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Tawhiti School

We see reflection as imperative with teachers feeling confident and secure to share both successes and weaknesses to improve learning programmes.

Aim/Focus: Ethos and organisation

  • To consider why reflection is important to "Health & PE the Tawhiti Way" .

Background

  • Reflection was occurring, but mainly in the areas of literacy and numeracy.
  • Generally, teachers had limited to average knowledge of how to teach health and physical education (PE).
  • We had not considered using reflection to improve our teaching programmes in this area.
  • Teachers were often doing their own thing and there was limited discussion surrounding this area of the curriculum.

Process undertaken

As a whole school, we became part of the School Community Physical Activity Project (SCPAP) health and PE contract. Two Lead Teachers were identified and the Principal's support was given the whole way.

Intense professional development became a priority.

Observations began both by peers and the Massey University Adviser. These were always followed by reflective discussions.

Weekly sharing/reflection of a recently taught PE lesson was done at staff workshops.

The "Health & PE the Tawhiti Way " document wasrevamped by staff, and regular PE made a priority in teachers’ weekly timetables.

Lead Teachers shared with staff the information from SCPAP workshops, as well as addressing teachers’ needs with the advisers.

An Action Plan was completed, with aims, outcomes, and goals for 2006–2008.

Parent surveys were undertaken to assess parents’ feelings on specific PE programmes/needs.

Formative assessment is being used in lessons and shared with students.

Professional readings are given to discuss PE/PA hot topics.

A student PE team undertook playground marking responsibilities.

Year 6 playground leaders monitor effectiveness of the lunchtime game system through our Reflection Book and What’s Up? circle after lunch.

Responsibilities / Resources

  • Board of Trustees support school to be physically active
  • Implement whole-school approach
  • Lead Teachers to implement action plan
  • Classroom teachers take responsibility for unit planning, and ensuring PE/PA is taught 'the Tawhiti Way'
  • Students, with teachers, accept responsibility for their learning and identify next steps
  • Year 6 students are trained lunchtime playground leaders
  • Student PE team undertake playground markings project
  • All staff monitor the effectiveness of the playground equipment system when rostered on duty
  • Hawera High School students involved in PE lessons
  • Lead Teachers identify community providers who can support the school, and involve parents in coaching.

Success factors

  • Motivated and enthusiastic principal and teachers
  • Principal ensures that reflection took place at staff workshops
  • Principal ensures adequate release time is given to Lead Teachers
  • Regular and quality PE/PA lessons being taken
  • Reflection occurring formally through staff workshops, professional reading, and so on
  • Reflection also occurring informally through 'teacher talk' in the staffroom, and so on
  • Equipment used, accessible, and monitored
  • When walking into the school, successes are apparent through talking to students and teachers, and visible displays of learning intentions, photos, and so on.

Next steps

  • Community involvement – database to identify needs and resource people available (for example, coaches, professionals, expertise of parents, parent requests, and student needs).
  • Continue to provide individual feedback to teachers by setting up a sustainable 'buddy observation' system.
  • Make full use of Lead Teachers’ expertise by creating a new position, Specialist Teacher, to ensure these next steps occur and that the other goals already achieved are continued.

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