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Showing posts from March, 2021

Parklands School update

  At Parklands we are linking our new appraisal system to Impact Coaching conversations.  Therefore we can identify any areas that staff can reflect on and use for goals in Teaching as Inquiry.  We've got an expectation that as of Term 2, staff will be using Impact Coaches once a term. The Impact coaches will then follow up and support teachers to reach their goals. As a whole staff, we are focusing on embedding the student interview questions  from the RBL profile Part 2 into our practise as clarification around learning - students will be able to identify their learning and goals and be able to confidently reply to these questions. 

WSTs meet to discuss the path ahead

 Māpua School was the host for our WST meeting on the the of March. The agenda for the day was as follows: Signpost for the coming weeks - calendar and BLOG posts After school sessions - what are our needs? Co-construction meetings - post its + discussion + protocols We discussed what was coming up from our Calendar for Sustainability. This included some discussion around next steps for PLG groups and TOD. The after school sessions raised some interesting ideas around Impact Coaching, the parts of the RbL profile that still need a boost; and how we need to grow capacity and capability in co-construction meetings. We watched 10 minutes of a recent Motueka KA co-construction meeting. This led to discussions and wonderings around where to next. All of this information helps the AST team to plan for the coming weeks.

Integrating RbL with other PD

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 The ASTs have been pondering recently about how the RbL profile sits alongside, and not apart from, other PD opportunities that schools' receive. This is where we see WSTs and trained Impact Coaches being the champions of the profile and making explicit links with what is being presented. An example of this is TBCS and our PB4L journey. At the tier one training and subsequent staff meetings, we could see clear links between PB4L documentation, and the RbL profile. This document in particular has clear links to both parts 1 and 2. For example: Has clear links to Part 1.1 having high expectations of learners and that they are encouraged as they succeed. Has clear links with Part 2.5, using Power Sharing strategies with learners. So, what can you do in your context to continue to champion the RbL profile?