UNPACKING THE RBL PROFILE

​​When we first looked at the RBL Profile there was a lot to take in. We asked ourselves, what did everything mean? How did it all fit together? It was quite overwhelming in the early stages. As we became more familiar with the vocabulary and the concepts in the profile we realised that there were a number of similarities to the work we had already started on DMIC (Developing Mathematical Inquiry Communities). With that connection apparent, we were away.
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On our staff room wall we have a large visual display that incorporates a number of important understandings. It visually shows the connection with the DMIC work we are already doing. We have our voices tee shirt, the concepts and vocabulary from the RBL Profile, the concepts and vocabulary from DMIC and the key teacher capabilities needed for both. Staff and students see and discuss the display regularly so it underpins what we are trying to do.
Margaret Jones​

Keeping the profile alive at Brooklyn School….

Putting a lens on the inquiry about building relationships to raise achievement within our School, the Brooklyn staff have had many conversations about the RbL profile. To keep this to the fore we have set up a wall of developments in our staff room which is constantly added to.

One work strand focuses on creating a family-like context for learning.   We have carefully thought about our ‘voice,’ gathered from our school community, and have had discussions around how this is reflected in our school environment -  ‘Ako - Together at Brooklyn’. This also means looking closely at how we collect data from our learners, snapshots and learning profiles, and the way we reject deficit thinking and are agentic in our conversations.

After attending the Co-construction PLD recently, our staff are evaluating how we use this teaching strategy within our own classrooms and how we can work together to build ‘mastery’ of strategies at different levels of the school.

The discussions and snapshots of our learners are continuing to help build the relationships with our Brooklyn students, which has lead us to have a close look at the GPILSEO model within our school context.  At the heart of this is how we retain student engagement for learning, and how students would like to have their efforts celebrated. Lots more collegial conversations and gathering of student voice, to come!
Vicki and Amanda





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