Meeting Agendas and Minutes

Initial Meeting with our PLC.
3rd June, 2015

Sarah and I met to discuss our initial thoughts regarding the PLC Doc shared with us by Mary. This is a series of questions which provoked us to think about our Teaching Inquiry and to provide a framework for us to develop our shared understanding of our Inquiry. We also collated all our current docs and shared learning from Staff Meetings into a separate folder and shared this with all the stakeholders in our PLC.

 Here are our answers below:

PLCs - Professional Learning Communities

How do you want your PLC to collaborate?

We will  each have our own blogs to document our evidence of our Inquiry into an area of teaching we are focussing on. We will share these blogs with each other in our PLC. We are allowed to read each others blogs and give comments. These can be in the form of praise, constructive suggestion or acknowledgement that you have sighted the document.

• When and where are we going to meet?

We will endeavour to meet every second week when there is not a staff meeting. We will meet on Wednesday in Week 10 , Term Two. We will meet in Room 6.

• What are we going to share?

We will share our blogs so they will need to be set up. We may need to meet prior to Week 10 to set these up. I suggest Cafe Cuba.

• What are our expectations of each other?

To be supportive, to be open and honest with each other on a professional basis. To be collegial and share ideas and skills within the PLC. Remain Open To Continuous Learning.

• How do we want to use our ‘Triples’ time?

This will be confirmed once Kristen has met with us as she is currently away sick. These are our initial thoughts: ( These ideas are open to discussion.)

• a formal meeting where one of the PLC makes a presentation of what learning they have been doing in their Inquiry and they receive feedback from the other two members of the PLC. The Triples Feedback format could be used as a guide for the observers.
• a class observation at a prescribed time where the focus area to be observed had been negotiated prior to the observation. The purpose of the observation is to provide support or/ and feedback in that particular area.
• team teaching to support a member of the PLC.

Meeting with our PLC.
24th June, 2015
Sarah, Krissy and I met at my place to discuss "Where To From Here" for our PLC and Teaching Inquiry. 

• We reflected on the discussion from the previous meeting and our expectations for this PLC. 
• Following this we set up our blogs with the help of Krissy, shared them with other and bookmarked them.
• We then looked at what we wanted to achieve before the next meeting and decided that we all needed to complete Phase One of our Teaching Inquiry, answering all the questions, establishing baseline data, sourcing a reading which is applicable to our Inquiry to share with each other and deciding on assessment procedures. 
• We discussed how we want to utilise our triples time. We thought we could use part of Lindy's release on Tuesday mornings and for John to release Krissy so we could team teach with each other and/or observe changes in our classroom practice. We could then document these triples meetings and have further professional discussions surrounding our Teaching Inquiry.
• Our next meeting will be held in the second week of the school holidays at Lindy's house and we will share our learning so far as recorded in our blogs and we will establish a timeline for Term Three.

Meeting with our PLC.
15th July, 2015

• We met at Lindy's place and had an in depth discussion about our philosophy of teaching writing. We then discussed what our next steps will be in our Inquiry.
• Krisy will co-construct a writing matrix with her top readers in Term 3 to support them to set their personal writing goals. This matrix will then be shared with the whole class. 
• Krisy decided to choose to co-construct  the matrix with her  children to develop their understanding in writing, so ultimately they will be able to give constructive feedback to their peers.
• Sarah wants to build her own and her childrens' confidence and skills in using Google Docs when giving feedback for writing. She wants the children to be able to understand the value of feedback to improve their writing. She will co-construct a checklist so that they can eventually use Google Docs independently.
• Sarah will begin this process with two of her capable writers, jointly constructing their personal goals from feedback from previous pieces of writing. This will also enhance the childrens' understanding of what makes an effective writer.
• Lindy will co-construct her class writing matrix with a select group of effective writers in her class. To do this she will use exemplars from TKI and examples of the childrens' writing to set up criteria for each level of the matrix. Lindy hopes that this will develop the childrens' understanding of what makes a good writer to help them give feedback and feedforward to their critical writing buddy. Lindy will continue to model effective feedback and feedforward through her group teaching and individual writing discussing.