-24 January

Final day was a staff team building day with paintball, ropes course and lunch at the ...

Our school logo is that of a stylised kahikatea tree which was a prolific tree in this area historically. It grows as one of NZ's tallest trees with roots that link to others in its stand making it grow stronger in groups. It is a tree that has survived since Jurassic times.

Sunday 3rd March, 2019 I joined our Team PI whanau in the 2019 Ports of Auckland Round the Bays 8.4km walk. Great way to build connections with our new team and keep fit.

See photos below for team building activities undertaken at the beginning of the year during Teachers only days. Looking forward to building on this each year.

Term 4 - Tues 22 Oct: 0730-0820 (1 hour)

Term 3 - Tues 4 Sept: 0730-0830 (1 hour)

Term 2 - Tuesday 14 May: 0730-0830 (1 hour),

Term 1 - Tuesday 19 March: 0730-0830 (1 hour)

This year PI staff have an oppurtunity to work together using Co-teaching models with Jo Robson. Jo facilitates this process.

Using the 7 Principles of Learning:

• 1. Learners at the centre

• 2. Learning is social

• 3. Emotions are integral

• 4. Recognise individual differences

• 5. Stretching all students

• 6. Assessment for learning

• 7. Building horizontal connections

Term 3:

So far in our kete

• Synergetic Teams - forming, strorming, norming, performing

• Collobaration and co-teaching: what? so what? now what?

• Critical reflection - models of co-teaching

Black ferns from not winning to winning - culture introduced by Noeline Taurua - 100% Pure - playing to win, united, ruthless and explosive.

All Blacks - Legacy (book) - the ethos doesn't happen by chance.

Drexler/Sibbet Team Performance Model

Term 4:

• Teaching dat's for collaboration - what that looks like - room for leadership within tasks, students change partners every 3-4min to accomplish a task.

Collaboration can be improved by ensuring we have a good range of different styles, there is an equality between each person, a humor must be included, everyone must be and have the ability to share (time/resources). It is also important to have some to be able to collaborate with. Your people need to be perceptive of cues eg when someone is tired and you can step in. Having clear communication, similar work ethics, co-hesiveness and an ability to understand one another (and plans) is desirable.

Collaboration would be impaired by a clash of personalities, unwavering pedagogical styles, lack of energy, lack of agreed goal, mixed messages to each other and learners. It is also important to note that lack of resources, planning, organisation and time management can impede synergy.

Strategic co-teaching/collaboration - what is the learning happening, which model is going to suit.

Saturday 16 March, 2019: 0730-0830 (1hour)

This was an online 1 hour webinar (by Cassie Tabrizi of Create-abilities) on a Saturday morning with 480 participants. The webinar info came through on an email. It was an 'ideal' PLD sessesion, as I could stay in bed in my pyjamas while completing the learning :) It was also a very fitting topic given the difficulties in Term 1 with students (and myself) struggling with maintaining digital portfolios (and loss of confidence).

What I really picked up from this session is that I can influence students growth mindset by:

1. focus on their effort, learning & growth eg 'you must have worked really hard to get that A'.

2. encourage students to know that they can grow their talent and abilities.

3. show students strategies to use

4. model my own struggles and how I deal with them - learning to get over it

5. use the power of 'yet'

Resource links:

https://events.genndi.com/live/169105139238453230/d10c5beccc/jot/110233217

https://webinars.create-abilities.com/buy-growth-mindset

Our students are now coming to the fruition of a 1 year plan to build an Astronomically Aligned Playground for Our School. Our students this year have negotiated the final playground design and are now finalising colours, layout and topping it off with a visit to the Engineers at Fisher & Paykel (Term 3, Week 1). Seven students, Whaea Oriana and myself took students to Fisher & Paykel. Great trip for students to actually see and believe they can become engineers.

PI Astronomical Playground and Soutch Sci video - https://tinyurl.com/PIastronomicalplayground

Astronomically Aligned Playground - The Process So Far

Final Playground Opening video by Curious Minds

Thank you letter from PI

The world is changing. This year our school wide inquiry is for students to look into how we are all AGENTS OF CHANGE.

I endeavour to keep up with change by designing and building a learning focussed culture for my technology classes. Classes that allow students to adapt their food tech learning to their inquiry for that term.

Below are the inquiry focusses for each term with the student outcomes below these.

16-20 students come on a Thursday after school to study in an informal, social environment. This allows students to come use the space and equipment outside of normal class hours. Students wishing to engage in

For full notes of PLD see here:

Our whole school teaching staff take on DMIC Math PLD. We have about 2 a term (and core teachers receive further in class support). Although targeted at math has good teaching practices and strategies in general:

6. Stages & Incorporating students / Developing Proficient Mathematical Learners / Collaboration & Inclusion

Make these our norms (we are smart at math if we can):

• I am good at asking questions

• I can explain my thinking

• I never give up

5. Prepare students to justify and argue

4. Incorporating Instruction that Youth can Relate to

3. Talk Moves: repeating, revoicing, reasoning, adding on, wait time 80% student voice, 20% teacher heard

2. Developing group norms and routines

1. Introducing DMIC Maths - the Why!

Going through DMIC has helped me look at my role as teacher where I become more of a facilitator, more of an architect - where I need to be aware of where learners are at by waltzing the room/space. The framework works with blended learning and improving student agency as it helps students to think critically, have healthy debates, be more resilient. These are developed through group norms.

T2,W4 - Dates

Second year at Lakewood Lodge. Looking forward to it. My favourite time of the year; camp.

This is always a great time to build relationships with students and staff as a whole. There is nothing like camp or the experiences that come with it. These are once in a life-time in a time you can never get back - what a great time to be a part of a young ones life.

T2 W5 - Wednesday 29 May, 2019. School closed for strike.

It was a humbling experience to join my fellow PPTA members in a super strike with NZEI. Although, I did not believe in the strike action I do believe in supporting the wider group and the outcomes the collective decide on. So, strike it was. The results after the strike were obviously good and although PPTA did not get exactly what they wanted this is still a shift forward. I am thankful these are over for us and wish the Principals all the best as they go forward with their disengagement with the Ministry.

PI is strong when it comes to celebrating a variety of our polynesian language weeks. This year it is Samoan LW, _________(watch this space).

T2 W5 (Monday 27-31st May 2019) - Samoan Language Week. There are a number of activities that occur (including fale and tatau design/creation). My particular focus is in the kitchens with students and whanau cooking up a feast, shopping Thursday night and cooking Friday. This year students make chop suey with rice and deliver these to 8 classes of 160 students.

Tongan Language Week

Cook Island Language Week

During Matariki celebrations my profile was shared to celebrate various women in STEM (with Curious Minds). I am thankful for this oppurtunity both from my school and Curious Minds. See link here - Shanandore Brown Curious Minds Profile.

T2-3 Holidays - Tuesday 9-12 July: 0830-1630 (8 hrs for 4 days) with various experts from Sir Paul Callaghan Science Academy

The Sir Paul Callaghan Science Academy runs intensive, four day professional development programmes that aim to build excellence in the teaching of science.

Their vision is to create primary and intermediate teachers who celebrate science and inspire their students to explore and engage with the world through science.

This PLD was great for me in terms of picking up new tools in which I could help students to become more self-regulating, self-determining in their own learning.

Day 1 - Ian Kennedy & Peter Smith

• Paul Callagher - why study science? prepare citizens who are scientifically literate for the future, to be innovators - NZ has an oppurtunity to develop weird/different technologies.

• What are good science educational processes? 5 Es Instructional Model

• The basics of science - to understand and explain the world we live in under a systematic and objective approach

• Science is typically about 2 things; processes (the nature of science) and content (knowledge - the four other strands)

• Asking good Questions

Day 2 - Ian Kennedy, Peter Smith & Steven Sexton

• The importance of the 5 Foundational Science Capabilities

• Easy and cost efficient science activities for the classroom

• The Science Curriculum and practice

• Approach styles

Day 3 - Ian Kennedy & Madeleine Collins

• Communicating science & classroom examples

• Science for Citizenship and Careers

• Assessment and evaluation of science learning

• Intro to Unit Planning

Link to my full PLD notes here.

T3 W3 - Tuesday 7.30am-8.30am

Clarifying where the line of the schools majors and minors are and previous incidents to help clarify this eg eating hot chips, yelling at a adult, phone on them - ARE MAJORS. Establish the clear expectation that these are majors

Restorative (with people) vs Punitive (at people) - reasoning is it fair, balancing the power, allowing people to right wrongs eg holding students in at lunch can be punitive but depends how it is done, who decides this and why.

Term 3, Week 3 (Wednesday 7 August)

Our whole school (160) has the oppurtunity to go through an EPro8 challenge. I set this up and organise it. Classes participate in challenges against each other and then later that night we have 12 PI students represent PI in the interschool challenge.

Term 3, Week 3.

This year we were fortunate enough to have 12 students participate in the afterschool official EPro8 Challenge. After 3 hours two groups finished with over 200 points and 1 group finished second. This puts our Battle Builders Royale into the semi-finals.

Term 3, Week 5 - Thursday 22 Aug - Papakura High School (Dianne Corban)

Went to PHS to do an observation of food tech in action in Year 9-10 classes. The school is really busy and the senior programs look at shifting students into a hospitality / restaurant / business focus. Was great to see our past students and to hear how we could better align to their program. The biggest take home I heard from Dianne was to incorporate more food tech curriculum and less home economic curriculum eg gelatinisation vs cooking. Understanding what is going on in the high school and streamlining from Intermediate would be very beneficial. Look forward to building a deeper relationship.

MASSEY UNIVERSITY - WELLINGTON - School of Creativity

Monday 2nd September & Tuesday 3rd September (0830-1500)

This was a fantastic oppurtunity to develop design thinking and how to provide spaces for students to develop their own design thinking. Really came to understand what does it mean to be innovative.

Presented to our staff PLD Tues 7.30am - 8.30am - Techies in Wellies slides

Prepared 1 pager for BOT meeting Mon 6pm

Sadly I could not attend uLearn this year. Had a lot on my plate including not being well. The good thing is I finally found out what was wrong with me.

PI

Pest eradication and planting restoration at Ambury Regional Park