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Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.

Video gallery – Monitoring meetings: interactions between teachers

Video collection

Working with the Monitoring Meeting Interactions module

Teacher–Teacher Conversations - Click on the links below to access the video modules.

Clip 1 | Clip 2 | Clip 3 | Clip 4 | Clip 5 

Clip 1: Focusing on Evidence: Role of the Literacy Leader – keeping the focus on the evidence to clarify and prioritise student needs

This clip is from a literacy monitoring meeting at Hutt Intermediate School. Teacher Jocelyn Pollock is a literacy leader at her school. The teachers (Debbie Wilson, Duncan Lints, Eric Pampalone, John Steere) bring student achievement data for specific students to this meeting to analyse collaboratively.

Watch the video and think about these questions:

  • How has Debbie engaged her colleagues in her own inquiry?
  • How does Jocelyn support Debbie to clarify and probe her evidence in more depth?
  • Why is this a critical component of Jocelyn; leadership role?

Clip 2: Focusing on Teacher's Responses: Role of the Literacy Leader – clarifying that the focus is on what the teacher needs to do to improve outcomes

This clip is from a monitoring meeting at Wainuiomata Primary School. Raewyn Walton is a literacy leader at her school. The teachers (Frances McCarthy, Robyn Rae, Diane Stevens) bring student achievement data for specific students to this meeting to analyse collaboratively.

Watch the video and think about these questions:

  • What characteristics of an effective professional learning community are evidenced here in the interactions between Jocelyn and the teachers?
  • What pedagogical knowledge is Jocelyn making explicit in her explanations of the modelling of thinking?
  • How might Jocelyn explore Eric’s beliefs about the teacher’s instructional role in a subsequent conversation?

Clip 3: Introducing Content Knowledge: Role of the Literacy Leader – introducing literacy content knowledge

This clip is from a literacy monitoring meeting at Hutt Intermediate School. Teacher Jocelyn Pollock is a literacy leader at her school. The teachers (Debbie Wilson, Duncan Lints, Eric Pampalone, John Steere) bring student achievement data for specific students to this meeting to analyse collaboratively.

Watch the video and think about these questions:

  • Why did Jocelyn make the decision to ensure teachers have a shared understanding of a complex sentence?
  • How does Jocelyn support Debbie to set her own learning pathway within her inquiry?

Clip 4: Exploring Teacher Expectations: Role of the Literacy Leader – exploring teacher expectations

This clip is from a literacy monitoring meeting at Hutt Intermediate School. Teacher Jocelyn Pollock is a literacy leader at her school. The teachers (Debbie Wilson, Duncan Lints, Eric Pampalone, John Steere) bring student achievement data for specific students to this meeting to analyse collaboratively.

Watch the video and think about these questions:

  • In what ways do these teachers share responsibility for students’ literacy improvement?
  • What is the significance of the link that is made between the achievement evidence of Debbie’s group and school-wide expectations for literacy improvement?
  • How does the group support Debbie to be able to self regulate the effectiveness of what she has now planned to implement as a result of the conversation?

Clip 5: Engaging Students Metacognitively: Role of the Literacy Leader – supporting teachers to think about engaging students by using evidence to improve outcomes

This clip is from a monitoring meeting at Wainuiomata Primary School. Raewyn Walton is a literacy leader at her school. The teachers (Frances McCarthy, Robyn Rae, Diane Stevens) bring student achievement data for specific students to this meeting to analyse collaboratively.

Watch the video and think about these questions:
What literacy knowledge does Diane need to have to analyse the data to this depth?

  • What beliefs about teaching lie behind Diane’s use of data and the description of her practices with Ainsley? How does her conversation reveal these beliefs by what she says?
  • What beliefs about teaching does Francis reveal in her contribution have about involving her students in the use of evidence? What knowledge informs her beliefs and practices?

Published on: 04 Mar 2016




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