Week 1 - Term 3 - 2021

 He iti hau marangai e tū te pāhokahoka
Just like a rainbow after the storm, success follows failure.

Week 1 (Term 3)  26 Hurae - 30 Hurae Australian Mathematics Competition - Thurs 29 p1 and 2 Music tour of Intermediates - Fri 30	Week 2 (Term 3) 2 Ākuhata  - 6 Ākuhata  International Language Week Quad Tournament - Mon 2 Year 10 Attitude Presentation - Mon 2 p2 VUW course planning - Tues 3 Massey Manawatu Open Day - Wed 4 Australian Mathematics Competition - Thurs 5 (p1 and 2) Senior Speech Competition - Thurs 5 (p4) International Non-Uniform Day - Fri 6 Year 13 References from referee's due - Sun 8 Squash NZ Champs - Fri 6 - Sun 8
Assembly -  Wed - Nil Friday - Welcome Back + The Asian Foundation	Assembly -  Wed -  Year 12 (PAC) Friday - International Assembly
Meeting  Learning and Teaching, Junior HOD's and TWH	Meeting  Staff

Information for Staff

1. In Term 3 and 4, we will be shifting some of our Professional Learning and Development time over to Culturally Responsive Practice (CRP). As part of our professional growth cycle, we have all set goals that align with te ao Māori, whether that is around the use of Te reo in the classroom, specific tikanga or the implementation of other practices related to CRP in our teaching and learning programs.

Hononga is a central value in te ao Māori and is about connections and relationships and we need to remember that our our own PGC goals are not just about putting something on paper at the start of the year and not moving forward. We also need to let our students be aware that our practice is increasingly bicultural: all ākonga need to see this is important to us. 

So, how do we make it explicit to our ākonga? For those of you who have decided to increase the use of te reo in your classroom, you may want to try some of the following - one of these might be an obvious natural fit for your Growth Cycle goal for 2021. Don’t panic if none jump out at you, but here are some examples that you could find useful:

• Kaitiakitanga, when you want students to tidy up after themselves/others. Those who are doing this well could be encouraged with “Great Kaitiakitanga, Sarah!”

• Kotahitanga, when you want students to collaborate, share and support each other. “I’m seeing some real kotahitanga with the year 9's.”

• Mātauranga, when ākonga display understanding, or engage deeply with the learning. “Great to see your mātauranga, Fran. This is important stuff to understand.”

• Rangatiratanga, when you see leadership in action. “You’re showing real rangatiratanga, Mia. Keep it up.”

• Rerekētanga, when you see diversity valued among ākonga. “Rerekētanga really comes through in your article about gendered coverage of professional sportspeople.”

• Whanaungatanga, when you see students making strong friendship connections. “Great to see you all catching up after the holidays! I love the whanaungatanga, year 11!”

2. Teacher credibility has an effect size of 1.09, as of the latest research, so a question to think about before you start the new term - think about 'how do you build credibility with your students'?

Learn more: https://www.visiblelearningmetax.com/influences/view/teacher_credibility

3. Tarana Burke: Me Too is a movement, not a moment......