PROFESSIONAL LEARNING PROGRAMMES.
Hooked on Thinking offers professional learning programmes and courses that reflect current educative initiatives and research. Each programme of professional learning is designed in response to the specific needs of the school and or organisation. Course content can be developed for a two hour, full day, or a year long professional learning programme.
MENTORING OF PRINCIPALS:
CRITICAL FRIENDSHIP:
Professional support for principals building and sustaining a learning community in schools.
CURRICULUM FOR LEARNING:
CURRICULUM FOR LEARNING: ALIGNMENT WITH THE NEW ZEALAND CURRICULUM:
Explore the constituent parts of a curriculum for learning and align these with The New Zealand Curriculum.CURRICULUM FOR LEARNING: SCHOOL VISION, PRINCIPLES AND VALUES: Co-construct a school vision, principles and values to support a curriculum for learning.
CURRICULUM FOR LEARNING: CURRICULUM MAPPING: Explore the constituent parts of a curriculum for learning and align these parts with key insights, contradictions, essential questions, achievement objectives, learning intentions, key competencies, learning interventions etc across a yearly cycle
CURRICULUM FOR LEARNING: IMPLEMENTATION, INTEGRATION AND REPORTING: Design practical strategies for the implementation, integration and reporting (student and teacher) on a curriculum for learning.
SCHOOL PLANNING AND ASSESSMENT ALIGNED TO STUDENT LEARNING OUTCOMES: How to design differentiated learning experiences and student self assessment rubrics that are aligned to student learning outcomes.
ASSESSMENT FOR LEARNING: IMPLEMENTATION, INTEGRATION AND REPORTING: Design practical strategies for the implementation, integration and reporting (student and teacher) of checking for understanding.
KEY COMPETENCIES: IMPLEMENTATION, INTEGRATION AND REPORTING: Design practical strategies for the implementation, integration and reporting (student and teacher) on the Key Competencies.
LANGUAGE FOR LEARNING: IMPLEMENTATION, INTEGRATION AND REPORTING: Design practical strategies for the implementation, integration and reporting (student and teacher) on a Language for Learning.
INFORMATION COMMUNICATION TECHNOLOGY
ICT AUDIT: Conduct an ICT audit of your school.The audit includes assessment of ICT hardware, ICT software, and teacher and student use of ICTs in teaching and learning. The audit includes talking to students, the principal, staff, trustees and parents, and observing teaching practice.
ICT STRATEGIC PLANNING: Use the results of the ICT audit to create a strategic plan to sustain and develop existing facilities and practice.
ICT: IMPLEMENTATION, INTEGRATION AND REPORTING: Design practical strategies for the implementation, integration and reporting (student and teacher) on the use of ICTs.
INQUIRY LEARNING
INQUIRY LEARNING AUDIT: Conduct an audit of student learning outcomes from inquiry learning at your school. The audit includes assessment of teacher planning and assessment for learning during student inquiry, and the assessment of student understanding of content and process learning outcomes during inquiry learning. The audit includes talking to students, the principal, staff, trustees and parents, and observing teaching practice.
INQUIRY LEARNING MODEL: Create an inquiry model for your school. Design a model for student inquiry framed upon the needs of your community and student learning outcomes.
INQUIRY LEARNING: IMPLEMENTATION, INTEGRATION AND REPORTING: Practical strategies for the implementation, integration and reporting on your school’s inquiry model.
THINKING SKILLS
THINKING SKILLS AUDIT: Conduct an audit of Thinking Skills use at your school. The audit includes assessment of teacher understanding of the use of thinking skills in planning and assessment for learning and the assessment of student understanding of thinking skills in learning. The audit includes talking to students, the principal, staff, trustees and parents, and observing teaching practice.
THINKING SKILLS: IMPLEMENTATION, INTEGRATION AND REPORTING: Design a thinking curriculum of critical, creative, caring and metacognitive thinking framed on student learning outcomes. Includes practical strategies for the implementation, integration and reporting on the thinking curriculum model.
GIFTED AND TALENTED
GIFTED AND TALENTED EDUCATION AUDIT: Conduct an audit of Gifted and Talented educational provision at your school. The audit includes assessment of school policies, leadership and management, learning and teaching, programmes, planning and assessment, professional development, resources, gifted and talented student learning outcomes. The audit includes talking to students, the principal, staff, trustees and parents, and observing teaching practice.
GIFTED AND TALENTED EDUCATION POLICY: Develop a policy that includes definition, student identification, programmes, assessment and reporting on student learning outcomes, programme effectiveness and provision for review, staffing and funding. Reporting on programme outcomes, to students, parents, trustees, teachers, and community.
GIFTED AND TALENTED EDUCATION: IMPLEMENTATION, INTEGRATION AND REPORTING: Design a programme of gifted and talented education framed on student learning outcomes. Includes practical strategies for the; implementation, integration, and reporting on, the gifted and talented students’ programme.
MISCELLANEOUS
SCHOOL WIDE EVALUATIONS AND PREPARATION FOR ERO:
PROFESSIONAL READINGS FOR LEARNING CIRCLES: Provision of topical and relevant professional readings, viewing and podcasts suitable for learning circle discussion.
CONTRACT AND PROPOSAL WRITING