August 17th 2011Tutor training session

Sit in tutor teams in clans

DHT: CLASSES 1O1,1O2 2O1, 2O2 3O1, 3O2 4O1, 4O2 5O1, 5O2 L Lawson TUTORS A BRENNAN D CULLEN I MORRISON M BEATON C THAIN Assembly -

THU K BINNIE E CRAIG H HOPE I FINCHER A JACKSON PT Guidance: I FULTON Angela SMITH L SMILLIE K CHAMPION A McKELLAR A MacDonald LOCATIONS BIOL 3 LANG 3 BIOL 1 LANG 2 LANG 5 BIOL 4 LANG 4 BIOL 2 LANG 1 LANG 6 1 2 1 BIOL LAB Bst ROOM SCIENCE BASE X P/C ROOM CONF ROOM DHT: CLASSES 1D1, 1D2 2D1, 2D2 3D1, 3D2 4D1, 4D2 5D1, 5D2 K Cameron TUTORS V HAMILTON G HAMILTON T POLLOCK M SMYTH B BRUAR Assembly -

TUE S MARTIN J KERR K HUTCHENS I BIDDULPH N JOHNSTONE PT Guidance: M HURST M HAMILTON J CASSIE A IRVINE T MAZADZA S Meekison LOCATIONS ART 1 MATHS 7 MATHS 5 MATHS 1 MATHS 3 ART 2 MATHS 8 MATHS 6 MATHS 2 MATHS 4 1 2 1 ART BASE DARKROOM INTERVIEW M6/7 MATHS BASE INTERVIEW M7/9 DHT: CLASSES 1S1, 1S2 2S1, 2S2 3S1, 3S2 4S1, 4S2 5S1, 5S2 J MacPherson TUTORS H JAMES B LEE F WILSON S ROBERTSON A SMITH (ANGUS) Assembly -

MON L EMSLIE C MCGREGOR N SMITH E MCIVER C BRADY PT Guidance D SINCLAIR B SIGERSON J PORTER CA DURKIN T ROBERTSON D Heaney LOCATIONS S5 S1 S7 S3 RME 1 H EC 2 S2 S6 S4 RME 2 1 2 1 SEWING ROOM SOCIALS BASE L7 MUSIC 3 RME 3 DHT: CLASSES 1F1, 1F2 2F1, 2F2 3F1, 3F2 4F1, 4F2 5F1,5F2 T Pupillo TUTORS S FORREST M MACKINNON A MUNRO D T HALE C BRYDEN Assembly -

WED F MCKENNA S GILVRAY C RAE M MCFARLANE S RAVENHILL PT Guidance: R HARRINGTON W COWAN J LAY R TIERNEY A STEELE T Woodcock LOCATIONS E1 H EC 1 E3 E7 E8 E2 E6 E4 E5 E9

1 2 1 ENGLISH CONF H EC BASE LIBRARY SD5 SD5 INTERVIEW ROOM

Brief summary of where we are now

• Clans have been reintroduced• Guidance staff have been assigned to

clans and have worked in their PSED time with their clan classes

• Tutor time – teams of three and locations have been established

• Pupil clan leaders have been selected• Daily checks have taken place• Small group discussions with tutor(maybe)

What happens during this tutor time?• Proposed model 1:1 reflective dialogues by extraction

Monday Tuesday Wednesday Thursday Friday

ASSEMBLY LEARNING TO LEARN

RECOGNISING

ACHIEVEMENTCLAN CHALLENGE

COMMITTEES

LEARNING TO LEARN

ASSEMBLY RECOGNISING

ACHIEVEMENTCLAN CHALLENGE

COMMITTEES

CLAN CHALLENGE

LEARNING TO LEARN

ASSEMBLY RECOGNISING

ACHIEVEMENT

COMMITTEES

CLAN CHALLENGE

RECOGNISING

ACHIEVEMENT

LEARNING TO LEARN

ASSEMBLY COMMITTEES

• “The single factor to every successful change initiative is that relationships improve . If relationships improve, things get better”

(Fullan, 2001,p.5)

Getting to know your students

• Two truths and a lie

'Community building must become the heart of any school improvement effort.Thomas Sergiovanni

“The professional learning community model flows from the assumption that the core mission of formal education is not simply that students are taught but to ensure that they learn. The simple shift – from a focus on teaching to a focus on learning – has profound implications for schools”

Dufour (2008 p8)

“ Communities are collections of individuals who are bonded together by natural will and who are bound to a set of shared ideas and ideals. This bonding and binding is tight enough to transform them from a collection of “I”s to “We”s”

Sergiovanni

“One of the most powerful influences that teachers can have, especially on younger minds, is not so much what they teach, but what learning characteristics they are modelling as they do so. - do they welcome challenge and uncertainty and thus foster a climate inn which their students can welcome them too”

Vygotsky

Jotters

• Put your name and clan on the front of your jotter

• Discuss what rules your dept has for jotter work – date, margins, spacing, graffiti, covers

• Agree on a set of no more than five rules for the tutor jotter

• It will have three sections RRA at front of jotter, L2L in middle, ideas at back

Agreed Five rules

• Pupils record these in front of tutor jotter

Process

• LIs shared with pupils

• Targets set based on LIs

• Targets (subject and wider) achieved, recognised and recorded

• Tutor and pupils carry out 1 :1 discussions tutor acting a mind coach discusses targets and achievements.

• You have your LIs for the first topics that you are going to do with your classes it is essential that you share these with the students.

• S = SPECIFIC• M = MEASURABLE• A = ATTAINABLE• R = REALISTIC• T = TIMEBOUND

• WHAT SMART TARGETS COULD YOU WRITE TO HELP YOU TO ACHIEVE YOUR AFFIRMATION? (discuss with other tutors)

How to make it SMART

SUBJECTS LEARNING INTENTIONS TARGETS DATE ACHIEVED

1 : 1 recording sheet in pupil planners to record main points

• What does L2L mean?

Nothing if pupil does not want to learn!

• What we need to do is help them change habits of mind – through positive relationships, finding out what works best for them.

• Rather than just learning styles, intelligences and study skills we need to be strengthening habits of mind and motivation

Strengthening dispositions like• Tenacity • Determination• Recovery from frustration• Willingness to take risks and have a go

We all need someone to help us to do this

• 1:1 dialogues will include the three very basic questions of

• Where are you now?

• Where do you want to be?

• How are you going to get there?

Tutor training sessions

• Only For the first sessions a staggered system

• Monday 05/09/11 s1 tutors

• Tuesday 06/09/11 S2 tutors

• Wednesday 07/09/11 S3 tutors

• Monday 12/09/11 s4 tutors

• Tuesday 13/09/11 s5/6 tutors• Start new tutor slot week beginning 19/09/11

•Last Tuesday of every of month Tutor meetings

What’s the truth?

• We all need someone to help us recognise our talents

• We need to take risks and move out of our comfort zone

• There maybe difficult problems to resolve – try it again with a different solution

• Do what works well for the learners – help them gain success