PRT Supervisor Meetings

Date/Meeting Meeting Notes Reflection

14/08/18 PRT ● Discussion of progress in classes. Next observation planned for week
SUPERVISOR ○ Particularly 10SST - discussion of feedback regarding 8/9 - EXAM PERIOD (with
MEETING observation (13/08/18). 10SST).
○ Key things to focus on include classroom management
BA aspects e.g. building global awareness of what’s
happening in the classroom and increasing wait time to
wait until silence.
○ Ensuring meaningful activities are available for early
finishers. Google drive folder underway - to
● Establishing a google drive folder to be shared with BA - be shared with BA.
reflections.
● Discussion of upcoming parent-teacher interviews. Reminder to
prepare in advance, important thing for me is just to introduce
myself and get to know the parents/caregivers. Preparation underway - having
● Setting intentions for next meeting - goals (performance review), work ready to discuss with
preparing survey questions, observations. parents/caregivers. Brief notes
about each student.

22/08/18 PRT ● Checking in on progress re: classes, goal setting

SUPERVISOR ○ Year 10s classroom management key focus, enacting
MEETING strategies identified in observation notes, examining
additional strategies identified in research
BA ○ PRT targets - note to check in with Rebecca regarding
requirements by week 6 (checking off goals with Rebecca
- that they’re okay)
 ○ Make change in 11HIS goals from 12 credits to 14
(subject endorsement)
○ Shared goals sheet with BA
● Lit Up/weebly - low literacy - year 9/10s
○ PLG inquiry goal
○ Measurable (in line with target students)
○ Although - 6 students (with low literacy) moved out of
9SST
● Survey - senior students (need to organise a survey) *Survey organised, to be issued to
● Good measurement of goals seniors in term 4.
● Observation of another teacher being organised for week 6, term
3. Ideal if a 10SST class was being observed. *Observation of BA’s social
studies class organised.

30/08/18 PRT ● Organising an observation of a junior class taught by member of
SUPERVISOR social sciences department - week 8/9
MEETING ● Discussion of any concerns in classes
BA ○ Highlighted the range of abilities in 10HC which creates a
difficulty to manage the class and ensure each ability is
being catered to.
■ Discussed a possible way to accommodate the
different needs, differentiation.
■ BA noted a key way to tailor activities to all
students was by setting a “whole class” activity and
a range of “choice” activities which would both
ensure all students have an opportunity to learn the
important content at their own pace, while ensuring
early finishers have additional activities of value to
proceed with
■ Differentiation - Climate Change - presenting
“menu” at the beginning of the lesson - then having
Observation of BA’s 10SST class -
planned for period 4, 13/09/18
(week 8)
Differentiation strategy
implemented with 10SST class.
Created a grid of activities which
outlined activity all students would
have to do (includes the activities
crucial for students’ learning) and
additional activities that students
could choose from. Link here to an
example:
 another check in at the end of the lesson to go I found that this significantly
through the activity that was set for the whole increased students’ engagement
class. and agency over their own
learning. Students were able to
select from activities that suited
their needs, e.g. some students
who preferred visual learning
completed a mapping activity,
● Discussion of classroom management strategies while others who needed
○ Including counting minutes kept waiting for students to additional practice with essay skills
listen and keeping students in (morning tea/lunch time) could select an activity designed to
but giving students the opportunity to ‘work off” the improve students’ key idea
minutes during the lesson. Provides students with an sentences. This also helped avoid
incentive for good behaviour.* constantly interrupting the lesson
to go over activities as students
could work at their own pace.
Therefore - it was only at the
beginning of the lesson in which I
was at the front of the room.

*Not yet had an opportunity/need

to implement this classroom
management strategy.

12/09/18 PRT ● Discussion of my observation of BA 10SST lesson. Revealed

SUPERVISOR key classroom management strategies in practice - mentioned in
MEETING meetings previous (wait-time, global awareness, reminder of
BA expectations and having differentiated (choice activities)
available for students to do.
● Discussion of strategies I have implemented with my 10SST
class - differentiated activities (table of activities with specified
 “must do” activities, activities available for those who were
absent, and additional choice activities.
● Check-in with other classes (11HIS - those who are not
completing homework would benefit from an e-mail sent home),
all good otherwise.
● Discussion of exam period (upcoming) and NCEA marking - in
case I am experiencing any difficulties. BA specified availability Discussed with BA and HWD, also
to discuss 1.1 internal assessment 11HIS students will be doing conversation regarding source
on their return from exams. materials (1.1 internal): reliability
● Confirmation of upcoming observation of 10SST class week 9. of websites, use of
images/cartoons.

Period 5 - Wednesday 19
September (10HC)

19/09/18 PRT ● Discussion of BA observation of 10HC period 5 19/09/18

SUPERVISOR ○ BA noted good start and preparation of lesson
MEETING ○ Good to use “anyone unable to start?” after giving *Implementing the following
instructions - ensures all on task, preemptive action. strategy in year 9 class, working
○ Classroom management - period 5 - good to use voice well thus far. Notes any immediate
less, use a different signalling strategy, e.g. 5, 4, 3, 2, 1 concerns e.g. no pen, workbook
OR Thank you, waiting, waiting, still waiting…”, taking etc.
down minutes I have had to wait - good as a buffer before *New signal implemented with
interval or lunchtime. year 10 class - improved student
○ Global awareness - at times still needs referring to response time
○ Noted good use of choice grid (differentiated activities)
available for students to choose from, gives students who
were absent an idea of the activities they need to catch up
with
 ● Discussion of any issues/questions regarding classes.
○ Discussion of process for marking NCEA papers
○ Survey for senior class (YR 11 HIS) beginning of next
term.

28/09/18 PRT ● Discussion of year 9 and 10 google form survey (unit/teacher)

SUPERVISOR issued to students.
MEETING ○ Noted “incident” with one students response in survey - *See reflection LINK: ​26/0/09 -
BA BA encouraged me to reflect on this 27/09/18 10SST, 28/09/18 10SST
○ BA noted that this response from the student highlighted https://docs.google.com/document
the effectiveness of sending an email home. /d/1QkSVIRTNMNw29jOwLNMZk-
○ Noted it was a good way to handle the situation and bs5UrgB3IAkfqg6w5OPdI/edit
engage in a restorative conversation.
○ Commented that negativity towards homework generally
common, but to disregard given the little homework given
to students.
● Significant comment revealed in year 10 feedback was calls for
more group activities/choice activities that involved working in
groups.
○ BA noted that this was a point that should be raised in
departmental/PLG meeting
○ Climate Change unit could use more group and engaging
activities
● Also noted pasifika and maori engagement in 10SST varied. E.g. *Intention to develop engaging
tend to not want to take part e.g. current events kahoot - yet activities that involve group work
participate off the laptop - do not want their results public. BA for term 4 (adjustment of unit -
noted that we need to ensure we are giving students agency, response to student voice).
that it’s okay to get an answer wrong. An area for further
reflection, PLG.
● Noted generally positive response after emailing parents 11
History regarding exam results - parents like to be kept in the
 loop.

19/10/18 ● BA noted a “Games for Learning” PD workshop he attended. PD session scheduled for
PRT This could provide the department with fresh ideas/ways to 05/12/18.
SUPERVISOR engage our students. BA has organised for one of the speakers
MEETING from Wellington to speak to the department about ways we might
BA integrate these strategies into our units.
● Discussion of the impact of weebly’s created for low literacy
students as part of our PLG. Used the weebly’s for two students
(one ESOL student and another low-literacy learner). Made a
significant difference to their understanding of the content and
motivation to complete the reading, highlighting and annotations.
Both on achieved level - had they completed all task
expectations. Both students let themselves down by not
completing all required tasks (evaluation). Weebly’s therefore
seen as having a positive influence - although still somewhat
above ESOL level.
● BA noted ​Alana Madgwick (literacy and culturally responsive BA shared Alana’s review of one
pedagogy guru) coming in for a PD session to give us insights on of the SST units with comments on
how to adapt our units in terms of literacy strategies and access. how we might develop students’
This will provide us with strategies for integrating literacy skills literacy more.
throughout the unit, plus assessments (with PLG).
● Discussion of additional elements I need to organise for PRT, RD confirmed as SLT who will
contacting SLT member for an observation (BA notes this is observe a lesson. Scheduled for
likely to be RD - in charge of social sciences). 09/11/18.

31/10/18 PRT ● Noted the usefulness of teaching Te Tiriti o Waitangi in the year Good. I’ve also met with Shaunee
SUPERVISOR 9 “That’s Not Fair” Human Rights unit through a comic book. The Hiha and Stan Conrad re making
MEETING rich visuals effectively accompany the complex story of Te Tiriti. Maori contexts more visible in our
BA Students were largely engaged when using the comic. Added units. BA
benefit of an audiobook (especially useful for the ESOL students,
 who could follow along the text). Highlights value of having
diverse resources to teach history.
● Noting the benefit of having social studies skills taught to ESOL
students separately next year - in order to meet their needs.
Difficulty of assisting these students in mixed ability classes,
LIT-UP low-literacy workbooks still too complex for these
students.
● Year 11 history survey (UNIT & TEACHER) being issued to
students today, plus Rebecca Kay doing a walk through of the
lesson.
● Double checked final history internal results (one student’s mark
- moderation).
● Discussion of revision for year 11’s - BA notes having choices
available for students to select from so they can identify where
their focus should be, rather than doing a “whole class” revision
lesson.
● BA updated revision PPT (revision strategies) for year 9 and 10s
starting this/next week. Claire and Graeme sent past
worksheets, PPT’s they had used for SST.

08/11/18 PRT ● Discussion of year 11 history survey and next steps. Survey
SUPERVISOR shared with BA.
MEETING ○ Positives: students benefited from individual feedback,
BA engaging activities (simulations) and well explained I think you should feel proud of the
content. feedback you’ve received from the
○ Next steps: developing relationships more explicitly, students, especially in filling the
spending more time on each topic and adjusting the order rather large shoes of Noeline -
of assessments slightly - to have more relevance to the quite an ask for anyone. BA
exam/their study.
○ BA noted difficulty with relationship building coming in at
the middle of the year, noted setting aside time in the first
 few lessons to solidify this - gave example of giving his
mihi as a way of introducing himself. Going around talking
to students one-on-one. - Something I will be able to
develop at the beginning of 2019.
● Discussion about juniors and their approach to revision. BA Begun to delve into this area a bit
noted definitely students not doing any revision independently - deeper - looking into how revision
about building students’ agency and taking ownership of their might need teaching at the
learning in this regard. I noted a big part of my revision lessons beginning of the year, or scattered
with my year 9s was about the students identifying both “what” throughout units, e.g. creating a
revision needed to be done but also “how” they would do this. acronym/mnemonic for the
Students definitely picking this up - but BA noted perhaps we essential ingredients for climate
need to build “revision” more explicitly into our teaching/units so graphs (after students have learnt
that we give substantial time to this throughout the year, not just what this is etc.) - involves
at the end before exams e.g. this would assist with content tests students creating this or using an
also. online generator - teaches them a
● Noted this is similarly an issue with some students at a senior way of memorising a concept.
level - therefore suggests we need to bring this in earlier in order Good idea. Please remember to
to build an understanding of how to revise so this is maintained raise this at our end-of-year review
to senior level - where students should not need telling. meeting. :-)BA

Same way - learning about topic

e.g. cause of global warming by
identifying and selecting 10
essential key words - after reading
a piece of text on the topic. - An
area I will return to.