CENTRE FOR EDUCATIONAL DEVELOPMENT of...4 Every Māori student enjoying success as Māori:...

CENTRE FOR EDUCATIONALDEVELOPMENT

2012 PROFESSIONAL LEARNING AND DEVELOPMENTFOR SECONDARY SCHOOLS

2012 PROFESSIONAL LEARNING AND DEVELOPMENT FOR SECONDARY SCHOOLS PAGE | i

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Index1 FOREWORD

2 GENERAL INFORMATION

3 WHOLE SCHOOL DEVELOPMENT:

3 Design your own unique professional development and learning programme: a supported, co-constructed and integrated approach

4 EveryMāoristudentenjoyingsuccessasMāori:implementingKaHikitia

5 ERO visits: supported, personal advocacy for your school community

6 Review and reshape your appraisal systems

7 Developing a unique strategic and annual plan for your school

8 Principal appraisal: a developmental process

9 Registration Form: Whole School Development

11 CLUSTERS AND NETWORKS:

11 Nurturing the struggling reader/writer towards functional independence

12 Confronting the reluctant and resistant reader/writer in Science and Social Sciences

13 Meeting the diverse needs of the classroom: supporting SENCO and Teacher Aide teams

14 Secondary learning pathways (STAR/Gateway/Careers): achieving successful transitions for all students

15 Meaningful mentor development to enhance teaching and learning

16 Senior Biology clusters: grow your department in 2012 and beyond

17 Senior Chemistry clusters: grow your department in 2012 and beyond

18 Senior Physics clusters: grow your department in 2012 and beyond

19 Science programme review and next step planning

20 NewHoD/HoF:shiftingfrommicro-managementtoeffectiveleadership

21 Year 1 PRT and OTT: laying the foundations for professional excellence

22 Year 2 PRT and OTT: reaching the registration goal

23 NCEA English teachers' clusters: grow your department in 2012 and beyond

24 Support your school's librarian to support you

25 Technology programme review and next steps planning

27 RegistrationForm:ClustersandNetworks

2012 PROFESSIONAL LEARNING AND DEVELOPMENT FOR SECONDARY SCHOOLS PAGE | 1

Foreword

Earlier this term you received a pamphlet about the Centre for Educational Development’s (CED’s)services.Thisbookletcontains

outlines of the Professional Learning and Development (PLD) that will be offered from Massey University's CED for 2012 for your information.

The redesign of PLD funded by the Ministry of Education has changed the way schools access external support. Ministry of Education funded support istargetedatspecificgroupsofstudents,teachersandschools.

ManyschoolswillnotfittheMinistryofEducation'scriteriaforPLDandwillhavetoindependentlyfindandfund the PLD they need.

TheCEDisrethinkingthenatureoftheprofessionalrelationship it has with schools and wishes to establish workingpartnershipswithyouwhereknowledgeanddeeper understandings of learning are created.

TheCEDbelievesthatknowledgeisnolongerathingdeveloped, stored and disseminated by experts. Knowledgeisaformofenergythatisdynamicandfluid,definednotbywhatitisbutbywhatitcando.

TheCEDofferssupportedknowledgecreationinpartnership with you.

Inthisbookletyouwillseethatschoolswillbeableto develop their own PLD in partnership with a CED facilitator.SchoolsmayalsochooseaPLDpackageand then negotiate with the facilitator any additions/alterations that may be required, to meet the needs of your school.

Forthoseschoolswhowishtoworkasacluster,options for PLD clusters are also offered. The local MinistryofEducationhasrecentlysentaletteraskingschools to request PLD through them. There is a sentenceintherethatincludesworkinginclusters.Should your cluster wish to apply for this funding, facilitators from the CED are available to assist you in putting a proposal together.

If you have any questions, please contact me. My contact details are listed below.

Welookforwardtoworkingalongsideyounextyear.

Diane LeggettDirectorCentre for Educational DevelopmentMassey University College of EducationPALMERSTONNORTHT: 06 356 9099 Ext 8292


GEN

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General InformationWAYSWECANWORKWITHYOU:

» School-based Professional Development: School-based professional development involves an in-school programme, negotiated on request with a school. It is an effective way to bring about change. Your school-based programme can also be enhanced by adding associated clusters,networksorcourses.

» Workshops/Clusters:

Workshopsandclustersprovideanopportunityfor participants to share resources, experiences and ideas in a collegial environment.

» Courses: Coursesfocusonnewknowledge,skillsand/

or teaching practice. A comprehensive description of courses the Centre for Educational Development will offer in 2012 will be sent to schools early in the new year. Courses may be supported with an in-school visit from an adviser.

REGISTRATION:

Please enrol for all school-based developments, networksandclustersontheregistrationformsinthisbooklet(pages9and25).Registrationscloseon

Friday 2 March 2012.Ifyouwouldliketodiscussyourprofessionaldevelopment needs with one of our advisors or would likemoreinformationaboutanyoftheoptionsinthisbooklet,pleasecontactus.

PAYMENT:

Do not send money with registrations. The school will be invoiced in due course.

There is an expectation that the programme investment will be paid in advance.

CONTACT DETAILS:

Centre for Educational Development Massey University College of Education Private Bag 11 222 PALMERSTONNORTH4442

Email: [email protected]

Manawatu HokowhituSite,PalmerstonNorth T: 06 356 9099 Ext 8292

Hawkes' Bay Ruawharo Centre, Napier T:068459390Ext8292

Taranaki EducationHouse,Fitzroy,NewPlymouth T: 06 758 6217 Ext 8292

Auckland T:094140800Ext8292

Wellington T:048015799Ext8292


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» Is it a challenge to access effective, school-focused professional development and learning for your staff?

» Does current professional development and learninglinktoyourstrategicgoalsandannual plans?

» Does professional development and learning in your school shift teacher practice and enhance student outcomes?

Your school and staff will be supported to:

• identify and understand the aspirations, expectations, strengths and challenges of the school and its community;

• collate and analyse evidence, identify patterns and trends and support next steps planning based on this;

• integrate and align school systems and processes;

• surface, and where necessary, challenge local theoriesaboutthelikelycausesofpooroutcomesfor targeted students; and

• clarify and action the most compelling theories aboutwhatwillmakeadifference.

The supported programme design and delivery will enable your school to celebrate increased:

• levels of student engagement, progress and achievement,especiallyMāori,Pasifikaandspecialneeds students;

• quality teaching;

• quality of school leadership;

• effectiveness of school governance;

• inclusive and safe school culture for all students; and

• engagementofparents,whānauandcommunities.

IFYOUWOULDLIKETOKNOWMORE:

Please request a meeting with one of our experienced facilitatorswhowillworkwithyouusinganeedsanalysis tool. This will support you to understand how to use your existing systems to scope your needs and then co-construct with the facilitator and leadership team a programme that will meet the needs of your students, staff and school.

The costs of the programme will be negotiated once the time required is established.

Design your own unique professional development and learning programme:a supported, co-constructed and integrated approach


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» IsyourschooleffectivelyimplementingKaHikitia?

» IsyourMāoristudentachievementdataabovethenationalnorms?

» AreyourMāoristudentsremaininginschooluntiltheendofYear12?

» DoesyourschoolculturemeettheneedsofyourMāoristudentsandtheirwhānau?

ThisprogrammeoffersaplanofactionthatsupportsMāoristudentsandtheirteacherstobuildacultureof care based on positive relationships and high quality teaching. It engages leaders, teachers, family, whānauandtheBoardofTrusteesinaplannedapproach.TheCentreforEducationalDevelopment's

advisorsbringtheknowledgegainedfromworkingintheTe Kotahitangaproject,schoolingimprovementprojectsand facilitating Te Mana Kōrero.

Target Group: AllschoolswantingtobuildtheircapabilitytobettermeettheneedsoftheirMāori students

Support will include: • scopingtounderstandtheneedsofMāoristudents,theaspirationsofthewhānau and the capabilities of teachers to design a professional development programme thatwillmakethedifferencetoyourMāoristudents;and

• monitoringprogressandprovidingactiveschool-basedsupporttobuildtheidentified knowledgeandskillsofthoseinvolved. Format: • Designedincollaborationwithyou,andyourleadershipteam.

• In-schoolatdatesandtimestosuityourschool.

Programme Investment: By negotiation

Every Maori student enjoying success as Maori: implementing Ka Hikitia

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Having a 'Friend' during ERO visits assist staff and leadership team members to be more at ease and provides an added external voice advocating for the school. The 'Friend' is involved in all the discussions with the ERO team including interviews with staff, BoT and students as well

asparticipatinginthefeedbacksessiontotheBoTandLeadershipTeam.Documentperusal,visitingtheclassrooms alongside the ERO personnel is part of the Friend's role in the school as is being a sounding board during the report writing process. A 'Friend' is able to argue a case on behalf of staff where this is appropriate and/or necessary.

Target Group: Whole school

Support will include: Itisimportantthatthe'Friend'isknownbythewholestaff,sopriorvisitstotheschool,for example, at morning tea time, are imperative to ensure staff are comfortable with that personandknowandarereassuredthatthe'Friend'istheretosupporttheschoolandstaff through the process. Support for leadership and for each staff member whom ERO visits.

Format: In-school at dates and times to be negotiated prior to the ERO visit. Facilitator to be

present during the whole ERO visit and participate in the report writing process.

Programme Investment: By negotiation and dependent on length of time of the ERO visit

ERO visits: supported, personal advocacy for your school community

An ERO education review gives a fresh perspective on a school's performance. The review affirms

what is being done well, and helps identify areas for improvement. An external review complements

the self-review that schools use to improve their programmes and practice.

From: Getting the most out of your ERO review, July 2011www.ero.govt.nz

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Align the Registered Teacher Criteria with your appraisal process to build a coaching and mentoring culture that integrates teacher appraisal with school improvement.

Target Group: Principals, Senior and Middle Leaders

Expected Outcomes: Participants will develop an appraisal process which is aligned to the Registered Teacher Criteria, attestation and professional development.

Supportwillinclude: • definingwhatresearchandbestpracticedemonstrateiseffectiveappraisal;

• linkingthestrategicandannualgoalstotheRTCs,appraisalandprofessionaldevelopment;

• investigatingevidence-gatheringprocesses,deepgoal-setting;

• developing/reviewinganappraisalplan;and

• developingquestioningandlistening,observation,professionalconversationskills. Format: In-schoolmeetingswithseniorandmiddleleaders,workingwiththewholestaff


Review and reshape your appraisal systems


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Aresponsiveandworkablestrategicplanningprocessisthebackboneofanyeffectiveandimprovingschool. Strategic and annual planning is a state of mind that involves a continuous process of understandingtheschool'scontext,settingdirectionandmakingsureeveryoneinvolvedunderstands

and plays their part.

Target Group: Principals, Senior Leaders and Boards of Trustees

Expected Outcomes: Participants will develop a strategic plan for their school and an annual plan including targets.

Support will include: • defining'effectiveplanning',accordingtoresearchandbestpractice;

• consultingstaff,students,communityandlocaliwiaboutthegoalsthecommunityconsiders important;

• scopinghowyourstaff,studentsandcommunitycanbepartoftheprocess;

• identifyingshort,mediumandlong-termgoals;

• investigatingevidence-gatheringprocesses,change-managementanddeepgoal-setting;

• developingastrategicandannualplan;and

• aligningself-review,appraisalandprofessionaldevelopmentwiththestrategicgoals.

Format: In-school at dates and times to suit the school


Developing a unique strategic and annual plan for your school


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Isyourcompliance-drivenappraisalbeneficial?Wouldyoulikeadevelopmentalprogrammethatwillchallenge you personally and professionally? The purpose of this developmental appraisal process is to support leaders to be accomplished and effective leaders who can improve the learning outcomes of diverse

ākongaanddemonstratethattheymeettheprofessionalstandardsandever-changingeducationaldemandsoftheirschool.Theseleaders,throughthebuildingofsharedunderstandings,self-reflectionandengaginginchallengingappraisalconversations,willbeabletodevelopandusefreshideasandapproachesthatrejuvenateteachingworkplacesandleadtodynamiclearningcommunitiescommittedtoongoinginquiryandself-review.

Target Group: Principals (but could include senior leaders)

Support will include: • A co-constructed appraisal process based on a shared understanding of the characteristics of effective leadership as set out in the Kiwi Leadership for Principals and Tū Rangatira documents, scaffolding the building of these understandings to enabletheleadertoreflectandfocusoninquiryintotheirownpracticeandlearning.

Possible Format: • An initial meeting including the BoT Chair to develop and negotiate indicators

(professional standards) and personal leadership goals.

• A minimum of three half-day in-school appraiser visits to gather evidence, draw conclusions and discuss draft report with the Principal and the BoT Chair.

• AfinalmeetingthatincludestheBoTChairwhere,throughdiscussion,theoutcomes oftheappraisalprocessareclarified.


Principal appraisal: a developmental process

Evaluate what you want - because whatgets measured, gets produced.

James A Belasco

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Registration Form:Whole School DevelopmentPlease complete a separate Registration Form for each programme.

Writethenameoftheprogrammeyouwouldliketoregisterforintheboxabove.

Fax or email this form to the Centre for Educational Development:

F: 06 350 9299 E: [email protected]

Please register me for this programme now.

OR Pleasemakecontactwithme,Iwouldliketoknowmore. Oneofourfacilitatorswillbeintouchwithyouwithintwoworkingdaystoanswerquestionsand provide details.

CONTACT DETAILS:

School Name: _____________________________________________________________________

Contact Person: _____________________________________________________________________

Email: ______________________________________________________________

Phone: ______________________________________________________________

Registrant Name(s): _____________________________________________________________________

Email: ______________________________________________________________

Phone: ______________________________________________________________


Email: ______________________________________________________________

Phone: ______________________________________________________________


Email: ______________________________________________________________

Phone: ______________________________________________________________

PHOTOCOPY MASTER


Nurturing the struggling reader/writer towards functional independence

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I'mnotareadingspecialist.ThesekidsneedSPECIALISThelp.Can'tYOUdosomethingwiththem?

Inanyyearcohorttherearestudentswhofindlearningsimplytoodifficult.Theirliteracyskillsareinsufficientforthemtofunctioninmainstreamsubjectclassrooms.Thisprogrammefocusesonstrategic

approachestoimprovethereadingandwritingskillsofstudentswhorequiremorepersonalisedliteracyinstructional support in mainstream classrooms.

Target Group: HeadsofLearningSupport,TeacherAides,RTLB's,Librarians,SENCOs,SchoolLiteracy Leaders, School Curriculum Leaders, TiCs of senior alternative learning programmes

Expected Outcomes: Participants will:

• deconstruct the myth that 'literacy is taught and learnt only in primary school';

• learn how to analyse qualitative and quantitative data to identify the literacy barriers some students face;

• consider the normative characteristics of an independently-literate adolescent studentandidentifytheshiftsneededtomakeprogress;

• plan strategic approaches/interventions designed to remediate these barriers and draw on effective adolescent literacy pedagogy and practice;

• explorehowtointegratetheseintosubjectareaclassrooms;and

• evaluate the resources available in schools to support literacy learning of struggling readers and identify systemic practices that help or hinder that learning.

Format: • Fourone-dayworkshops,oneeachtermfocusingon:

-Howtoidentifytheadolescentreader/writer - What is the role of data? -Helpingstrugglingreadersandwriterstolearnbetterinseparatesubjectareas - Tracking,reportingandevaluatingthelearning

• Twohalf-dayschoolvisitstoreviewprogressandsupportyourschool-baseddevelopment.

Programme Investment:$4,000+GSTperschool

Where and When: Venues and dates to be advised. In-school visits at dates and times to suit your school.

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Confronting the reluctant and resistant reader/writer in Science/Social Sciences

Ican't do this. It's too hard. You tell us!

This professional development programme focuses on students who can read and write, but for many reasons, are reluctant or choose to resist, with a consequent decline in understanding and achievement.

Through learning about adolescent literacy pedagogy and its strategic implementation in classrooms, Science and Social Science teachers will have the instructional tools to shift these readers to a position of sustainable position of literacy independence.

Target Group: From each school, a minimum of one literacy leader, one teacher each from Science and Social Sciences who teach across Years 9-13 programmes. Schools may choose to include more than one teacher from these faculties/departments.

Objectives: Theoverarchingaimoftheprogrammeistoraisetheefficacyandskillsofunderachieving students in reading and writing in Science and Social Sciences, throughasupportedre-orientationofteacherpracticetowardsliteracy-centredsubjectinstruction.Theobjectivesoftheprogramme,overtwoyears,areto:

• raiseidentifiedstudentefficacyandskillsasliteracylearnersinspecificsubjectcontexts;

• increaseliteracyleaders'andsubjectteachers'knowledgeandskillstoimplementevidence-informed adolescent literacy practice;

• enhanceleaders'andteachers'literacypedagogiccontentknowledge;

• support teachers to integrate effective literacy instruction into their teaching practice and learning programmes; and

• develop effective professional learning communities that promote ongoing inquiry into effective literacy teaching and learning, professional learning, collaborative problem-solving,andreflectivepractice.

NB: This programme should not be read as a narrow 'remedial' approach to literacy. Rather,theaimistosupportteacherstohelpallstudentsdevelopthekindsofsophisticated,subject-specificliteracyskillsandknowledgetheyneedinordertosucceed at school, and beyond.

Format: • Sevenone-dayandonetwo-dayclustermeetingsin2012.

• Sevenone-dayclustermeetingsandonetwo-dayregionalwanangainPalmerston North for all literacy leaders in the programme in 2013.

• Participatingteacherswillreceivefurtherin-schoolsupportfromtheirrespective literacy leaders.

Programme Investment:$10,500+GSTperschoolforthe two year programme

Where and When: Wellington,Masterton,KapitiCoast,PalmerstonNorth,NewPlymouth,Napier,Taupo and Gisborne Venues and dates to be advised. In-school visits at dates and times to suit your school.

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Meeting the needs of the diverse classroom: supporting SENCO & Teacher Aide teams

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AclusternetworkmeetingapproachforTeacherAideswillreducethatsenseof'practiceinisolation'.TeacherAideswillexplorecasestudies,lookatreadingandwritinganddevelopamoresoundunderstanding of literacy and numeracy and how they might support this learning in a classroom. They

willlookatprotocolsaroundIEPstocreatehealthyandprosperousworkingrelationshipswithteachersandrapport-buildingwithstudentsandtheirfamily/whānau.

Target Group: SENCOsorpeoplewhosupervisetheworkofTeacherAides,TeacherAidesorpeople wanting to become Teacher Aides

Expected Outcomes: Participants will explore:

• the nature of their roles as well as teacher, principal and parental expectations;

• keytheoriesbehindclassroomandbehaviourmanagementandclassroomdynamicsand relationships;

• literacy and numeracy in either a primary or secondary context;

• their role in IEPs;

• strategies/approachestoworkwithdiverselearners;and

• workingalongsideMāoriandPasifikastudents.

Those responsible for supervising Teacher Aides will develop strategies to support and build Teacher Aide capability. Format: Fourone-dayclusterworkshops,oneperterm,exploringtherangeofspecialneed requirements your students have and, using an inquiry approach, design a professional development programme that helps the Teacher Aide meet the needs of students in their care.

Programme Investment:$450+GSTperperson Further in-school support by negotiation



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Secondary learning pathways: achieving successful transitions for all students

Auniqueopportunitytoworkasaschoolteamtoreviewandenhancewhathappensinyourschooltoensureallstudentsmakesuccessfultransitionswithinandbeyondtheschool.TodothiswellrequirescomplementaryandalignedsystemsandservicesthatextendwellbeyondtheCareerAdviser'soffice.

Thesethreelinkedworkshopsgiveacommittedteamaframeworktolookatwhattheydowell,whatneedschanging and how to do this most effectively. An ideal opportunity for all Pathways teams, especially where there are team members new to their positions this year.

Target Group: Careers and Pathways teams (Senior Leaders, Careers Advisors, STAR and Gateway Co-ordinators and Administrators, Transition Educators, Timetablers, Deans) Format: Threefull-dayfacilitatedworkshopstobeheldinTerms1-3ledbynationallyexperienced

facilitatorswith'e'supportthroughtheMasseyPathwayswikispaceand'e'coachingto support the execution of plans in school between sessions. There will also be opportunitytonetworkwithotherschoolsandassociatedagenciesthatsupporttransitions and pathways.

Programme Investment:$450+GSTperperson


Note: There is an expectation that at least two participants will attend from each school.

Being together as a team to plan our next steps has been invaluable. Once again invaluable time

together - just need to do it now and make progress.Future Pathways Team, William Colenso College

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Meaningful mentor development to enhance teaching and learning

Takeateamapproachtosupportyourschool'suniquevisionforinductionandmentoringwhileenhancingandexpandingyoureducativementoringskills.Thisprogrammeisanopportunitytolearnfromhighly-skilledandexperiencedfacilitatorswhohavepilotedthisworkovertwoyearsandhave

plannedandfacilitatedthenationalworkshopseriesonGuidelinesforInductionandMentoringandMentorteachers.

Target Group: Secondary lead mentors and their mentor teams/SCTs/PRTCs

Expected Outcomes: Participants will:

• finetunearangeofschoolsystemsandmentoringskills;and

• develop a more effective and sustainable teaching and learning school community. Format: Threeone-dayfacilitatedworkshopsinTerms1,2and3ledbynationallyexperienced

facilitatorswith'e'supportthroughtheMasseyUniversityMentoringSupportwikispaceand 'e' coaching to support the execution of plans in school between sessions. There willalsobeopportunitytonetworkwithotherschools.

Programme Investment:$450+GSTperperson


Hope we can tap into some expertise next year- we have been so lucky to have had this opportunity

- can't thank you enough.Senior Leader, New Plymouth Girls' High School

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Senior Biology cluster: grow your department in 2012 and beyond

Experience with the implementation of the realigned Level 1 standards has shown the importance of high qualitycommunicationabouttheinterpretationofstandardsandassessmenttaskdesign.Opportunitiesforteacherstonetworktogetherandco-operateinresourcedevelopment,reducesindividual

departmentworkloadsandhelpsassurequalityoutcomesforstudents.Inaddition,exposuretorecentscientificresearchenablesteacherstokeepup-to-datewiththeessentialcontentbaseoftheircurriculumarea.Thesecluster meetings will give staff an opportunity to meet with other Biology teachers from around the region as well as receive input from Massey University's College of Science academics.

Target Group: Senior Biology teachers Expected Outcomes: Participants will have the opportunity to:

• shareandclarifyissuesaroundLevel1-3standards,particularlyLevel2in2012;

• developandshareassessmenttasksandresourcesforLevels1-3Biology;and

• moderatetasksandstudentwork.

Format: Two full day cluster meetings with other teachers from your region, one day each in Terms 1 and 3.

Programme Investment: $300+GSTperparticipant

Where and When: Palmerston North, New Plymouth and Napier Venues and dates to be advised


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Senior Chemistry cluster: grow your department in 2012 and beyond

Experience with the implementation of the realigned Level 1 standards has shown the importance of timelycommunicationabouttheinterpretationofstandardsandassessmenttaskdesign.Opportunitiesforteacherstonetworktogetherandco-operateinresourcedevelopment,reducesindividual

departmentworkloadsandhelpsassurequalityoutcomesforstudents.Inaddition,exposuretorecentscientificresearchenablesteacherstokeepup-to-datewiththeessentialcontentbaseoftheircurriculumarea.Thesecluster meetings will give staff an opportunity to meet with other Chemistry teachers from around the region as well as receive input from Massey University's College of Science academics.

Target Group: Senior Chemistry teachers Expected Outcomes: Participants will have the opportunity to:


• developandshareassessmenttasksandresourcesforLevels1-3Chemistry;and






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Senior Physics cluster: grow your department in 2012 and beyond

Experience with the implementation of the realigned Level 1 standards has shown the importance of timelycommunicationabouttheinterpretationofstandardsandassessmenttaskdesign.Opportunitiesforteacherstonetworktogetherandco-operateinresourcedevelopment,reducesindividual

departmentworkloadsandhelpsassurequalityoutcomesforstudents.Inaddition,exposuretorecentscientificresearchenablesteacherstokeepup-to-datewiththeessentialcontentbaseoftheircurriculumarea.Thesecluster meetings will give staff an opportunity to meet with other Physics teachers from around the region as well as receive input from Massey University's College of Science academics.

Target Group: Senior Physics teachers Expected Outcomes: Participants will have the opportunity to:


• developandshareassessmenttasksandresourcesforLevels1-3Physics;and






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Science programme review and next step planning

Inadditiontokeepingup-to-datewiththeirownspecialistareas,Scienceteachershavebeenfacedwith considerable challenges in the last several years. Some of these include the incorporation of the 'Nature of Science' strand into programmes, implementing changes in assessment including the NCEA,

using appropriate literacy strategies for Science, and locating and developing appropriate resources and pedagogiesforMāorilearners.Thisunique,flexibleandtailor-madeprogrammewillbeinformedbyrecentresearchandcurrentbestpractice,butpracticallydesignedtofittheindividualneedsofSciencedepartments.The opportunity to engage with a programme that draws on student and teacher voice from within the school environmentwillmakethebestuseofboththeprofessionaldevelopmentbudgetandteachertime.

Target Group: HoDScienceandsecondaryScienceteachers Format: • Part1:(inTerm1or2) In-school involving face-to-face meetings, classroom visits and Science department meetings. The facilitator will negotiate and support the self-review process with the department examining teaching and learning programmes selected from the following: - front-end implementation of the NZC; - 'Nature of Science'; - Teacher Inquiry process; -effectiveapproachforMāorilearners; -supportwithdevelopingMassey'sCollegeofScienceandcommunitylinks; - learning for assessment strategies; and - alternative programmes.

• Part2:(inTerm3) Twoclusterworkshopsinvolvingteachersfromavarietyofschools.NB:The programmehasbeendevelopedtomeettheneedsidentifiedinPart1.


Where and When: Part 1: all in-school Part2:clusterworkshopsatvenuesanddatestobeadvised


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Middle leadership is one of the most challenging and rewarding roles in a secondary school. New middle leaders will be supported by experienced facilitators to recognise the role as one of leadershipanddepartmentalgrowthfocusedonenhancingstudentachievement.Theworkshop

model is based on co-constructed outcomes to meet individual needs as the year progresses. Opportunity will be given for participants to examine their roles as agents of change based on data and evidence from their own settings.

Target Group: Beginningorrecently-appointedHeadsofDepartmentsorFacultiesplusthosewhofeel the need for a refresher/re-energiser

Support will include: • opportunity to examine your role in the context of your own school;

• setgoalsfornextsteps;and

• opportunitytonetworkwithbeginningHoDs/HoFsfromyourregion.

Format: Threefull-dayfacilitatedworkshopsinTerms1,2and3ledbynationallyexperienced

facilitatorswith'e'supportthroughMasseyUniversity'sBeginningHoDwikispaceand'e'coachingtosupportin-schoolworkaroundgoalssetduringworkshopsessions.Guestspeakerswillbeinvitedasappropriate.



New HoD/HoF: shifting from micro- management to effective leadership

I have realised that I am a leader rather than a manager and this programme has revealed a new

skill set I did not know I had. Thank you for the support around having the 'difficult conversation'.

New HoD, Taradale High School

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Year 1 PRT and OTT: laying the foundations for professional excellence

ThisfullyearprogrammeofpersonalisedsupportisbasedonthespecificneedsofbeginningProvisionallyRegisteredTeachers/OverseasTrainedTeachers.ThefocuswillbeonHOWtobeasuccessful classroom practitioner, supported by the Registered Teacher Criteria, the Guidelines for

Induction and Mentoring, the Teaching as Inquiry process and nationally experienced facilitators. There will be opportunitiestonetworkwithotherbeginningteachersandworkwithindividualin-schoolPRTmentors.

Target Group: Year 1 Provisionally Registered Teachers and Overseas Trained Teachers Format: Fourone-dayfacilitatedworkshops(oneperterm),'e'supportthroughMassey

University'sPRTwikispaceand'e'mentoringfromnationallyexperiencedfacilitators.Eachworkshopalsooffersnetworkingopportunitiesandtwotwilightsessionswith

in-school PRT mentors.


Where and When: Wellington,Masterton,KapitiCoast,PalmerstonNorth,NewPlymouth,Napier,Taupo and Gisborne Venues and dates to be advised.


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Year 2 PRT and OTT: reaching the registration goal

ThisfullyearprogrammeofpersonalisedsupportisbasedonthespecificneedsofsecondyearProvisionally Registered Teachers/Overseas Trained Teachers. The focus will be on attaining full registration supported by the Registered Teacher Criteria, the Guidelines for Induction and Mentoring,

theTeachingasInquiryprocessandnationallyexperiencedfacilitators.Therewillbeopportunitiestonetworkwithotherbeginningteachersandworkwithindividualin-schoolPRTmentors.

Target Group: Year 2 Provisionally Registered Teachers and Overseas Trained Teachers Format: Fourone-dayfacilitatedworkshops(oneperterm),'e'supportthroughMassey

University'sPRTwikispaceand'e'mentoringfromnationallyexperiencedfacilitators.Eachworkshopalsooffersnetworkingopportunitiesandtwotwilightsessionswithin-school PRT mentors.




NCEA English teachers’ cluster: grow your department in 2012 and beyond

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Responding to requests for continued support for English teachers, existing successful English teacher networkswillbebuilton,andthepowerofaclusterwillbeusedtoshareknowledgeandideastobuild a community of best practice.

Target Group: HeadofDepartment/TeacherinChargeofEnglish Expected Outcomes: • SupportingEnglishteachers,inparticulartheHeadofDepartmentto: - successfully integrate NCEA (Level 2) English standards into their English learning programmes in 2012; and - prepare for the introduction of NCEA (level 3) English standards into English learning programmes from 2013.

• Participantswill: - explore English programme(s) planning and pathways at NCEA Levels 2 and 3; - examine the NCEA Level 3 aligned English standards and supporting materials (including 'Conditions of Assessment'); and - consider implications of the aligned standards at NCEA (Levels 2 and 3) for teacher practice, student learning and departmental systems.

Format: Fourone-dayfacilitatedworkshops(oneperterm).




Support your school’s librarian to support you

Afantasticopportunityforschoollibrarianstofindoutabouttherealignedstandardsandhowalibrarycan support students to maximise their achievement.

Target Group: School Librarians, Assistant Librarians/Teacher in Charge of the Library, Secondary Library Advisors (National Library Service) Expected Outcomes: Participants will:

• exploretherealignedstandardsinNCEAEnglish(Levels1,2and3)andconsiderimplications for their school libraries and their own professional practice;

• buildtheirlibrary'scapacitytosupportinformationliteracystandards;and

• enhancetheirunderstandingandknowledgeofcurriculumandage-appropriatetextsfor the realigned standards.

Format: • Aseriesofthreefull-dayworkshops,onepertermtocoverLevels1,2and3Englishrealigned standards. Participants will explore the relevance of these changes to schoollibrariesintermsoftextselection,buildinglibraryresources,workingbetteralongsideEnglishdepartments,lookingandbuildinganunderstandingofinformationliteracyandhowthisisdifferentfrom'research',lookingatensuringthattextsbeingsuggested by librarians for wide reading standards are at the appropriate curriculum levels, etc.

• Accesstoawikispacewherelibrarianscaneasilyaccessappropriateworkshopinformation.



CLU

STERS AN

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RKS


Technology programme review and next step planning

CLU

STERS AN

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ETWO

RKS

Inadditiontokeepingup-to-datewiththeirownspecialistareas,Technologyteachershavebeenfacedwithconsiderablechallengesinthelastseveralyears.Thisunique,flexibleandtailor-madeprogrammewillbeinformedbyrecentresearchandcurrentbestpractice,butpracticallydesignedtofittheindividualneedsof

Technology departments. The opportunity to engage with a programme that draws on student and teacher voice fromwithintheschoolenvironmentwillmakethebestuseofboththeprofessionaldevelopmentbudgetandteacher time.

Target Group: HoDTechnologyandsecondaryTechnologyteachers Format: • Part1:(inTerms1or2) In-school involving face-to-face meetings, classroom visits and Technology

department meetings.

• Part2:(inTerm3) Twoclusterworkshopsinvolvingteachersfromavarietyofschools.NB:The programmehasbeendevelopedtomeettheneedsidentifiedinPart1.


Where and When: Part 1: all in-school Part2:clusterworkshopsatvenuesanddatestobeadvised


Registration Form:Clusters and NetworksPlease complete a separate Registration Form for each programme.

Writethenameoftheprogrammeyouwouldliketoregisterforintheboxabove.

Fax or email this form to the Centre for Educational Development:

F: 06 350 9299 E: [email protected]

Please register me for this programme now.

OR Pleasemakecontactwithme,Iwouldliketoknowmore. Oneofourfacilitatorswillbeintouchwithyouwithintwoworkingdaystoanswerquestionsand provide details.

CONTACT DETAILS:

School Name: _____________________________________________________________________

Contact Person: _____________________________________________________________________

Email: ______________________________________________________________

Phone: ______________________________________________________________


Email: ______________________________________________________________

Phone: ______________________________________________________________


Email: ______________________________________________________________

Phone: ______________________________________________________________


Email: ______________________________________________________________

Phone: ______________________________________________________________

Preferredregiontoattendclustermeetings/workshops:

Wellington KapitiCoast Masterton Palmerston North Whanganui

New Plymouth Napier Taupo Gisborne

PHOTOCOPY MASTER

Te Kunengaki Purehuroaˉ

Date post:	23-Apr-2020
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