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:
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 passionate Māori teacher, where Te ao Māori is embedded strongly into my everyday practice and i truely believe It’s time for change! By the end of 2019, I have found a culturally sustainable practices that suits GEIS students, Whanau and staff, which will be implemented, coached and modelled so that Maori and Pasifika students are achieving success as Māori and as Pasifika.
I am determined that it is time to change the way Māori and Pasifika students experience school. I believe that 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).
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.
“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 this is now my sixth year in the classroom. 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 a combination of wellbeing and progressions. I'm curious to know, if we can streamline some of our paperwork processes (through the use of the progressions), will that improve teacher wellbeing?
“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.
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'.