# data[].attributes.body
1.Being time poor - how do we work around this - plan key areas into our PLD as much as possible.
2. Being proactive about what we know is coming up so that we are managing the workload

# data[].attributes.body
Safety guidelines for staff if children are physically and verbally abusive to staff in class, around the school, and out of school - i.e. school trips, sports events,

Tupu/Win

# data[].attributes.headline
Identify teachers who need extra support 

# data[].attributes.subject
Identify teachers who need extra support 

# data[].attributes.body
teachers may identify or leaders may identify and then support is offered -  through SLT or CoL, PLG
(this may be identified during visits from team leader or may be initiated by the teacher, SLT or outside the school

Jordan/Debbie/Kelley

# data[].attributes.body
Be aware of the factors that are effecting the staff well being. Reduce stress through support, resources (including time), expectations, praise whenever appropriate (even if small).
Culture and morale.

Paul/Carolyn

# data[].attributes.body
Continue to support eachother with our growth. Are we checking in and supporting our teams by knowing what their goals are and adding our expertise or helping to make professional connections.
Paul/Carolyn

# data[].attributes.body
Regular walk throughs re learning environment, looking at children's books, being aware of what is happening in the classrooms.
Take note of all children being catered for from below to above.
Debs/Diana

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Update and inform parents/caregivers of their children's learning
Get feedback from parents on what they would like for their children in their learning
Using parents/community during the language weeks
Run literacy/numeracy/ICT workshops for parents
Invite parents to school events i.e. Community Sharing Day

Tupu/Win

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Teachers that have passion or experience in a particular curriculum area, given opportunities to lead staff meetings, co-teaching, modelling, run mini-workshops.
Nadean/Sandy

# data[].attributes.headline
Refresher courses for reading, writing and maths 

# data[].attributes.subject
Refresher courses for reading, writing and maths 

# data[].attributes.body
offer clinics for teachers on specific areas of our PLD ie Modelling books, modelling, grouping etc
to be done as part of the staff meeting process not as an added extra

Jordan/Debbie/Kelley

# data[].attributes.body
Be more accessible for those that cannot manage to see us. What alternatives can we explore for communication and sharing of learning.

Keep them up to date with upcoming events and what is going on within the school.

Paul/Carolyn

# data[].attributes.body
Continue to moderate across levels in school but also looking at the next level - ie - Intermediate and other schools in our CoL more often than once
Jordan/Debbie/Kelley

# data[].attributes.body
Teams/Leaders/Teachers to refer to the AT
Moderating and sharing of exemplars to be updated and aligned with the learning

Tupu/Win

# data[].attributes.body
teachers and leaders visit other schools who have gone through similar PLD

# data[].attributes.body
Teachers be familiar with assessments prior to administering. Moderate samples together (Running Records, GloSS, JAM, Writing etc)
Paul/Carolyn

# data[].attributes.body
Continue to implement our school values in the classroom
Tupu/win

# data[].attributes.body
Need to ensure that Y0/Y1 teachers receive reading induction that is relevant to their year levels as early in the year as possible.
Nadean/Sandy

# data[].attributes.body
continue to up-skill leaders and teachers in how to pull data easily/quickly so they can regularly check in

Then discussions around how to use the data they have.
Jordan/Debbie/Kelley

# data[].attributes.body
continue observations of lessons across the curriculum, clear goals co-constructed with teacher before the observation - discussion/feedback afterwards and next steps identified (across the curriculum)
Jordan/Debbie/Kelley

# data[].attributes.body
Collecting student voice helps you to find out about the impact of your teachers' teaching.
e.g. What does the teacher do that helps you to learn?
Tell me about what you are learning.
What are your next steps?
Diana/Debs

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Data discussion in teams- Maori and Pasifika children where are our gaps

# data[].attributes.subject
Data discussion in teams- Maori and Pasifika children where are our gaps

# data[].attributes.body
Tupu/Win

# data[].attributes.body
Continue Pacs/observations
Using icons, highlighting, developing student agency
radar discussions.
Analysing the data
Looking at curriculum expectations/writing standards
Continue with high expectations
Moderating within the team, across teams and school-wide.
Models and co constructed written pieces.
publishing students work so they feel like authors.
Gathering evidence and student voice.
Encourage observations good practices.

Paul/Carolyn

# data[].attributes.body
continue to have robust, inquisitive discussions around the students in our teams

Challenge and question the data and practice regularly in team meetings as well as teachers independently.
Jordan/Debbie/Kelley

# data[].attributes.headline
Example:                                

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Example:                                

# data[].attributes.body
Plan and run half Day Workshop session for Y1 and Y2 teachers - what  does writing look like in Y1/Y2, what are the expectations for Writing at this year level (modelled on session developed last year).
Nadean/Sandy

# data[].attributes.body
Team leaders of Y0/Y1Y2 meeting together to map out PLD session for Reading and Writing and Maths to outline what the expectations are for the particular levels, and mapping out the flow on from one year to the next.It would be ideal to plan for this to happen early this term.
Nadean/Sandy

# data[].attributes.body
Teacher observations to be consistent and sustained
Teachers to model their lessons during AFL discussions
Use of data and tracking students closely - AFL Discussions

Tupu/Win