Kōtuitui

Glen Eden Intermediate

Maree StavertMichelle AbbasiJacob Prisk

Maree Stavert, Principal.
Michelle Abbasi & Jacob Prisk, Deputy Principals

Glen Eden Intermediate School has been serving our local community for over 55 years and we are proud of the role we play in the lives of the students who spend their intermediate years with us. At GEIS we are committed to providing our students with future focused, innovative learning opportunities within a supportive, caring environment. Students benefit from advanced digital learning programmes that enhance their levels of engagement and academic success. The culture of the school is underpinned by our values of respect, resilience, excellence and integrity. Our curriculum and modern facilities are specifically designed for the ‘middle years’ and we are renowned for the amazing opportunities on offer to our students. Relationships are important to us and we have a genuine commitment to working in partnership with our students, their parents and whanau throughout their time at GEIS.

For us, being part of the Kotuitui Community of Learning, means that we will be able to continue to build on the strong relationships that we have with our contributing schools and Green Bay High in order to ensure smooth learning pathways for our students.

This is my Glen Eden Intermediate in-school Community of Learning team:

Tini Walker

Tini Walker

Ko Maunga Taniwha te maunga. Ko Opurehu te awa. Ko Ngatokimatawhaurua te waka. Ko Ngapuhi, Puhi Kai Ariki, Puhi Moana Ariki, Puhi Taniwharau te wharetupuna. Ko Mangamuka te marae. Ko Ngai tu pango te hapu. Ko Ngapuhi nui tonu te iwi. Ko Tini Waha Paiahua Walker tōku ingoa.

Kia Ora Koutou Katoa, I am a classroom teacher, where Te ao Māori is embedded strongly into my everyday practice, which has lead me to my inquiry focus, By the end of 2018, I have identified what culturally responsive practice looks like at GEIS and will establish a set of non negotiable strategies to be implemented by teachers so that Maori and Pasifika students are achieving success.

I do believe that one's identity is the foundation to build from and building strong connections with students is the pathway to success. Ko te ahurei o te tamaiti arahia ō tātou māhi (Let the uniqueness of the child guide our work).

Paula McKean

Paula McKean

I am a classroom teacher working collaboratively in an Innovative Learning Environment at GEIS. My inquiry is focused on Innovative Learning Practice at GEIS and how we are providing opportunities for student agency. Innovative Practice is a multi-faceted area and as a result my inquiry has been focused on how teachers are providing opportunities for student agency, the degree of learner-led practice in our classrooms, how Assessment for Learning (AFL) practices are implemented, the level of collaboration between students and teachers, how the SOLO Taxonomy framework is used in classrooms and e-learning. In addition to surveying our teachers and in keeping with the learner-centered focus of my inquiry, I will also be talking to our students. Our conversations will be about their perspectives of their classroom environment, the degree of agency they have over their learning and what powerful learning means to them.

Jennie Chatfield

Jennie Chatfield

“Nothing is impossible, in fact the word itself says, ‘I’m possible’.” - Audrey Hepburn

Originally from Canada, I moved to New Zealand in 2004. After multiple years working in Human Resources, I retrained as a teacher and have been in the classroom for five years now; three in collaborative spaces. The above quote sums up my philosophy in teaching. I believe nothing is impossible and that every child is on their own unique journey. What a privilege that we get to be a part of ‘the ride’ and support them as they grow emotionally and academically.

My inquiry is focused on how teachers can support students to know where they are at and how they can achieve their next step. After starting quite broad, I am now beginning to concentrate specifically on the area of Reading.

Pam Hooper-Corbett

Pam Hooper-Corbett

“Do the best you can until you know better. Then when you know better, do better.” - Maya Angelou

The  overall focus of my inquiry is ‘ the teaching practices in reading at the Intermediate school level  that  have the most beneficial impact on students reading skills’.   Reading is a significant proportion of the curriculum and is integral to students success. As a result, students need to be competent in this skill,and  be empowered as 21st century  learners. It is a strongly held belief of mine that all students can improve, but equally, teachers can develop and enhance their pedagogy around the teaching of reading.

Currently I am gaining an indepth understanding of the reading practices that are happening in   classrooms.  I am observing classroom reading programmes in action, as well as interviewing students and teachers. Additionally, I am reading current research around effective reading pedagogy. The information that I gather can then be analysed to inform future teacher professional development and as a result will lead to an improvement  in students’  reading skills.

Frances Thompson

Frances Thompson

Mathematics has been my passion throughout my 29 years of teaching. It has been a strength which I have used to assist learners towards success and develop positive attitudes towards this area of the curriculum - I believe that everyone can be successful in the subject of Mathematics.

My Community of Learning focus area is Mathematics within Glen Eden Intermediate School. I am investigating how teachers can provide rich mathematics programmes and how students can progress and be successful, working to their potential within this area of learning. My overall goal is for Mathematics achievement levels to be raised. This can be a challenging learning area for many students and part of my inquiry is how to break down those barriers.

Fleur Hunter

Fleur Hunter

My Inquiry focus is 'By the end of 2018 and I will have investigated the impact that different ways of grouping students within the classroom has on accelerating the ability of priority learners, so that priority learners feel empowered in their learning'.