Term 2 - Professional Goal Setting

SMART - Goals

Inspirational, Specific, Measurable, Achievable, Realistic, Time-bound - SMART goals

By ____ (time), I will/have ____ so that ____.

Ra Rima
Beginning Term 2: By the end of week 6, Term 2, I will be consistently seeing all of my reading groups so that I am keeping an accurate record of their progress and learning, and making sure they are getting the most out of their time with me.
Week 4, Term 2: So far reading rockets has helped my speed of each group as it offers fast yet effective ways of teaching reading strategies. I am able to spend time on deliberate acts of teaching, but can also keep it short and simple.
End of Term 2: The goal I set for reading this term was to ensure I was seeing all my planned groups each lesson. By the end of term 2, I can confidently say that this was achieved.
Reading rockets has been a huge help as I am given specific strategies to teach, along with how to teach them. Kids have loved seeing themselves move up the rocket and it allows them to be actively engaged in their learning. They are able to decide whether they have achieved a goal or not and which goal they think they should be working on next. (This process is very much guided and they are given options chosen by me).
My next steps in reading - I would like to try and put some time aside to create more in depth follow up activities so they remain interested and are getting more from the experience.

Tuhituhi
Beginning Term 2: By the end of week 6, Term 2, I will use 10 minute modelling sessions for a quick, specific focus so that my class feels confident about the single thing they need to be working on. However, I would still like to make sure I am delivering quality content full lessons, just in a shorter time frame.
Week 4, Term 2: So far this term we have written Persuasive and Moment in Time. Persuasive was easy to get lost in a discussion at the beginning of each session, which gave the kids not a lot of time to plan. In the end I discovered it was easier to have them planning on the mat with me while we are discussing, than to send them off to try and remember what we talked about as a whole class. We have just begun Moment in Time which is easy to keep short and simple, as long as I continue to not complete the entire planning process with them. All I need to do is give them an idea of what they need to do on their own, so they can use their own ideas to inform their writing.
End of Term 2: Overall, I was very happy with my writing lessons by the end of term 2. I believe I figured out the structure and timing of the lesson sequence just by practising and reflecting each lesson. I kept the DAT short and sharp which allowed time for the guided writing time.
I made sure I was prioritising the children in the guided group and any children who were 'lining up' to see me had to have their work checked by a buddy. This ensured each child was getting quality learning time with me. By cutting short the 'motivation' part of the lesson, I found I had more one on one time with groups and also my class was writing independently as the work was not being half done for them before they started.

Pangarau
Beginning Term 2: By the end of term 2, I will have developed my content knowledge in number and strand maths. I would like to be able to clarify anything in planning sessions with Georgia, so that I spend the entire maths session on deliberate acts of teaching.
End of Term 2: Overall, Maths is a subject that does not come naturally to me however, I have learnt over the term that it is not how fast you get the answer - it is just important that you get there.
I made sure the kids understood this so we could work together to find the best way to get the answer. It was really important that I knew what I was teaching and knew the answers before going into the lesson. I found the kids had multiple ways of working out strategies and therefore, we were able to figure out which is the best way and my maths lessons became 'student led'.
The overall structure of my maths lessons has improved as I am thinking about the learning that happens throughout the entire session - rather than just what the kids are learning in the groups. This had been evident in class as my kids are engaged and are noticeably enjoying their maths time.