Awarded an Associate to the NZEI

Last night was the New Plymouth Branch of the NZEI's Awards evening.

It was an evening to celebrate the graduation of our young PRT's, to farewell members retiring and to  award members for their accomplishments and service.  (Support for and co-operation with Colleagues)

Many of the staff were present to support Katie Fraser and Megan Browning and to join them in celebrating becoming fully registered teachers. We wrote special song versions for them, celebrating their training years with us, which we performed in front of all the other members present. (Support for and co-operation with Colleagues, RTC1)

Also at the end of the programme I was awarded an Associate of the NZEI. This is a huge honour.

Judith Van Kooten with The NZEI National President Judith Nowotarski  after being awarded an Associate of the NZEI

To be awarded an associate the following rules applied.  ( NB the following is for 2015 nominations)

0. 
   NZEI Te Riu Roa Honours 
   
   
   

   Guidelines for nominations/recommendations

   Please read this information carefully (Download these Guidelines and Criteria as a pdf)
   NB: The closing date for nominations for this year is 10 July 2015.

   Recognition of Service to Education & NZEI Te Riu Roa

   NZEI Te Riu Roa has procedures whereby it can recognise those members who have given distinguished or outstanding service to education and / or the Institute.
   Members considered for recognition will have conducted themselves in ways that promote and maintain the dignity and welfare of the Institute, advanced the cause of education and reflected their responsibility to learners and the community.
   This recognition takes the form of the award of Honours, which are considered by the Honours Committee and made on behalf of the Union by National Executive and then announced at Annual Meeting

   Associate
   For the award of Associate, there is a prerequisite of 10 years provisional or full membership of NZEI Te Riu Roa or a kindred organisation although this can be a lesser period in exceptional circumstances. The nominee should have demonstrated a commitment to education, upheld the ideals of the Institute and met the criteria of the particular award applied for over that period.
   The award can be made within one year of the date a member resigned or retired from the institute. 
   
   
   
   The following was the basis for my recommendation for the award. The local New Plymouth Branch NZEI Chairperson requested a full history of my involvement in NZEI. The following is what was sent to her. (RTC1,RTC2, RTC5, Support for and co-operation with Colleagues, Communication, Professional Knowledge)
   
   

   My memory is a bit fuzzy as to how long for some of these things but this is what I can remember.

   
   

   
   

   I think I have been a member since 1978 - may have had a small lapse during my part-time teaching time but always been a member when full time teaching.

   
   

   Year	Position	Place of employment	NZEI involvement
   1978/79	Student Teacher		member
   1980	Student teacher	Hamilton Teachers’ College	Education Officer for Waikato Students Union- ( For both University of Waikato and Hamilton Teachers Training College) - Attended Annual Meeting as the Student Rep
   1981	S4 Year	University of Waikato	Education Officer for Waikato Students Union- ( For both University of Waikato and Hamilton Teachers Training College) - Attended Annual Meeting as the Student Rep
   1982	Year1 teacher	Waipa Primary	member
   1983- 09/87	LT then Teacher then senior teacher	Puketapu	member Branch President - New Plymouth ( sorry can’t remember how long for- I think I was a secretary at one stage too- the meetings were held in the old Education resource centre and lots of people came to branch meetings Annual meeting rep at least twice  might have been 3 - sorry can’t remember. Went to National Office for a working group to plan activities to involve women in NZEI.- I think Carol Parker got me involved in this. “Organised a major conference on education especially as it pertains to the participation of women “  quote from George Jonson in my reference. I can’t remember much about the content but we had lots of different activities for them to participate in- Ithink there were sessions on financial planning and knowing what your union could do for you etc, plus some fun events. It was a popular event and well supported.
   09/87 - 05/90	Sole charge prinicipal	Finnerty Road School	member of local branch Branch President at Stratford- Sorry cant remember dates or length - NB it was a different structure in those days
   05/90- 05/91	Section 11 teacher	Travelling in Europe  and teaching at St Josephs Rotherhithe  LONDON
   05/91- 09/91	Teacher	Bankwood School Hamilton	member
   09/91- 07/92	Teacher	Waitara Central	member
   01/93- 01/96	Part-time teacher	Fitzroy	member
   01/96- 01/02	Part-time teacher Reading recovery	Moturoa	member
   01/99-09/02	Reading Recovery	St Pius	member
   08/03- 12/04	Grade 2 Home room teacher	Berlin International School BERLIN	member of German teachers union
   05/05- 10/05	Reading recovery and literacy support part- time	Mangorei School and Central School	member
   10/05- current	Teacher	Central School	member member of NP Branch Exec since 2011?? WS Rep Central school Branch Rep to AC  PTLT member   2012/2013/2014 Annual Meeting Rep 2013/12/11 Attended Election hui 2011

   
   

   
   

   
   

   Qualifications:

   Trained Teachers Certificate , (Diploma in Teaching) 1982

   Bachelor of Education Degree, ( Waikato University) 1982

   Reading Recovery  1998

   PYP Training Workshop for teaching the International School’s IBO inquiry based learning programme , Germany 2004

   Certificate in Te Ara Reo Māori  Level 2  2011- The Wānanga o Aotearoa

   Certificate in Te Ara Reo Māori  Level 4 ( Advanced) 2012- The Wānanga o Aotearoa

   
   

   Sorry don’t really know for sure total years as a full member but I think its around  ...18 years full time with extra time as a part-time member

   
   

   Total years services to Education will be from 1980 (when I represented as a student teacher in my third year of training) to current 

   ie    about 34 years  ( NB some of those years were part-time teaching, but I pretty much kept actively involved in education in some way every year since I trained.) 

   
   

   
   

   I’ve got a reference letter from George Jonson which says,  “ She has remained an active member of the New Zealand Educational Institute and has represented her region at national conferences as well as holding, with distinction, the office of President of her local Branch. “  dated 26 January 1990.

   
   

   
   

   
   

   I found this picture which is really funny.

   
   

   

   
   

   

   
   

   
   

   
   

   This is my PTLT bio which is on  the My NZEI website. I have held the position as the Primary Teacher Leadership Team representative on the National Education Advisory Group for the National president of the NZEI since 2012

   Taranaki Representative - Judith Van Kooten 

   My name is Judith Van Kooten. I am the PTLT representative for the Taranaki Area Council of NZEI. I am a full time primary teacher, working with a delightful class of year 2 students in a New Plymouth city school. I have also had experience working in sole charge rural schools, international schools and have held the roles of sole charge principal, senior teacher, classroom teacher, reading recovery teacher and part-time teacher working with children with special needs. Therefore I think I can understand the needs of a variety of NZEI members.

   I have been an active member of NZEI in the past and now step up again because our Quality Public Education system is under attack. I urge you all to become involved and active members in our campaigns. As a PTLT we meet once a term to discuss issues that face primary teachers. Before these meetings I try to arrange meetings or seminars (e.g. our recent NOVOPAY brick in the wall session) where local members can discuss the issues facing them in their teaching role. Also post PTLT meetings I send out a brief newsletter outlining what we discussed. Please watch out for these seminars/meetings and newsletters and ask your local worksite rep for details or copies of them. On my own I can inform, together we can make a difference for both ourselves and our work conditions and for the children that we teach. I can be contacted at judith@central.school.nz.

   Update 29/7/15

   
   

   Attended Taking Stock Moving Forward Conference  January 2014

   Was a member of the voting council to elect an NZEI nomination for EDUCANZ 2015

   Was elected as a representative to attend NZEI Annual Conference 2015

   Was re-elected as NZEI Primary Teacher Leadership Team Representative ( Taranaki Area Council) 2015/16

Teacher Appraisal 2014 Wānanga

10/11/14
Comment from my teacher appraisal 2014 (Charlaine Spencer-  AP Central School New Plymouth)

Tātaiako / RTC	Observations/ Evidence (Impact on learners)	Summary comment
Wānanga (RTC 5, 11 and 12) Communication, problem solving, innovation show leadership that contributes to effective teaching and learning analyse and appropriately use assessment information, which has been gathered formally and informally use critical inquiry and problem-solving effectively in their professional practice	SMT unit for leadership in mathematics and ICT Mentors other teachers in the areas of ICT and mathematics Anniversary testing JAM Running record Writing analysis Anecdotal Behavioural analysis	Effective teaching and learning in mathematics and ICT is proactively encouraged and facilitated by Judith.  Judith is always willing to support others and share her comprehensive knowledge with them.   Assessment is an ongoing process in the classroom and children are regularly given feedback on where their learning might need to go next.

Teacher Appraisal 2014 Manaakitanga

10/11/14
Comment from my teacher appraisal 2014 (Charlaine Spencer-  AP Central School New Plymouth)

Tātaiako / RTC	Observations/ Evidence (Impact on learners)	Summary comment
Manaakitanga (RTC 2, 7) Values, integrity, respect, equity demonstrate commitment to promoting the well-being of all ākonga promote a collaborative, inclusive and supportive learning environment	Classroom reflects learning topics and displays student voice. IYT learning and approach to behaviour. Teaches conflict resolution and management. Supports students and connects with whānau	Students in the class are actively taught to mange their own learning and behaviour.  As a teacher, Judith is constantly questioning teaching approaches and learning, then trying new ways to solve learning puzzles.  The classroom reflects student’s learning and voice.

Teacher Appraisal 2014 Tangata Whenuatanga

10/11/14
Comment from my teacher appraisal 2014 (Charlaine Spencer-  AP Central School New Plymouth)

Tātaiako / RTC	Observations/ Evidence (Impact on learners)	Summary comment
Tangata Whenuatanga (RTC 3, 9 and 10) Place based, socio-cultural awareness and knowledge demonstrate commitment to bicultural partnership in Aotearoa New Zealand respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga work effectively within the bicultural context of Aotearoa New Zealand	Use of te reo in the classroom .   Daily karakia and waiata. Plans programmes for ELL in the classroom as well as paying special attention to ELL parents so that understanding iand belonging is developed.	In the past Judith has pursued extra learning in tikanga and te reo maori.  This is used in the classroom and incorporated into the daily programme.  ELL students are valued members of the class and are related to sensitively.

Teacher Appraisal 2014 Ako

10/11/14
Comment from my teacher appraisal 2014 (Charlaine Spencer-  AP Central School New Plymouth)

Tātaiako / RTC	Observations/ Evidence (Impact on learners)	Summary comment
Ako (RTC 4,6,8 and 12) Practice in the classroom and beyond demonstrate commitment to ongoing professional learning and development of personal professional practice conceptualise, plan and implement an appropriate learning programme demonstrate in practice their knowledge and understanding of how ākonga learn use critical inquiry and problem-solving effectively in their professional practice	Maths PLC ICT PLC ICT G & T group PD opportunities embraced and used to help others. Classroom programmes clearly differentiated and formed from sound knowledge base. Students challenged.  Uses self and peer teaching and assessment strategies as well as a rubric to check where learning is at.	As a learner, Judith actively participates in professional learning opportunities and then uses that learning to teach others.  Learning programmes are appropriate and underpinned by a strong knowledge and understanding of curriculum content.   Ākonga learn to take responsibility for their own learning and behaviour.

Teacher Appraisal 2014 Whanaungatanga

10/11/14
Comment from my teacher appraisal 2014 (Charlaine Spencer-  AP Central School New Plymouth)

Tātaiako / RTC	Observations/ Evidence (Impact on learners)	Summary comment
Whanaungatanga (RTC 1) Relationships with high expectations establish and maintain effective professional relationships focused on the learning and well-being of ākonga	Establishes collaborative relationships with support agencies. Supports and collaborates with colleagues with teaching and learning at the forefront.   Using differentiated grouping in literacy and mathematics. Planning teacher aide programmes to maximise improved learning outcomes for learners in need of extra support.   Engages in discussions with parents and teachers with regard to the pastoral care of students in the class.  Using IYT effectively in the classroom.   Knows ākonga and whānau as people	Judith is a proactive advocate for the learning needs of students.  She actively shares her knowledge with other colleagues.  Relationships with whānau are focused on student learning and well being.  Judith ensures that she knows her students and their whānau and that the learning partnerships that she develops are very strong.

Teacher Appraisal Inquiry 2014- Increasing engagement of mathematical discussions

Teaching as Inquiry-  Central School 2014

Judith Van Kooten      Year 2 class

Inquiry Question

Can I see evidence of increased engagement of my students to articulate and explain their mathematical thinking using teacher talk moves?

Knowledge:

This year Anne Fromont explained to the staff at a staff meeting about Teacher Talk moves. Unfortunately I was absent from this session. Later on we had another maths session with Rhion from Toi Tupu Maths advisory- who demonstrated the talk moves.  Later in the term Anne visited classrooms to view lessons and to model teacher talk moves if required. 

As result of Anne’s visit and follow up discussion of the lesson- it became clear to me that I was affirming responses, therefore cutting the conversation, rather than promoting discussion to allow the children to decide if their answers were correct.

On 19th June I went to an Alim maths training day and as part of the training we looked at Teacher talk moves. After completing the following readings, “Effective Pedagogy in Mathematics”, by Glenda Anthony and Margaret Walshaw and “Academically Productive Talk: Supporting Students’ Learning in Mathematics”,   by Suzanne H Chapin and Catherine O’Connor I could see how the teacher talk moves would give more power to the discussion and ownership of the task to the children therefore making the learning stronger. 

Anne had offered from her first visit to provide me with a copy of some talk move cards as prompts for child discussion, so I asked for a copy and then placed them on the main board. I also researched other examples of use of teacher talk moves- from internet sites.

eg.

http://www.sas.com/images/landingpage/venues/mathsummit/2013/119CrystalCabralMathTalkSAS-Particpant.pdf

When Anne returned for a second observation I had not yet had much time to practice using teacher talk moves due to hosting a student teacher placement, however she commented that there were more valuable responses from the children and lots of questions at her second observation.

I decided to pursue the use of teacher talk moves and to try and encourage the children to be more actively involved in lesson participation. 

Although I recorded some earlier maths discourse using the Explain Everything App- unfortunately these recordings were inadvertantly wiped by our ICT Technician.

Therefore my evidence has to be more recent recordings of discussion

Evidence: (RTC11)

I recorded some group lessons and then later assessed the samples of the lesson for talk moves.

The results were

 Lesson about adding using doubles  ( Each mark is one time in the ten min sample) 17/9/14

	Revoicing	Repeating	Reasoning	Adding on	Wait time
Teacher	111	111111	11	111111
Children (with T prompt)	11	11	11	11
Children  (without  T prompt)	111111	1

Engagement: The children were all fully involved in the discussion and were offering ideas over the top of each other. Together they explained and joined in the discussion- often without T direction. From this sample I discovered that I was often prompting for the children to repeat what had been said and to add further to the discourse. What was notable was the lack of wait time. Often when asking for further info the children responded with revoicing and each child tended to revoice their thinking to convince the group once another child had revoiced.

In the second example with the same group of children

2+6+7-8   later rewritten as  2+6-8+7       Sample taken on (22nd September)

	Revoicing	Repeating	Reasoning	Adding on	Wait time
Teacher	11	11	111	1111111
Children (with T prompt)	11111		11
Children  (without  T prompt)	11		1	1

In the second example I could see that the children are getting better at revoicing and were pointing out mistakes and explaining why there were errors. The children were all using whiteboards and were fully engrossed in trying to solve and discussing how they had solved. Interestingly at the start there were a variety of answers but each child had a reason. Oscar was able to realise that he had made an error -when explaining his thinking and was then able to resolve. 

Next moves:

This group of children are more engaged in their mathematical solving. They enjoy the challenge of finding an answer and then explaining it to others. As a teacher I am still too much in control of the discussion and have not yet allowed enough wait time for the children to take on the questioning role. 

With this group I plan to next use the maths talk move cards for children in the group time and allocate them all a card to try and use in the discussion. It will be their job to then take even more control of the discussion. 

I have introduced and used the Explain Everything app with this group, but discovered long pauses with no recording as they experimented with using the app. Now I think the children are more confident in talking and they will be better at using this app to explain their problem solving strategies. I plan to continue to monitor their problem solving using this app. This will also ensure that I do not dominate the conversation and questioning. To encourage talk I plan on having groups of 3 or 4 at each task.

Attached  Video clips of class discussion used in this report.  

Response from Maxine ( Colleague)

Name	Big question/Title	My key response	My Question	Possible Further action
Judith	Can I see evidence of increased engagement of my students to articulate and explain their mathematical using teacher talk moves.	Affirming responses therefore cutting discussions, reflective on how much wait time was actually used.   Good to see that videoing is a great reflective tool. What is the Evidence that a difference has been made?	What did you actually change – Using the cue cards did they make a real difference? How will I ensure that I give wait time?	Put the answer up on the board – model one or two and get students to discuss what the easiest (most effective) strategy was. Continue to film and critique your practice – use this for your RTC evidence

Response from Bonnie ( Colleague)

Name Judith

Big question/Title Can I evidence of increased engagement of s to articulate and explain their mathematical thinking using teacher talk moves?

My key response Jnr maths teaching requires a lot of teacher lead instructions.  I’m really interested in finding out about how Judith uses teacher talk moves to support her learners.

My Question How will you continue the momentum of teacher talk moves in mathematics?

Possible Further action Give students the problem and the answer and ask them to discuss possible strategies.

Response from Sarah ( Colleague)

Name	Big question/Title	My key response	My Question	Possible Further action
Judith	Can I see evidence in increased engagement of my students to articulate and explain their mathematical thinking using teacher talk moves?	It was interesting to see that by stepping back and allow the students to direct the learning that the students were more engaged in the mathematics. Was it because of the ownership of the learning?	How will you work on  your wait time?	Could use this for mix abilities? Cement others strategies when others are learning a new strategy.