I have just had my largest break from blogging since I started 2 and a half years ago. Blogging is a big part of how I reflect and progress but priorities have shifted a bit lately with family circumstances. I have still reflected, tweeted, discussed with coteachers, critical friends and colleagues; but the blog has sat here much quieter than normal. That said, here is what has been happening in my classes lately:
The early part of this term was focused on students’ IEMs. This is a 3-way conversation between students, their parents and me as their advisory coach. The highlight of this day is being part of genuine learning conversations. Celebrations and challenges are shared, discussed and implications considered.
We are continuing to develop the effectiveness of our coteaching at Hobsonville Point Secondary School. Over the past 2 weeks we have continued reading into effective coteaching practices from overseas and comparing these to our practices here at HPSS. Much of this overseas literature is based in Primary and/or for including special educational needs into mainstream classrooms.
With this gap in literature, we have identified that some of our practices are already exceeding that shared online. There is, however, plenty left for us to learn and improve. Since our last session on coteaching models we have focused on the role a teacher can play in supporting their coteacher.
Last week, our reading was this table from a research article by Wendy Murawski:
This table was helpful for us, but many staff felt that we already did these activities and in some cases could provide examples of partner roles that exceeded those in the table. Continue reading
Secondary teachers primarily spend their time teaching their class, in their room, in their own personal way. One of our biggest concerns when starting to teach at Hobsonville Point Secondary School was around how the co-teaching (team teaching, whatever you want to call it) was going to operate. The major positive working in our favour was that while holding concerns, we were all keen to try it out.
This mindset held us well over the first year. We tried things out, worked on our teaching relationships, gave feedback and planned for how to improve our co-teaching. Continue reading