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Click the link, for what it's worth! :)

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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The paper sort to allow a responsive look at our teaching and move in a direction which is supportive and positive. Agree with collaborative and expect to work as a team.

We don't agree with the birds. They don't adapt like we can.

We wish to be supported with some degree of research material. This could be along side insights that staff can bring to the group that they have been engaged in themselves.

To agree. We wont the ability to discuss what we have heard to our meeting, eg COL or Staff Meeting.

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Pete, Roman, Jen, Yaelle, Mhairi, Mary, Sharlene, Simon reckon...

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Pete, Roman, Jen, Yaelle, Mhairi, Mary, Sharlene, Simon reckon...

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These biscuits are awesome...
1. Aspects of AI framework in agreement
ready to listen to each other, ready to learn from each other
enables sharing experiences with learners with each other

2. Aspects not in agreement
How can this framework produce positive, real and relevant outcomes that have tangible support that aligns with our Strategic Goals?

3. Do you see PLG’s operating through self organisation?
To a certain extent, yes.  We can self organise ourselves to reflect and share information within our realm of influence with the PLGs as structured for the time we can give it.  How can we be a proponent of change such that the change is real tangible and relevant?  What would be a manageable bite size piece that can manifest in the classroom in a positive way?  for instance start with rolling out a whanau activity and measuring the response so we can compare that with the three points icon of the Strategic Goals.  (A Trial?)

4. What responsibilities & expectations do you have of one another if the PLG is to be robust and purposeful?
We need to understand what our individual focuses are (eg to bring passion, being able to story tell, present information many ways, sharing ideas) and link all of that together to bring a bigger whole Ie a SYNERGY.

Being able to celebrate successes within ourselves and our students in a meaningful way,.

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Q1. Sharing the contributions of others gives a point where we can change and realign what we are doing, it gives us a designated time to really allow the goals of our strategic plan to develop and imbed into practice where we all have a voice, it allows us to work together to develop collective confidence and work as a team , it has a positive focus, not focusing on whats wrong but is positive and the roles of all are important.
Q 2 Have an awareness that the academia and research based readings can stunt the conversation of the coal face of what we are doing or wanting to do.  Lets get into our strategic plan and base professional readings around our PLD and strategic goals so we can drive change and think beyond our existing practice.
Q3 They are just starting and are new for some - so scaffolding is important. We think groups will self manage but focus points for discussions and development are essential. As is an outlet like padlet useful ,so we can share the discussions and ideas of other groups in some ways. This will also allow ELT to see directions that staff would like things to go.

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Unpa1. The literal translation of the organisational development tool is useful. Sharing resources that are quick and easy for us to access has to be good.

The relationships need to be professional relationships with the learner not just the relationships that everyone talks about. Joseph Driessen was the first person to ever mention that they had to be relationships for learning.

Year 9's are easy to spot where they have come from. Students have to learn to develop and understand the model (model has to be overt) those relationships with staff and trust in them.

Staff need not be reluctant to set standards. It is unfair that only some staff are consistent.

2. Transitions between schools needs to be improved. CoL transition best practice would be much appreciated.

3. Unpack whether there are connections between appraisal connections and PLG groups.

We can but should we be in groups where a range of themes are common among ourselves. Possible themes could include:
Differentiation
Well-being for learning
Cultural Responsive Pedagogy
Gender awareness
Transition
Tools to enable profiling
Mentoring
Local cross-curricular

Responsibilities and Expectations

We would like to focus on Well-being for learning.

Relevance, positive attitude, biscuits, constructive goal driven. Second session will look at goals and outcomes we want for the year.

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What aspects of Appreciative Inquiry do you agree with?
'focus on the positive' and 'inclusivity' are worthy goals
Being in charge of our own destiny sounds like a good start
Different disciplines means we have varied experiences to share
What aspects of Appreciative Inquiry do you disagree with?
The analogy is biologically inaccurate and so very distracting.
Note the discrepancy in timing between that described and PLG meeting schedule.
The language is very academic and is, at times, a barrier to understanding.
Do you see PLG’s operating through self organisation?
It's worth a stab!?!

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What aspects of Appreciative Inquiry do you agree with?

What aspects of Appreciative Inquiry do you disagree with?

Do you see PLG’s operating through self organisation?

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We agreed it hints at something  organic in nature, so is not autocratic in the way it works making it a good choice of methodologies. It encourages active participation.
We noticed the opportunity to have an open discussion allowed individuals to express their ideas openly in order to establish a trusting environment.
What is wrong is if it too decentralized so chaos may prevail causing frustration for those involved. At best considerable time may be consumed.
We think we are being asked to have conversations with each other about what we think works.
The sessions will be naturally wasteful in order to make a measurable step forward. We simply emerge as a group with a greater sense of how the the group is functions.
Responsibilities & Expectations
Open and honest communication
constructive feedback.