tag:blogger.com,1999:blog-74043574155510986322024-03-07T16:34:25.195+13:00Jenny Jackson's Active ReflectionsPrincipal nurturing
self-motivated, actively engaged, life long learning and leadership through fun, authentic, innovative and collaborative experiences. Anonymoushttp://www.blogger.com/profile/01587745942108825805noreply@blogger.comBlogger75125tag:blogger.com,1999:blog-7404357415551098632.post-32145737372877298492016-10-08T23:34:00.000+13:002016-10-08T23:38:53.883+13:00change 2 flourishI have moved to Melbourne, Australia and I have established a new blog for collaborative, connected, leadership for creative change. The blog is called<a href="http://change2flourish.blogspot.com.au/" target="_blank"> change 2 flourish </a>. <a href="http://change2flourish.blogspot.com.au/" target="_blank">You can learn more by going to this link.</a><br />
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<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-12159865757611108592016-06-21T11:52:00.003+12:002016-06-22T10:22:41.493+12:00OSCPPA Strategic Visioning Day; Facing the Future TogetherIt is my privilege to plan and lead this visioning day in Cromwell as my last official duty for the Otago Southland Catholic Primary Principal Association (OSCPPA) before I leave for Melbourne.<br />
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In order to ensure that the strategic visioning day is as constructive as possible for participants from the OSCPPA, all participants are asked to prepare in advance. This is similar to a flipped learning experience that some of us use for our staff meetings and in our classrooms to ensure we are time efficient and purposeful.<br />
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Here is a link to the existing constitution <a href="https://docs.google.com/document/d/1Ndz4gXk8nItfBgiAxo7gh-6bBCPsFgcJThlxha_OIDM/edit?usp=sharing" style="font-family: arial, helvetica, sans-serif;" target="_blank">OSCPPA Constitution</a>. Please read through this for your own information. Thanks Michelle for sourcing this from past president Alan Watts.<br />
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Please read through the NZCPPA visioning experience <a href="http://jennyljackson.blogspot.co.nz/2015/11/how-often-do-we-think-deeply-about-what.html" target="_blank">at this link.</a> This will help you understand how this inclusive process works. Recognition is made to Mary Wilson and Teresa Edwards whose resources I have used to plan and prepare for the day. Special thanks to Paul Richardson who helped to prepare the original draft outline and probe questions. Thanks to all OSCPPA principals who have a growth mindset and are committed to the Catholic education and the important role our schools play in carrying out the mission of the Church.<br />
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Outline of the Day<br />
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8:30 Venue open, hot drinks available.<br />
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9:00 Welcome and prayer<br />
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9:15 Clarification around process and key probes (adapted from objectives of OSCPPA and those shared with you at the Bishop's Forum). Keep in mind anything you see as important and ensure you bring this out in your responses.<br />
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<span style="font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">How can we work cooperatively to market, grow and ensure the continuing prominence of the Special Catholic Character of our Catholic schools ?</span></div>
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<span style="font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">In what ways can we nurture our links to the Diocesan office (our relationship with the Proprietor, the Catholic Education Office) beyond the Diocesan events and forums ?</span></div>
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<span style="font-size: 14.6667px; vertical-align: baseline; white-space: pre-wrap;">What are the most effective ways to promote and support Catholic professional development for principals and their schools according to needs from within the group eg. personal and spiritual well being ?</span></div>
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<span style="white-space: pre-wrap;">How can we enable members to have equity of representation from across our Diocese on appropriate bodies and organizations, including those at local and national level ?</span></div>
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<span style="line-height: normal;">9:30 Divide into four balanced groups (mixed gender and mixed regions) for the Classic Brainstorming and 10/4 voting process with </span>20 minute sessions for each of the four probes. </div>
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9:40 Round 1 </div>
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10:00 Round 2</div>
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10:20 Round 3</div>
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10:40 Round 4</div>
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11:00 Coffee Break </div>
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During this time, top two responses from each group are collated onto a master page and copy made for everyone is made. This will mean eight responses per probe.</div>
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11:30</div>
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Individually review the responses and make 10 private votes.</div>
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These are then used to collate the draft vision and goals during the lunch break.</div>
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12:00</div>
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Lunchtime</div>
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Draft vision and action plan collated. Come up with about 6 important goals and spaces for actions and next steps.</div>
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12:45-2:30</div>
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Review and include actions, timelines and plan an agreed way forward for OSCPPA</div>
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2:30</div>
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AGM Meeting based on Article 6 OSCPPA constitution</div>
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3:00 Conclusion</div>
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<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-59541794542299616772016-06-19T12:24:00.001+12:002016-06-19T12:25:22.587+12:00Be proactive and nip things "in the bud"<span style="color: blue; font-family: "arial" , "helvetica" , sans-serif;"><b>Here is a copy of a post from the Staff as Activator section of this blog from last June. It is worth revisiting it at this time of the year when the end of term is looming and our staff find themselves caught up completing assessments and reports, preparing for interviews and in our case a school production. I have adapted this post.</b></span><br />
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI37mAvYPU7X1zKBxLpPzpSbyHqFRj-FiKLhMKwBOpPosjS-K9v-Zj0iKo3s5DO7RS3IXqKAQK20LWhjgduyS2tXwhXzi6JB77aOYQjI1kugSrVQINI8s32fgFv2agVhHd3G4NaobMRaXK/s1600/Screen+Shot+2015-06-21+at+4.23.19+pm.png" imageanchor="1" style="color: #4f48a0; margin-left: auto; margin-right: auto; text-decoration: none;"><span style="font-family: "verdana" , sans-serif;"><img border="0" height="146" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiI37mAvYPU7X1zKBxLpPzpSbyHqFRj-FiKLhMKwBOpPosjS-K9v-Zj0iKo3s5DO7RS3IXqKAQK20LWhjgduyS2tXwhXzi6JB77aOYQjI1kugSrVQINI8s32fgFv2agVhHd3G4NaobMRaXK/s200/Screen+Shot+2015-06-21+at+4.23.19+pm.png" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-radius: 0px; border: 1px solid transparent; box-shadow: rgba(0, 0, 0, 0.2) 0px 0px 0px; padding: 8px; position: relative;" width="200" /></span></a></td></tr>
<tr><td class="tr-caption" style="font-size: 10.4px;"><span style="font-family: "verdana" , sans-serif;">image credit to <a class="irc_hl irc_hol" data-noload="" data-ved="0CAYQjB0" href="http://all-father4.rssing.com/chan-3519963/all_p428.html" jsaction="mousedown:irc.rl;keydown:irc.rlk" style="-webkit-tap-highlight-color: rgba(255, 255, 255, 0.2); background-color: #f1f1f1; color: #7d7d7d; cursor: pointer; font-size: 13px; line-height: 16px; text-align: left; text-decoration: none;"><span class="irc_ho" dir="ltr" style="font-size: xx-small; margin-right: -2px; overflow: hidden; padding-right: 2px; text-overflow: ellipsis;">all-father4.rssing.com</span></a></span></td></tr>
</tbody></table>
<span style="font-family: "verdana" , sans-serif;">We have just finished the seventh week of a ten week term. Staff are busy completing assessments for mid year reports as well as continuing their normal teaching and learning commitments. Winter is upon us with student and staff absence increasing due to sniffles, coughs and splutters. This is the exact time when 'little' niggling behaviours across the school can sometimes begin to escalate. The very time when staff and families need to be proactive and nip everything <span style="color: blue;"><b>"<i>in the bud</i>".</b></span></span><br />
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT2Rf-r9P0NUfBMtYfz3N3WgEss5eXpb8asBnd_Ku_p_AazkzJGEayBQr1Re_NUUa4lG_Dvoaf3kXXno3QWkuAunmEeL11H-48Xcye4X8zGVTyduMTqAD6RjHPm5VsEpRU7cOJ_rQ4eFUP/s1600/Screen+Shot+2015-06-21+at+3.41.40+pm.png" imageanchor="1" style="color: #4f48a0; margin-left: auto; margin-right: auto; text-decoration: none;"><span style="font-family: "verdana" , sans-serif;"><img border="0" height="40" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT2Rf-r9P0NUfBMtYfz3N3WgEss5eXpb8asBnd_Ku_p_AazkzJGEayBQr1Re_NUUa4lG_Dvoaf3kXXno3QWkuAunmEeL11H-48Xcye4X8zGVTyduMTqAD6RjHPm5VsEpRU7cOJ_rQ4eFUP/s640/Screen+Shot+2015-06-21+at+3.41.40+pm.png" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border-radius: 0px; border: 1px solid transparent; box-shadow: rgba(0, 0, 0, 0.2) 0px 0px 0px; padding: 8px; position: relative;" width="640" /></span></a></td></tr>
<tr><td class="tr-caption"><span style="background-color: white; color: #4c4c4c; font-family: "verdana" , sans-serif; font-size: 10.4px; line-height: 14.56px;"><a href="https://en.wiktionary.org/wiki/nip_in_the_bud" style="color: #4f48a0; text-decoration: none;" target="_blank">Learn more about this saying</a> at https://en.wiktionary.org/wiki/nip_in_the_bud</span><br />
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<span style="background-color: white; color: #4c4c4c; font-family: "verdana" , sans-serif; font-size: 10.4px; line-height: 14.56px;"><b style="color: blue; font-size: 12.8px; line-height: 14.56px; text-align: start;"><span style="font-size: small;"><br /></span></b></span></div>
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<span style="background-color: white; color: #4c4c4c; font-family: "verdana" , sans-serif; font-size: 10.4px; line-height: 14.56px;"><b style="color: blue; font-size: 12.8px; line-height: 14.56px; text-align: start;"><span style="font-size: small;">Isn't it easier just to count down to the end of term and hope it all </span></b></span><br />
<span style="background-color: white; color: #4c4c4c; font-family: "verdana" , sans-serif; font-size: 10.4px; line-height: 14.56px;"><b style="color: blue; font-size: 12.8px; line-height: 14.56px; text-align: start;"><span style="font-size: small;">goes away in the holidays ? NO. </span></b></span></div>
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<b style="font-size: 12.8px; line-height: 14.56px;"><span style="font-size: small;">Let's be proactive and nip things in the bud. So....what can we do ?</span></b></div>
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<span style="font-family: "verdana" , sans-serif; font-size: small; line-height: 14.56px; text-align: justify;">This is the perfect time to revisit our school values and behavioural guidelines </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: small; line-height: 14.56px; text-align: justify;">with all learners and families. </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: small; line-height: 14.56px; text-align: justify;"><span style="line-height: 14.56px;">It is a chance to meet with learners and parents about real time concerns </span></span></div>
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<span style="line-height: 14.56px;">that might need more time than just the end of term parent meetings. </span></div>
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<span style="line-height: 14.56px;">Be explicit and work towards solutions collaboratively.</span></div>
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<span style="line-height: 14.56px;">These are our school values and guidelines:</span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-family: "verdana" , sans-serif; font-size: small;"><span style="color: blue;"><b>3 key ways to be proactive </b></span><b><span style="color: blue;">and nip things </span><i><span style="color: blue;">"in the bud":</span></i></b></span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;">1. Be transparent. Share links to this information in the weekly emails to </span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;">parents and on the school news blog. Ask parents to have conversations </span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;">with their children around the guidelines. </span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;">2. Ask staff to link certificates and awards to school values and guidelines. </span></span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: small; line-height: 14.56px;">3. Capture photos of the values in action and create videos with </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: small; line-height: 14.56px;">student leadership groups to reinforce these messages.</span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;">It's important to understand that these behaviours arise naturally </span></span></div>
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<span style="font-family: "verdana" , sans-serif;"><span style="font-size: small;">towards </span></span><span style="font-family: "verdana" , sans-serif; font-size: small; line-height: 14.56px;">the end of a term at all schools. They can be positively actioned </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: small; line-height: 14.56px;">school </span><span style="font-family: "verdana" , sans-serif; font-size: small; line-height: 14.56px;">community together. </span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: small;"><b style="line-height: 14.56px;"><span style="font-family: "verdana" , sans-serif;"><span style="color: blue;">Be proactive and nip things </span><i><span style="color: blue;">"in the bud".</span></i></span></b></span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: 10.4px;"><b style="font-size: medium;"><i><span style="color: blue;">What are you doing at your school to ensure a stressfree and </span></i></b></span></div>
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<span style="font-family: "verdana" , sans-serif; font-size: 10.4px;"><b style="font-size: medium;"><i><span style="color: blue;">successful end to the term for all ?</span></i></b></span></div>
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-10320524802612377092016-06-12T16:35:00.000+12:002016-06-12T16:35:14.793+12:00Parents are tutored by their children at the Family Learning HuiComing together and sharing our learning is an important way to help parents understand how they can be supporting their children.<br />
This year, all of our teachers and children have received professional development around Peer Tutoring. We have ben focussing on writing across the school through peered writing and the teachers have already seen remarkable improvements in more than just writing.<br />
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Peered tutoring raises children's awareness in social, emotional and academic skills as well. Research proves that when children support, challenge and give feedback to each other with learning, their progress and achievement excels. When peered tutoring takes place in a purposeful and planned manner with tutors and tutees receiving training, the results speak for themselves.<br />
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Thank you to Linda Schofield and Belinda Brosnan from the RTLB service for their support with this whole school project. Thanks to our teachers who enthusiastically shared their experiences with families at our Family Learning Hui. Thanks to the children and families who came to the hui. You can gain insights into how peered writing works and learn about what we shared at the hui by watching the following short videos.<br />
There are still a few videos of the learners in action to upload.<br />
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Year 4/5 learners in action thanks Miss O'Malley<br />
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/LVaEsbZOhy8/0.jpg" src="https://www.youtube.com/embed/LVaEsbZOhy8?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
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Junior Peered Writing Yr 1-3</div>
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Yr 4-5</div>
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/O0uElpI3Kjo/0.jpg" src="https://www.youtube.com/embed/O0uElpI3Kjo?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
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Yr 6</div>
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/v4mqjDi3dlo/0.jpg" src="https://www.youtube.com/embed/v4mqjDi3dlo?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
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Seniors Yr 7 & 8 Pause, Prompt, Praise</div>
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Parents learn how they can participate</div>
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Parents get tutored by their children</div>
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Parent Mel Davison shares her writing</div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-4250397761723352592016-06-03T08:42:00.002+12:002016-06-04T11:40:45.621+12:00United: ACPPA & NZCPPA candles, a Tokotoko and bullroarers<div class="MsoNormal" style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 12.8px;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ0qgUWKuT3Aw2OtA5PoDiX5LHwdGHQI18VHwDq-qgm875A5AgaaR9n7JOjvOROGrs4icKzYR6aju5m1YCsE7q3jUBBRCpTb5j2c3JBIvNT6TihZdVAfivWUy2q3P_ulx80lfws5_P_YkV/s1600/Screen+Shot+2016-06-01+at+8.20.28+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="228" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQ0qgUWKuT3Aw2OtA5PoDiX5LHwdGHQI18VHwDq-qgm875A5AgaaR9n7JOjvOROGrs4icKzYR6aju5m1YCsE7q3jUBBRCpTb5j2c3JBIvNT6TihZdVAfivWUy2q3P_ulx80lfws5_P_YkV/s320/Screen+Shot+2016-06-01+at+8.20.28+pm.png" width="320" /></a></div>
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<tr><td class="tr-caption" style="text-align: center;">Danny Nicholls skilfully captured the combined ACPPA & NZCPPA exec members during their meeting day in Auckland</td></tr>
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<b><span style="color: blue; font-family: "arial" , "helvetica" , sans-serif;">I was fortunate to be present during the inaugural combined Australian Catholic Primary Principals Association (ACPPA) and New Zealand Catholic Primary Principals Association (NZCPPA) meeting on Tuesday 31st May, 2016. Two days were planned for the Catholic executive members to collaborate, learn and share with one another before the commencement of the Trans-Tasman Primary Principal Conference in Auckland. <a href="http://jennyljackson.blogspot.co.nz/2016/05/as-my-time-in-nz-draws-to-closenzcppa.html" target="_blank">You can read a reflection about our first day of school visits on an earlier blogpost here. </a> Below are reflections, links and slideshows from our meeting day. </span></b><br />
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<b><span style="color: blue; font-family: "arial" , "helvetica" , sans-serif;">Special thanks to all of the contributors mentioned throughout this blogpost who shared their presentations. May our trans-tasman ties strengthen and grow as we unite to bring about the reign of God and keep alive the mission of Jesus Christ for our students and families in our Catholic schools across Australia and New Zealand.</span></b><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Candles</b> </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Two candles were presented from the ACPPA to the NZCPPA. Brad Gaynor explained that the ACPPA have also got the same two candles and will create a sacred space to light the candles at future meetings. The candles have logos representative of both countries, the wattle for Australia and the fern for New Zealand entwined within a cross as a mark of unity to Christ and each other through our Catholic faith.</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBb1ULVUc7ANueTwAgJk90j2HNYmMyIscVyT-pz_Nmshv_jn_zwL7P3lA29ywvpTN8AApJ7MXTHmfq2VSgbrSHM9gRr7zgMDHfokpAE03T5YqYX06oPtgkaojNn3V6VqSd4cKWJgf86BUw/s1600/Screen+Shot+2016-06-02+at+3.16.56+pm.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><img border="0" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBb1ULVUc7ANueTwAgJk90j2HNYmMyIscVyT-pz_Nmshv_jn_zwL7P3lA29ywvpTN8AApJ7MXTHmfq2VSgbrSHM9gRr7zgMDHfokpAE03T5YqYX06oPtgkaojNn3V6VqSd4cKWJgf86BUw/s320/Screen+Shot+2016-06-02+at+3.16.56+pm.png" width="320" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: 12.8px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">ACPPA & NZCPPA special candles, bullroarers and tokotoko</span></span></td></tr>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Bullroarers</span></b><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Mark Mowbray (</b>New South Wales, ACPPA president<b>)</b> presented two bullroarers that were painted by a local pastor and tribal elder from the Biripi people. Bullroarers are a sacred wooden object used in Aboriginal religious ceremonies. They are attached to string and can be whirled round to produce a noise and communicate over great distances. Mark then shared a story written for him by an elder. It was called "Gulambara and the voice of Yuludarra" and was based around Catholic Aboriginal spirituality and the Trinity. Mark explained that together, the ACPPA and the NZCPPA will have the voice of the Holy Spirit at their meetings now and in the future.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2PejqB-QCDithqpTw3FSlamNygCC5xhp91SUerIHaQoOCkrk75VC0n56Xrt2aXhip6_Ps6T6lpkjXnSY642W1fN-qVCTD_OEtOPAEU6Lq4aSHcUCAOtGTbuFaRQmYEOFXj9ShNVqPBW35/s1600/Screen+Shot+2016-06-01+at+8.30.12+pm.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2PejqB-QCDithqpTw3FSlamNygCC5xhp91SUerIHaQoOCkrk75VC0n56Xrt2aXhip6_Ps6T6lpkjXnSY642W1fN-qVCTD_OEtOPAEU6Lq4aSHcUCAOtGTbuFaRQmYEOFXj9ShNVqPBW35/s320/Screen+Shot+2016-06-01+at+8.30.12+pm.png" width="218" /></span></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">ACPPA President Mark Mowbray </span></td></tr>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Tokotoko</span></b><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Michael Mokai</b> (Hamilton Diocese, meeting chair and outgoing NZCPPA president) spoke about the New Zealand gift of a Tokotoko to the ACPPA. This is a Maori talking stick. When you hold it, it increases the prestige of the speaker and is a representation of the spirit world. Mike explained that our conversations can continue when we are not in each others presence.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Donaugh Shirley (</b>Queensland<b>) </b>provided a synopsis of the Australian Catholic Education sector. Donaugh explained there were twenty-seven dioceses in Australia. Some were quite small and some were very large. In most dioceses a Director of Education acts as an agent for the Bishop. Principals have more autonomy than in New Zealand although this is changing in some parts of Australia. The majority of the funding comes through Federal Government to the diocese and then the rest is made up by school fees.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Special needs is a growing area in Catholic schools and schools are renowned for catering for the needs of learners. The number of special needs students has doubled in the last few years. Early years education is also a highlight and there is huge diversity across Australia. Some young children start at three years of age in Western Australia and advice sessions for parents are also available . In Queensland, organisations outside the school system organise the Early Years programmes. The ACPPA need to advocate for students, teachers and principals as an organisation. The Catholic Commission are trying to get equity over the funding across Australia.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Therese Coleman & Deb Daines (</b>Christchurch Diocese<b>) </b>shared a presentation around the theme 'Managing our Patch' (see below).<b> </b>They explained that Catholic schools are an extension of the Parishes. The Board of trustees explanation plays a major governance role in New Zealand schools and the electing of parent trustees is the second largest election in New Zealand. Therese and Deb shared finance information and explained that 60% of the staff in Catholic schools must be Catholic. Catholic teaching positions are advertised as 'tag' positions. Tags are hard to fill in different parts of the country. There are five preference options for the enrolment of children into Catholic schools but the priest makes the final decision. Legally schools must not enrol any more than approximately 5% of their maximum role of non - Catholics. New Zealand schools have a Diocesan Catholic review every three years and state government review every three to five years.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif; text-align: center;">You can click on the arrows and enlarge the slideshow below to view it.</span><br />
<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/134JZ_v7iJN6XuR0tuIycEgxHndt7FXTyYE5iqisrWxo/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Deb Daines</span></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Therese Coleman</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Melanie Bolwell (</b>Northern Territory<b>)</b> shared a beautiful prayer presentation entitled 'Dreaming Big'. Due to images of children from her school we are unable to share this with you.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Bruce Young, Daniel Pepper and Craig McKernan</b> (Auckland Diocese) spoke about Indigenous Education in New Zealand.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Bruce explained the history going back to Bishop Pompellier and the missionaries evangelising the Maori people in 1840. He shared the importance of The Treaty of Waitangi, the nations founding document and the fact that Roman Catholicism and spirituality are included in article 4 of The Treaty. The religious brothers and sisters were brought out to educate the early people. Then the Government developed native schools and Maori language started to get banned in schools and homes. From 1880's to 1950's Maori education was pushed aside. The language was lost and slowly it is returning. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In the last fifteen years the government has focussed on Maori and Pasifika students ensuring success for all. The NZ Curriculum document was developed in 2007. <a href="http://nzcurriculum.tki.org.nz/" target="_blank">You can access information about this at this link. </a> Daniel explained it has a very explicit vision stating that Maori and Pakeha must learn and grow together. There is also a Maori Curriculum document to ensure there is a focus on success for Maori including correct protocols. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Craig's school does a powhiri (Maori welcoming ceremony) every term for new students coming into the school. Transiency and truancy are huge challenges but it comes back to the importance of building relationships with students and families. Craig's staff are all learning to speak TeReo (Maori language). The Maori Achievement Collaborative (MAC) for example, is ensuring there is representation and equity for educational outcomes for Maori by challenging all of us. ERO (Government Education Review) will not consider your school to be high performing unless Maori are feeling valued and progressing as Maori students. We have to change the perception of our staff. It starts at the top and then it filters down to the staff.</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Bruce talking about the history of NZ education</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Karen Pearce</b> (Queensland) spoke about Indigenous Education in Australia. Karen believes Australia is far behind New Zealand in this area and they have a long way to go. Aboriginals only got the vote in 1967. Australians need to learn from us.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We all had a chance to share the Aboriginal Lord's prayer.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Karen focused on the Queensland and Townsville Diocese. 10% of students in the schools are indigenous. The Council of the Australian Government developed the 'Closing the Gap' initiative to help close the gap in Indigenous disadvantage. Closing the Gap focuses on reading, writing and numeracy, however, one of the main problems is getting the children to school.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Australian Curriculum include cross curriculum priorities and Torres Strait islander priorities.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">All schools now acknowledge the traditional owners of the land. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Karen's Torres Strait Islander Dance Troupe performs at different schools. It is mainly made up of non indigenous students.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Schools celebrate special days and build relationship bridges together. RAPS - Reconciliation Action Plans.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Most of the funding is used to employ staff as it is very hard to get staff in some schools.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">High schools have more funding for scholarships eg. sporting opportunities</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Northern Territory has flexible learning centres for indigenous children who drop out of school.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Some of the challenges include: generations on welfare and substance abuse, school attendance and access to education.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/14MyCGzGkjkeRZepRIDCwIHwrcHldm62H4i2CbmANjFU/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Danny Nicholls </b>(incoming NZCPPA president)<b> and James Murray</b> (Hamilton Diocese) spoke about Spiritual and Faith formation. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Teachers and children encounter Christ each and every day. There are both challenges and opportunities to provide spiritual and faith formation for our students and staff.</span><span style="font-family: "arial" , "helvetica" , sans-serif;">Parish priests have a role as a spiritual leader and they are on the board of trustees. Different diocese are exploring faith based clusters of communities of learning to strengthen their Catholicity. New Zealand Catholic schools receive the same operational funding as state schools but must use a substantial amount for special Catholic character resourcing and professional development.</span><br />
<iframe allowfullscreen="true" frameborder="0" height="389" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1eNSaSmvnCPI77gkU_sSGme_R7QdManangv24dzBqqFk/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">James and Danny presenting</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Brad Gaynor </b>(Australian Capital Territory ACT)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Every diocese has some form of accreditation and there are many opportunities for professional learning. All school documents and strategic plans have a big push for spirituality and faith formation.</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Brad Gaynor presenting</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Siloam ('So I went and I washed and then I could see') is a 24 hour spiritual retreat for Catholic principals to take time out and connect with their colleagues and each other in a spiritual way. Principals meet three times a year in the ACT for this 24 hour retreat. It has a spiritual theme and is a process rather than a programme. Principals break into small groups and each group has a priest assigned to them. The priests are progressive and forward thinking. The second day is about leadership.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Some of the issues facing Catholic schools are: disengaged and disinterested teachers, lack of clergy, Parish priest restrictions, every diocese is different, the Catholic education curriculum is constantly changing and different across Australia, managing all of this and at the same time providing relevant and engaging Catholic education for students. As a result of accreditation, there are now more highly qualified knowledgeable Catholic teachers. The concern is that this is still not filtering from the teachers into children in their learning to ensure schools are truly Catholic.</span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1HJ1Gj4JkuHG09Ff2Q6RibQtAewKwWZTg5GZZo-Mz6ms/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Sue Jury </b>(Wellington dioceses) spoke about the positives and negatives of the Religious Education RE curriculum in New Zealand.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In 1996 a new RE curriculum was created by teachers for teachers. It is a National curriculum with six strands - Sacrament, Church, Holy Spirit, God, Jesus, Communion of Saints and three other learning areas which include prayer, liturgical year and myself and others. <a href="http://www.catholic.org.nz/ms/dsp-default.cfm?loadref=131&pid=ADE7B3D0-E591-21DE-74F94B3E47616918" target="_blank">Here is a link to some further information about the curriculum.</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">A major challenge is that the curriculum is year based and it needs to move with the times. It is difficult to teach it in composite classes. We are working towards a New Zealand Curriculum model with a programme levelled from 1-4. It will need to be more easily adaptable to modern pedagogical practices. Many schools have moved to an integrated approach using a one page overview that provides, for example, everything a Year 4 student needs to know. Assessment is planned at the beginning of the unit around specific aspects of knowledge and experiences of faith. The knowledge only is assessed.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Not included at the meeting but an extra to share. At St Joseph's in Oamaru we have a DRS (Director of Religious Studies) blog. This is a record of our RE staff meetings and ongoing sharing around assessment and data gathering that led to an RE Curriculum target in 2016. This target aligns with our literacy and numeracy targets to action and support learning needs and gaps for our learners based on our data. <a href="http://stjoesoamarudrs.blogspot.co.nz/" target="_blank">You can learn more at this link and track back through older posts.</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Ros Oates</b> (South Australia) shared a You Tube video about the curriculum in Australia ACARA with Robert Randall CEO (see below). It is a very complex curriculum with much to cover and the goals is to refine it further. Ros' slideshow is available below.</span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ros Oates presenting</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1qbRRTIg3YZsPU82ggaUWpgRaYjY2nguxyf9_IiWfF0M/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> You Tube video of Robert Randall talking about the Australian Curriculum</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Special thanks to Mike Mokai for chairing this meeting and ensuring representatives from both ACPPA and NZCPPA had opportunities to share and collaborate during this valuable time together.</span>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-84932323907615816612016-05-30T17:16:00.001+12:002016-06-03T15:11:38.728+12:00As my time in NZ draws to a close...NZCPPA meet ACPPA<div class="MsoNormal" style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 12.8px;">
<span lang="EN-NZ" style="font-family: "calibri" , sans-serif; font-size: 11pt;">As principals of Catholic schools in New Zealand and Australia, we are united by our faith, our belief in a loving God who has plans for each and every one of us and the school communities we are responsible for.</span></div>
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<span style="font-family: "calibri" , sans-serif; font-size: 14.6667px;">This is my first active reflection for two months. A couple of months ago, life as I knew it changed unexpectedly for me. I realised that it was time to return to my roots, my birthplace in Melbourne, a city I left over thirty years ago. After ten years at St Joseph's Catholic school in Oamaru, God has a new mission for me. I hope to be able to share my passion for life and learning with a new educational community in Melbourne. I am grateful for the love, support and understanding from my network of family, friends and community here in New Zealand and I know that the next principal at St Joseph's will be truly blessed. </span></div>
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<span lang="EN-NZ" style="font-family: "calibri" , sans-serif; font-size: 11pt;">Being part of the NZ Catholic Primary Principals (NZCPPA) Exec for the past eighteen months has been a rewarding learning experience. I was fortunate to be able to finish my time on the exec by sharing a two day get together with the Australian Catholic Primary Principal's (ACPPA) Exec before the start of the Trans-Tasman conference in Auckland.</span></div>
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<span lang="EN-NZ" style="font-family: "calibri" , sans-serif; font-size: 11pt;">We started our first day by visiting two large Catholic schools - St Joseph's Catholic School in Takapuna and Sancta Maria Catholic Primary School in Flatbush. Here are some videos from the visits. Our Australian and New Zealand colleagues were fortunate to have informative student tour guides in Takapuna. The principals were genuinely moved by the traditional New Zealand powhiri (welcome) from the students at Sancta Maria, including a haka and a mihi in Maori, Samoan and Filipino.</span></div>
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<span lang="EN-NZ" style="font-family: "calibri" , sans-serif; font-size: 11pt;">The second day will begin with a combined ACPPA and NZCPPA Exec meeting at the Sky City Convention Centre. During that time, members will share information from their countries based around the following themes: </span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">Managing our patch, </span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">Indigenous Education, </span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">Spiritual and Faith Formation for Staff and </span><span style="font-family: "calibri" , sans-serif; font-size: 11pt;">Positives and Negatives of the Curriculum. This will also include information around how each system works - funding, external reviews, strategic planning, lines of hierarchy, percentage of Catholic students, role of the Parish and Priest and how each exec interact with other bodies. The AGM meetings will follow these discussions.</span></div>
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<span lang="EN-NZ" style="font-family: "calibri" , sans-serif; font-size: 11pt;"><br /></span><span lang="EN-NZ" style="font-family: "calibri" , sans-serif; font-size: 11pt;">I will share some further reflections around the themes of the second day via some live blogging tomorrow.</span></div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-42644476204670018082016-05-12T10:30:00.003+12:002016-06-04T11:38:24.463+12:00Preparing Trustees for Board Elections 2016<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1QuwAgjO1YVuwIxceBCyQQEVwqmkvdrMprFqOpUJjoMY/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">‘Board of Trustees and Principals have a significant responsibility for ensuring the Catholicity of our schools….consequently it is extremely important for Boards of Trustees...to take an active part in enhancing the Special Catholic Character’ (Wanden & Birch, 2008).</span></div>
<span id="docs-internal-guid-3080900b-a1f3-9943-c90b-d2c46f8f1098"></span><br />
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">This presentation will help new and existing board members to be the best leaders and role models possible as together we ensure we keep Jesus Christ at the heart of all we do in our special Catholic character schools.</span></div>
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<span style="background-color: transparent; color: black; font-family: "arial"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Please feel free to share this with potential and existing trustees within our Catholic schools across New Zealand. There are presentation notes to go with each slide. You can email me for these if you wish.</span></div>
Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-64413294327452592912016-03-22T13:14:00.000+13:002016-03-25T21:03:28.374+13:00Our Engaging Learning Spaces (ELS's) spiral into their second yearWhen we transformed our teaching and learning environment into ELS's in 2015 in response to our community focus "To engage every learner in deep learning for success", we began to operate within an authentic, living inquiry of practise. We naturally moved away from the individual class "teaching as inquiry" model to a collaborative holistic whole school inquiry. Our adaptations to our ELS's during the first year were based on learner, staff and parent surveys, videos, reflections, observations, discussions and professional readings. We were and still are open to learning and change in order to create an environment conducive to the best outcomes for all learners within our community. We believe our environment is organic and reflects the environment referred to in a video developed for the Learning and Change Strategy in 2014 where "self organising living systems have the capacity to respond to change".<br />
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<a href="https://www.youtube.com/watch?v=EpbjCwp-1Xw" target="_blank">You can access the video at this link</a></div>
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Some recent work with the MOE drew my attention to the "Spiral of inquiry". You can read a succinct account of the paper entitled A Framework for transforming learning in schools: Innovation and the spiral of inquiry written by Timperley, Kaser & Halbert (2014) on the MOE Educational Leaders site <a href="http://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Evidence-based-leadership/Data-gathering-and-analysis/The-spiral-of-inquiry" target="_blank">at this link.</a><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBr1dAEgtUXb0W9bOJ2oF7jK4VaoLG9MsLMqlEVt3UXxatJ_bUomNlD1oRvBQrusVuMHMb3C7UK6uLGU0lY5BERr7v0MRzDIvMapj1gSvQ_9f-xFxHNvS6FHHm9EPx3stjqEQqG2-bn98x/s1600/Screen+Shot+2016-03-21+at+8.39.27+pm.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="276" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjBr1dAEgtUXb0W9bOJ2oF7jK4VaoLG9MsLMqlEVt3UXxatJ_bUomNlD1oRvBQrusVuMHMb3C7UK6uLGU0lY5BERr7v0MRzDIvMapj1gSvQ_9f-xFxHNvS6FHHm9EPx3stjqEQqG2-bn98x/s320/Screen+Shot+2016-03-21+at+8.39.27+pm.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Spiral of Inquiry Source: Timperley et al, 2014</td></tr>
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Here are my own thoughts around this framework for leading authentic learning in the context of our ELS's.<br />
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<span lang="EN-US">The
new framework involves learners, families and communities and a shift from
student voice to learner agency (p5). </span><span lang="EN-US"><o:p></o:p></span></div>
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<span lang="EN-US">Our ELS model seeks feedback from all
involved. We aim for learner agency but need to keep refocusing on this in
practice.<o:p></o:p></span></div>
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<span lang="EN-US"> A
mindset of curiosity and genuine inquiry into what is going on for learners
is vital and leads to hunches (p5,6).</span><span lang="EN-US"><o:p></o:p></span></div>
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<span lang="EN-US">We have to continually remind ourselves
to be open to change and be willing to action this.<o:p></o:p></span></div>
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<span lang="EN-US"> It
is a collaborative process and involves a highly motivated and energetic
team (p6).</span><span lang="EN-US"><o:p></o:p></span></div>
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<span lang="EN-US">In 2015 we moved away from single
teachers making decisions around teaching, learning and evaluation to the
ownership belonging to energetic, inquiring teams.<o:p></o:p></span></div>
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<span lang="EN-US"> It
is grounded in OECD emerging knowledge and reflects the 7 principles of
learning (p5).</span><span lang="EN-US"><o:p></o:p></span></div>
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<span lang="EN-US">We incorporate the 7 principles of
learning naturally. We need to specifically relate to these.<o:p></o:p></span></div>
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<span lang="EN-US"> It
is ongoing inquiry of learning leading to innovative action (p6).</span><span lang="EN-US"><o:p></o:p></span></div>
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<span lang="EN-US">This is how we operate naturally within
our school wide ELS’s.<o:p></o:p></span></div>
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<span lang="EN-US"> Any
change needs to involve working out what will work in the context of your own
environment (p6).</span><span lang="EN-US"><o:p></o:p></span></div>
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<span lang="EN-US">As a Catholic school we are aware of
ensuring the context of our environment reflects holistic innovation.<o:p></o:p></span></div>
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Continually checking what is working and
not working well is essential (p6).<span style="font-size: 10pt;"><o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US">We do this across teams and as a whole
team and involve all members of our community. Video evidence recorded on
blogs grounds our practice.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjykYUZuvsKsQjcHtV9F28df1wxYhyz612vLzObjc4lYNuerJDhCDEZ-3S2-JXrqDUsoeWTeeOapn_F3IIrcJYF6qxxtQVwCftC69oC7IA6IliAbgSN8mgtOK7smVHohWA2E9AheOs0Tlg5/s1600/Screen+Shot+2016-03-21+at+8.39.39+pm.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="243" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjykYUZuvsKsQjcHtV9F28df1wxYhyz612vLzObjc4lYNuerJDhCDEZ-3S2-JXrqDUsoeWTeeOapn_F3IIrcJYF6qxxtQVwCftC69oC7IA6IliAbgSN8mgtOK7smVHohWA2E9AheOs0Tlg5/s320/Screen+Shot+2016-03-21+at+8.39.39+pm.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Box 2 on page 8 of the framework has questions related to each of the 7 principles of learning.<br />
<div style="text-align: left;">
<br /></div>
</td></tr>
</tbody></table>
In the different phases of the spiral, trust and engaging learners and their families are a recurring theme. Here is a brief summary about each phase of the spiral:<br />
<b>Scanning </b>(p7- 9): This is about digging deeper, going underneath the data to get an understanding of the experiences of learners to drive change. Teacher observations and surveys of social, intellectual and emotional engagement are valuable. Using the questions in Box 2(p8) of the principles helps to get a bigger picture for the learners.<br />
<b>Focusing </b>(p10-11): This is determining which area to concentrate on to start to make a difference. It's about asking the question - What's going on and how do we know ? It's about talking with the learners too and identifying a common area many people can buy into.<br />
<b>Developing a hunch</b> (p12-14): Intuition and hunches, together with evidence, inform scanning and guide focusing. We all take responsibility for the areas we have influence and control in and have the confidence to share ideas where it is safe to question our own behaviours and beliefs. Checking assumptions for accuracy is important before moving ahead.<br />
<b>New learning</b> (p14-16): Motivated by and connected to changing the learning experiences of learners and understanding why new ways of doing things are better than previous practices. Supporting and sustaining learning over time.<br />
<b>Taking action</b> (p17-19): Informed actions. Learning more deeply about new ways of doing things, informed by a deep understanding of why new practices are more effective than others. Evaluating the impact on learners.<br />
<b>Checking (</b>p19-21): Have we made <b>enough</b> of a difference as a team? Evidence seeking about high expectations. Providing information on the impact of actions and setting the stage for what will come next.<br />
This process is based on a rich understanding of what is going on for learners. Success with small change leads to more radical changes and transformation takes place. Evidence - informed, systematic inquiry becomes a professional way of life as one inquiry leads to another within the spiral. A shared collaborative inquiry approach provides coherence within schools and across schools and is recognised as curiosity- driven change.<br />
Applying the phases of the spiral to our ELS's at St Joseph's in 2016 will provide coherence to our existing living inquiry. We will be able to refocus our school wide inquiry process around a recognised framework for transforming learning and continue to innovate our practise to meet the diverse and challenging needs of all learners. Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-86522980676923097672016-03-21T23:05:00.000+13:002016-03-25T21:01:56.343+13:00Unpacking Effective School Evaluation<div class="separator" style="clear: both; text-align: left;">
In 2015, the New Zealand Education Review Office collaborated with the Ministry of Education to produce the trial publication - <a href="http://www.ero.govt.nz/Review-Process/Frameworks-and-Evaluation-Indicators-for-ERO-Reviews/Effective-School-Evaluation" target="_blank">Effective School Evaluation: How to do and use internal evaluation for improvement.</a> It is a companion to the trial <a href="http://www.ero.govt.nz/Review-Process/Frameworks-and-Evaluation-Indicators-for-ERO-Reviews/School-Evaluation-Indicators" target="_blank">School Evaluation Indicators </a>and is supported by <a href="http://www.ero.govt.nz/National-Reports/Internal-evaluation-good-practice-November-2015" target="_blank">Internal Evaluation: Good Practice.</a> Under the Creative Commons Attribution 3.0 New Zealand licence, I am able to share my brief synopsis with you so you can ascertain at a glance, the content of this valuable resource. I have also included my latest board report template below. It reflects some of the content of these ERO documents. You are welcome to adapt this for your own use or contact me for more information.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo4Nd14S0wYBpGT9XPZJiIwrm4oidyZEGIV5dvqy5KenqjGEf2xs2zMRfRYG9UYudRImOpgGl9XNVjjICzseNqHNGavnvuQaqQZDnxKde-H4-Y-b0px1iQOLaMywdJazqUTxZPmnJ1Uh2D/s1600/Screen+Shot+2016-03-23+at+5.33.28+pm.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="332" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo4Nd14S0wYBpGT9XPZJiIwrm4oidyZEGIV5dvqy5KenqjGEf2xs2zMRfRYG9UYudRImOpgGl9XNVjjICzseNqHNGavnvuQaqQZDnxKde-H4-Y-b0px1iQOLaMywdJazqUTxZPmnJ1Uh2D/s400/Screen+Shot+2016-03-23+at+5.33.28+pm.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The ERO indicators framework highlights six domains that are key influences in improving learner outcomes.</td></tr>
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The resource aims to assist with the understanding and practice of effective evaluation and to inform the development of strategies that are successful in raising achievement. It shares the work of case study schools that successfully use inquiry processes and evaluative reasoning.<br />
P 5 Summary of the resource and each of the five sections.<br />
P 6 Context for the resource. It stresses the importance of teachers and leaders inquiring into practice, evaluating the impact and building knowledge about what works. The primary purpose of school evaluation is to achieve equity and excellence in outcomes for all learners.<br />
P 7 Definition of equity with a focus on fairness and inclusion.<br />
The ERO indicators framework is designed for ERO's evaluators but also for school's internal evaluation,<br />
P 8 Further explanation of the framework including the six domains and the four concepts that can transform the learning environment within a cultural context.<br />
P 9 Effective internal evaluation is driven by the motivation to improve to do better for students.<br />
<i>When internal evaluation is done well, processes are coherent and align with schools’ visions and
strategic goals. Leaders and teachers work collaboratively across teams, syndicates, departments,
faculties and in some cases communities of learning, to ensure that the efforts that go into evaluation
lead to improvement. The urgency to improve is shared by all, and can be articulated by all. </i><br />
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<tr><td class="tr-caption" style="text-align: center;">Strategic, business as usual and unforeseen (emergent) are the three types of internal evaluation</td></tr>
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P 11-13 Explanations of the three types of evaluation and examples of them.<br />
P 14 -19 Processes and reasoning - The 5 interconnected learner- focussed processes integral to effective evaluation for improvement. Each one is explained in a diagram with a series of questions and statements to support a robust reflection. <a href="http://jennyljackson.blogspot.co.nz/2016/03/our-engaging-learning-spaces-elss.html" target="_blank">They align with the spiral of inquiry outlined in my earlier post.</a><br />
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P 22-23 Rubric style statements for developing the organisational conditions, capability and collective capacity to do and use evaluation for improvement.<br />
P 24 Improvement actions emerge out of the evaluation process as the school aims for equity and excellence. It is at this stage, the school decides if they have the internal capability to make the necessary changes or to seek external expertise for professional learning and growth. It's vital for leaders at this point to understand what it takes to bring about significant educational change.<br />
P 25 - 27 Improvement actions lead to shifts in practice with the biggest shifts penetrating to the core of teaching practice. Examples of shifts in practice across the six domains.<br />
P 29 - 38 Examples of a short term and longer term school improvement journey<br />
P 39 How to use the school evaluation indicators to support continuous improvement.<br />
P 40 Table 2 Example of how you can use the indictors in your own school.<br />
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<b><span style="color: purple;">How do I support our St Joseph's board to understand the domains and indicators ?</span></b><br />
Here is a sample of my latest principal's report. It is a one page report that includes the six domains and a Catholic character domain for our school. Matters reported on are recorded in the best fit domain. I have this with me and read through it while I write the report. It helps me to understand the domains and the indicators. Then I record the page and highlight where it fits within the three types of internal evaluations with a different colour for each one. There are also hyperlinks to blogposts as well. This report is shared on our board blog and board members are expected to read the report and come prepared to ask questions at the meeting. They have their own copies of the indicators to refer to as well as the Catholic review indicators. Using the highlighted colours helps to show at a glance where,for example, our Catholicity crosses over into other domains to show the extent and integration of our Catholic special character. The questions from the learner focussed evaluation process above would be helpful for board members too.<br />
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<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-77960398138179654582016-03-21T11:19:00.002+13:002016-03-21T13:47:22.564+13:00How often do we think deeply about what we are doing? Purposeful actions evolve from a robust visioning process Part 2<div class="separator" style="clear: both; text-align: left;">
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Late last year, the New Zealand Catholic Primary Principal's Association (NZCPPA) participated in a</div>
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visioning day led by Mary Wilson. You can read about the day in this post: "How often do we think deeply about what we are doing? A purposeful visioning process Part 1" <a href="http://jennyljackson.blogspot.co.nz/2015/11/how-often-do-we-think-deeply-about-what.html" target="_blank">at this link.</a><br />
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Special thanks to Teresa Edwards, principal from St James Catholic School in Palmerston North and a member of the NZCPPA, who facilitated the next part of the process with the NZCPPA Executive in Taupo.<br />
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Teresa reminded us that we were on a shared visioning journey and described the process we went through last time. Our initial goal was around clarity as an organisation. She explained we would review the shared vision from the first session and unpack the core values and plan our follow up actions. Teresa also shared the importance of every voice being heard "we all have personal and practical knowledge to contribute". As with the first session, the use of the robust and fair classic brainstorming and 10/4 consensus voting process meant every voice did get heard.<br />
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1F89JnwCjgerCBa2fezypHR6vp04uUbvRtGbOiYF299o/embed?start=false&loop=false&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">New Zealand Catholic Primary Principals Association Exec </span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;">Shared vision - Our picture of the future we want to create </span><span style="background-color: transparent; color: black; font-family: "questrial"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span><span style="background-color: transparent; color: black; font-family: "questrial"; font-size: 16px; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span class="Apple-tab-span" style="white-space: pre;"> </span></span></div>
<b id="docs-internal-guid-916a1c12-9549-428b-6fdb-a038016c6ca6" style="font-weight: normal;"><br />Below is the vision statement, the outcome of the collaborated work from the Part 1 Visioning Day. </b>We shared our personal reflections on the vision. Teresa then asked us to apply the traffic light system to our personal reflections.<br />
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<span style="font-size: x-small;">Applying the traffic lights 1:36 sec</span><br />
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">PURPOSE/Vision</span></span></div>
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<span style="background-color: transparent; color: black; font-family: "calibri"; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">The purpose of the Association is to assist Principals to advance education for the benefit of the public at Catholic Primary Schools Aotearoa New Zealand.</span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 700; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">How we enact our Purpose/Vision</span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">We have an agreed and shared understanding of our Catholic ethos.</span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">We are informed and keep the Catholic ethos in the forefront of our thinking in relation to the current issues and debate. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">We consistently articulate this in all that we do and say. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">We are fully conversant and informed about the principles of Catholic social teaching and justice.</span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">As the NZCPPA executive we ensure our time together throughout the year is used for its maximum impact. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">Robust discussions and debates are always first on the agenda. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">We use tools that encourage robust dialogue and help with collaborative decision-making around big issues. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">Agendas are clear and concise. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">Meetings are run efficiently with balance to ensure issues are discussed and resolved in a timely manner. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">To allow the exec to be well informed we continue to invite guest speakers. Meeting times are structured with regular breaks and visits to Catholic Schools. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">We continually review the most effective ways to connect with our principals to ensure we clearly communicate and consult. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">We use the online environment when appropriate. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">We listen to our members. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">We have a clear structure to be effective in distributing and collecting information. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">We have a constitution to clarify what we believe and how we operate as an executive. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">Exec members have regular communication with local principals formally and informally and ask for a set agenda slot at all local principal meetings. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">The NZCPPA website is promoted across NZ and is a one stop, purposeful, ‘go to’ place to provide strength and vision for all. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">As the NZCPPA exec we Identify roles and responsibilities needed and gain clarity of responsibility for each member, including their ongoing role between meetings. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">These roles are clearly defined including a clear structure for allocation of tasks. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">Members of the exec have a clear job description of their role and responsibilities to ensure consistency of practice across NZ. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">There is allocated time to work on our areas of responsibility at each meeting. An annual plan of actions is identified to ensure strategic goals are covered effectively and purposefully. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">This plan is reviewed at each quarterly meeting. </span></span></div>
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<span style="background-color: transparent; color: black; font-family: "questrial"; font-style: normal; font-variant: normal; font-weight: 400; text-decoration: none; vertical-align: baseline; white-space: pre-wrap;"><span style="font-size: x-small;">As an exec we operate effectively as a team being an active and informed voice for the Catholic Primary Principals of New Zealand.</span></span></div>
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The Executive discussed about including the one sentence statement from the NZCPPA constitution at the top of this Vision. The next step was to unpack the core values. These would then guide our actions and contribute to a strategic plan for going forward.<br />
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<span style="font-size: x-small;">The what and the how of the visioning process 1:18</span><br />
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<span style="font-size: x-small;">Classic Brainstorming and 10/4 voting 2:38 sec</span><br />
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<span style="font-size: x-small;"> </span><span style="font-size: x-small;"> Moving from vision to actions: Unpacking the core values 4:22 sec</span><br />
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<tr><td class="tr-caption" style="text-align: center;">NZCPPA Exec member shard at work following the classic brainstorming process</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Group consensus work around the core value :We value decision making that reflects our Catholic ethos.</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Teresa reminded us to reflect on this slide as we worked our way through this robust process.</td></tr>
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<span style="font-size: x-small;"> Know the strengths of the group 0.57 sec</span><br />
Some Key Reminders from Teresa:<br />
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<ul>
<li>It doesn't matter who comes and goes, the vision will still be there. It is the shared vision that was created for the school or the organisation.</li>
<li>Trust the process. It's important.</li>
<li>The Core values are the things we do to make the vision come alive and happen</li>
</ul>
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Next steps:</div>
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<ul>
<li>The group began to work on a shared collaborative document to turn the vision into action. This will become an action plan for future meetings.<div class="separator" style="clear: both; text-align: center;">
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<li><div class="separator" style="clear: both; text-align: left;">
The Otago Southland Catholic Primary Principal Association (OSCPPA) are going to work through a similar process as a way to strengthen leadership and networking capability for Catholic principals within the Dunedin Diocese. </div>
</li>
</ul>
Special thanks to Teresa Edwards for allowing me to publish these videos and to the NZCPPA for their transparency around these dynamic visioning days. The NZCPPA are modelling equitable and robust processes and practices for Catholic principals, associations and schools across New Zealand.<br />
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-weight: bold;">Action without vision is only passing time, vision without action is merely daydreaming, but vision with action can change the world.</span><br />
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-77518091352388553272016-03-13T20:33:00.003+13:002016-03-13T20:33:38.337+13:00Principals receive a warm welcome in Taupo<div class="separator" style="clear: both; text-align: left;">
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<tr><td class="tr-caption" style="text-align: center;">The newly designed logo for the school.</td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The New Zealand Catholic Primary Principal's Association (NZCPPA) Executive members visited St Patrick's school in Taupo during their Term 1 meeting days in March. Thanks to Danny Nichols, the principal of St Patrick's, for opening up his school to us all. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Michael Mokai the outgoing president of the NZCPPA Executive gave a heartfelt response to the tamariki after they welcomed the group with a moving waiata and kapahaka performance.</span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">After celebrating mass with the local parishioners, the principals joined the staff for morning tea and toured the school.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Here are a some videos of the welcome and photos from the visit.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Part 1 Welcome waiata</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> Part 2 Welcome kapahaka</span><br />
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<iframe allowfullscreen="true" frameborder="0" height="299" mozallowfullscreen="true" src="https://docs.google.com/presentation/d/1LPZcgIsrfcuKJyxA55MhrWuDiMze_ucYWD-vYnNlO0M/embed?start=true&loop=true&delayms=3000" webkitallowfullscreen="true" width="480"></iframe>Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-26109140374808776202016-02-28T18:00:00.000+13:002016-03-09T15:29:59.680+13:00Brendan Spillane: Shared leadership & 9 things winning leaders do <span style="color: blue; font-family: "arial" , "helvetica" , sans-serif;"><b>Can you fit your leadership vision into 144 characters and Tweet it ? </b></span><br />
<span style="color: blue; font-family: "arial" , "helvetica" , sans-serif;"><b>That was one of the challenges put to leaders during the two day seminar at Holy Cross Convention Centre, Mosgiel. Special thanks to the PDA members who organised these valuable days for principals and Directors of Religious Studies from across the Dunedin Diocese.</b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">These are the notes I took during the two day seminar with leadership guru Brenda Spillane. I took some photos and had access to some slides but not all slides. Hope this summary is of value to those that were there and those of you looking for leadership tips.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">A few of Brendan's top tips for me:</span><br />
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<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Know what brings you joy - your special gift and share it with your community. You will find a passion and energy through this gift that can be contagious.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Leadership is about harnessing the energy of the team to make good things happen. You can achieve so much more when you create a trustworthy culture that enables everyone to share their gifts and talents.</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Check if your vision and values are truly aligned to the everyday happenings in your school</span></li>
</ul>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>My notes:</b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There was full representation from every school in the Dunedin Diocese, including parish priests on day one of the two day seminar on Shared Leadership by Brendan Spillane. Julian Ineson, principal from St Theresa's School, Invercargill, warmly welcomed Brendan. Here is the welcome video and some further information about Brendan.</span><br />
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<span style="background-color: #efefef; font-family: "helvetica" , "arial" , sans-serif; line-height: 24px;"><span style="font-size: x-small;"><i>Brendan Spillane is an acclaimed Australian educator, speaker and coach and Director of Brendan Spillane Consulting. A former teacher and principal, he has also developed and led substantial systemic change initiatives focused on organisational renewal and improvement in the Catholic education system in Western Australia. He is a Growth Coaching International accredited Executive Coach and works in a coaching capacity with a range of senior leaders from business, education and elite sports. (</i><a href="http://www.sppa.school.nz/coming-events.html" target="_blank">from SPPA website</a>) </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Connections:</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Brendan began by sharing a personal story. We felt connected to him straight away. He explained that leadership is about being connected. Our work is to find ways to bring the energy of a group together.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Although we all have differences, we have much more in common with one another. When we gather, we should gather as people rather than positions. When good people work together, good things happen.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As mindful leaders it's important we build renewal time into our daily practices. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Brendan shared with us the fact that a twelve minute attention span is long enough for most adults. As a result, we stopped frequently during the course of the two days to discuss our thoughts and reactions with those around us.</span></div>
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<span lang="EN-US"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>High Performance Mindset</b></span></o:p></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">What do high performing people actually do ? </span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">They have superior habits and that frees up energy for other things that are exceptional. Energy for extra things. They work above the magic line.</span></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ-de6TqGMtuk27bhs0AfdyifYIilCCNGiezjfkpKtqPsfQC2SYG6DXfJDYd9JUaRbG2ofF0cW7uZNvxOGAOhs9KjWQCGnqPog0pO2F26JMNsAjwWBhJWcOn7NtPu-BwaelYwUb1EI9G0F/s1600/Screen+Shot+2016-02-28+at+3.55.50+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="281" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQ-de6TqGMtuk27bhs0AfdyifYIilCCNGiezjfkpKtqPsfQC2SYG6DXfJDYd9JUaRbG2ofF0cW7uZNvxOGAOhs9KjWQCGnqPog0pO2F26JMNsAjwWBhJWcOn7NtPu-BwaelYwUb1EI9G0F/s400/Screen+Shot+2016-02-28+at+3.55.50+pm.png" width="400" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Action is vital - moving from the head and heart to your hands is critical for leaders.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Our work is too complex to do it on our own – our time demands the genius of the group.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It can't be the 'leasers ship', it has to be leadership.</span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">We need to break down our sedentary time – sitting is the new smoking.<o:p></o:p></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We have energy when we are spiritually</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="font-family: "arial" , "helvetica" , sans-serif;">connected to our purpose. </span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>High Performing Schools </b></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">We need to look closely and take away what do we do that's unnecessary.</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">The main thing is to keep the main thing the main thing. It's a place where we bring young people to being.</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Look at our calendars and take away what we don't need. Michelangelo took away the stone to reveal the angel.</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Look at the Kaizen Culture and say where are we at now ? </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">You have to have a disposition for this kind of leadership.</span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Bill O' Brien Hanover Insurance: What is the single greatest intervention you want to leave behind ?</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Leaders energy can be contagious. Interior condition of your own energy is important.</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Authenticity.</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Collective energy of the group is important. People buy who you are, not what you say.</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Put your energy into what really matters. What are you here to do ?</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">What gives you joy ? What joy do you give ? </span></span><span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">What </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">opportunities do you get to do the things you want ? </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Joy is important.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Vulnerability in professional sense is about passion - not being afraid to say what you care about and what you feel in your work. Passion and purpose...</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Pope Francis - Says we are lowly and yet chosen.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I am good and gifted and I come to offer my gifts (2013) Lowney</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As a leader, we are flawed but we come to offer our gifts.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How can what I do be turned into practice? How can I serve others? You life is not about you.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> You can help to create the future !! </span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><b>Levels of Perspective </b></span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">Your school from the daily events to behaviours should be fully aligned to your vision and values. Our front desk has to be connected to our vision and values. Brendan shared a visit to NZ Rugby headquarters. Brendan's front desk experiences were perfectly aligned to their vision. How do we support our front desk to be like that ?</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivZv10T-UycGwDXfCEvxy4ci1eRhNSa4FGRLL9QfL743LqnEEFRPif2t-TRzmaB2f_NUlYjLCUm3e-v9TDxtaRISd0uE9aJ4AUtJt8jQvckzY7rDAdlQofZ1xSl7giq3vIw5hRC7zC7iPO/s1600/Screen+Shot+2016-02-28+at+3.52.08+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="292" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivZv10T-UycGwDXfCEvxy4ci1eRhNSa4FGRLL9QfL743LqnEEFRPif2t-TRzmaB2f_NUlYjLCUm3e-v9TDxtaRISd0uE9aJ4AUtJt8jQvckzY7rDAdlQofZ1xSl7giq3vIw5hRC7zC7iPO/s400/Screen+Shot+2016-02-28+at+3.52.08+pm.png" width="400" /></a></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">Your workplace is authentic when it is aligned to your vision and</span><span style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;"> values</span><span style="font-family: "arial" , "helvetica" , sans-serif;">.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As the question - what are we here for ? Can we organise events that are aligned to our vision and values. You should see patterns and behaviour, systems and structures that infer directly to your vision and values. Most places are aligned on some things and not on all things.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Sometimes, there is a mismatch between what we do. As leaders we need to bring the place back into alignment. We have to work alongside our school families and ensure everyone is aligned with the vision and values of the school eg. parent association, sports teams ....</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Is there anything that doesn't fit with our values at the moment ? For example, do we say we</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">love to hear staff voice and then we speak for the whole staff meeting !!</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Vision Challenge</b>:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPFwSHoc_LXyOlfW0CTpSC7WlVGK-7EhgmFLirnvhrJvWnSGiCtIBF2xqpMfNhp-1ynk4axJGa_0TYbl7zOLLWPc2JI_KnYkdq0YHoR7D28RO-MOWKulaXXbRBgGVEDYK9nzmjrZb6xqa5/s1600/Screen+Shot+2016-02-28+at+5.38.55+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="282" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPFwSHoc_LXyOlfW0CTpSC7WlVGK-7EhgmFLirnvhrJvWnSGiCtIBF2xqpMfNhp-1ynk4axJGa_0TYbl7zOLLWPc2JI_KnYkdq0YHoR7D28RO-MOWKulaXXbRBgGVEDYK9nzmjrZb6xqa5/s400/Screen+Shot+2016-02-28+at+5.38.55+pm.png" width="400" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Write your own leadership vision in a form you could tweet. What words and phrases would be there ? </span><span style="font-family: "arial" , "helvetica" , sans-serif;">In 144 words (just like a tweet), put your personal vision into words. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Here is Brendan's vision. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMF4jzdIMnSNlnIQwgy0yfOaMUoXjfv7cf9Sxzl635L_dltF6qgsrsAYLzqc70DKOdcJjxIbJCznUzXezwLRjFauNwljpSYdeLoqwcx9cmdeSjHfB_4xeA_29XwBSpYRR5yr9yBPfKydE2/s1600/Screen+Shot+2016-02-28+at+4.49.09+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="84" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMF4jzdIMnSNlnIQwgy0yfOaMUoXjfv7cf9Sxzl635L_dltF6qgsrsAYLzqc70DKOdcJjxIbJCznUzXezwLRjFauNwljpSYdeLoqwcx9cmdeSjHfB_4xeA_29XwBSpYRR5yr9yBPfKydE2/s320/Screen+Shot+2016-02-28+at+4.49.09+pm.png" width="320" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Ensure we are switched onto our own vision and action it.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Steven Covey gets you to imagine what sentence you want people to say at your eulogy. Then that becomes your mission. That kind of clarity is helpful.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Only happy people have the energy to give out kindness. </span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><b>Inherent Gifts </b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The things that give you joy are often things that use your own gifts.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What can you recall was your gift as a child ? Your gift might feel to you that it is nothing special, it is just the way you are. It could be a simple as listening. Often people come to you for coaching.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Joy and energy and authenticity are connected to your gift. Do we know our own gifts and the gifts of our staff ? Get our staff to share them. Sometimes we don't know what our gifts are.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We should be putting our gift at the service of the school.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Reflection: </b>What is it like to be a patient in your hospital ? </span><span style="font-family: "arial" , "helvetica" , sans-serif;">What is it like to be a parent or a student in our schools ???</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Handy Hint:</b> Good time to check emails is your least productive time, straight after lunch.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If you take interruptions during the day with emails it takes away 20 minutes at least of productivity time.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">"This is not an era of change, this is a change of era", Pope Francis</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What works in Complex times ?</span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif;">Winning Leaders:</span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Stance is how we place our energy.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Horse whisperers know how to speak the language of the horse. Coaches learn to develop relationships. How conscience are we in taking a stance ?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Leaders give up, keeping up, speeding up and standing up. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Brendan has been studying leaders whose people say they are standing up.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: large;"><b>9 things that winning leaders do</b>.</span>..characteristics of those who "Stand Up" in these fast times.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Everyone is fighting a battle you know nothing about. Be kind. Always.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How can you be hard and kind ?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">1. They all know their leadership is not about them. They are different but one among everyone else. Is it safe to talk around you in your meetings ? How do you ensure people can speak truth to talk around you ? Talk is indicative of culture. How ? Simple as the leader being the last to speak on everything. Critiquing your own ideas, asking others to think on things. Encourage r</span><span style="font-family: "arial" , "helvetica" , sans-serif;">isk takers. They have confidence</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> and humility.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">2.They don't mistake intention for IMPACT. Good at getting feedback from beyond the inner circle. We don't see ourselves easily. What is like to be led by you ? Work from the inside out and get feedback from outside in.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The average person speaks 16,000 words a day and 11,000 within their inner circles.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">3. They don't plan for journey they will never take.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">No plan survives contact with the enemy. The Anzacs weren't led from the ship, it was from the scrub. Plan lightly and iterate hard. Is your planning honest ?</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikRuAT2leTnVuiaQ9wk2gfzWuLjRGjLIzHoZidkTSzf8H7l7wXTxuANP5n9Sfu_ezXr23n0z7_mmO5xeHCksqESbloi4xWCwdtqt9JJ-Z8JZBE_r5LNhUhSheA9FEMlAnPC_Cn1V3sptnd/s1600/Screen+Shot+2016-02-28+at+4.08.46+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="296" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikRuAT2leTnVuiaQ9wk2gfzWuLjRGjLIzHoZidkTSzf8H7l7wXTxuANP5n9Sfu_ezXr23n0z7_mmO5xeHCksqESbloi4xWCwdtqt9JJ-Z8JZBE_r5LNhUhSheA9FEMlAnPC_Cn1V3sptnd/s400/Screen+Shot+2016-02-28+at+4.08.46+pm.png" width="400" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Small cycles of action learning towards the outcome works better. Planning an iteration.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Canvas - you need the freedom to paint it. Freedom to move with the kids. The plan allows flexibility and freedom to do the great things we want to do. Planning is a means to an end.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Collaboration helps us to deliver something - its a means to an end.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">4. They don't lose sight of what they are asking other people to do. It's important to remember the hard job our teachers are doing. The school is as strong as its classrooms. Would you flourish in the environment your leadership creates. What does the airspace around our teachers look like ?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Person & performance - the standard you walk past is the standard you accept.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">5. They have all found ways to increase the total quantity of power - access to power. Genuine leadership increases. We want everyone to feel they can contribute. Leaders grow leaders and create the conditions for others to grow. Balance.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">6. They have appreciative mindsets. More appreciation about seeing what's going right and then able to say what's not going well. We can be very judgemental in our roles as leaders. Positivity Ratio: An engaged employee gives you the stuff they don't have to give you. The oil of the engine of Catholic education is discretionary efforts.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Just to survive 3:1 Employees need 8 times more positive feedback to flourish. We need to be drawn to the positives much more than anything else. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">7. They achieve and protect strong narrative clarity. The place knows what its all about. They have the story right for the place. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">6 questions of organisational clarity - </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Why do we exist ?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How then do we need to be behaving ?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What's our work ?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How do we know when we are successful ?</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpJblwdnkyHYf3LgA8PDPTaiu3CMZg3O3M9J-d8IB5zcr5iUpG4e5WWVXjUDZMTsX7MMhKbitGh_3sn7lT6u-rSrjL2Mx_PqvZeFcslnT1HXsVPyduYMSdPb2h-xdC97bV351oRRQQi4wb/s1600/Screen+Shot+2016-02-28+at+4.20.46+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="295" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpJblwdnkyHYf3LgA8PDPTaiu3CMZg3O3M9J-d8IB5zcr5iUpG4e5WWVXjUDZMTsX7MMhKbitGh_3sn7lT6u-rSrjL2Mx_PqvZeFcslnT1HXsVPyduYMSdPb2h-xdC97bV351oRRQQi4wb/s400/Screen+Shot+2016-02-28+at+4.20.46+pm.png" width="400" /></a></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">The most demotivating circumstance is that they don't know they are making progress at something that matters. Progress success markers termly would be good.</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">What's most important right now and who needs to be doing what - operational clarity ?</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">To be everywhere is nowhere and too many things is a bad thing.</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">People are taking pot luck if you don't have narrative clarity.</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">Stories give data a soul. The numbers have to have faces and names. That makes it more powerful.</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">8. Great at asking outrageous question ? eg. How would my leadership be if I had to lead volunteers ? Will our organisation got to heaven ? What is good about this organization. What is our patient experience. Do we have invisible children here ? Children who ask for very little and get just that. They called those children amber. The ones that are doing well are green and those with learning needs are red. What about the ambers ? Track amber children and make sure every child had a champion.</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">If you find a question that drags people in, then much energy can come from a great question.</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">What question would outrage your team ?</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">9. They have professional health and wellness. What could you do to help people to get a balance ? Sacrifice and renewal. Model it yourself and take care of those you work with.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Day 2 Trust and skilful conversations</b></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik52-a0JPz-owZfxOfcqe-oCN_aS9q2vZk-xeFjJq1U1asQGooOjRsShHAZOuGCkwbp1g8CTizG-3dkW8DD4l26mdOOEeAjndC3GIZgNhMg5CtCvJf_pnNnEpym54wqk7SuushAZrdsBY_/s1600/Screen+Shot+2016-02-26+at+9.14.29+am.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEik52-a0JPz-owZfxOfcqe-oCN_aS9q2vZk-xeFjJq1U1asQGooOjRsShHAZOuGCkwbp1g8CTizG-3dkW8DD4l26mdOOEeAjndC3GIZgNhMg5CtCvJf_pnNnEpym54wqk7SuushAZrdsBY_/s320/Screen+Shot+2016-02-26+at+9.14.29+am.png" width="320" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">God comes to us, disguised as our lives.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">How do we be radical with less ?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We are radical, regardless of the resourcing we may not have access too.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">You can't call yourself humble.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Level 5 leaders (Jim Collins) - characterised by deep resolve, determination, deep humility.</span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">If your knowledge could be held in a golf ball - contact with ignorance. As you grow..humility travels with competence.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjTG49PCBz_NW47VbhbfWROpnliT4PXqs3-feCLSXxwgPMh_NZaJXOkjCNVWx9GQLOExy_9ZDpFuqApwbic9AodITzKV2T1YLZqnS3FXXJjOvEv63aBK5sK4bde8htA6JGyw2ad5SzA0LP/s1600/Screen+Shot+2016-02-28+at+3.52.51+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjTG49PCBz_NW47VbhbfWROpnliT4PXqs3-feCLSXxwgPMh_NZaJXOkjCNVWx9GQLOExy_9ZDpFuqApwbic9AodITzKV2T1YLZqnS3FXXJjOvEv63aBK5sK4bde8htA6JGyw2ad5SzA0LP/s320/Screen+Shot+2016-02-28+at+3.52.51+pm.png" width="320" /></a></div>
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<span lang="EN-US" style="background-color: cyan;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Do you work through questions rather than answers ? Coaching needs to be done through better questions.</span></span></div>
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<span lang="EN-US" style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Leadership as a disposition rather than a position</span></span></div>
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<span lang="EN-US" style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Enable rather than empower (you are not giving power to others)</span></span></div>
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<span lang="EN-US" style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Kouzes & Posner 5 exemplary practices of good leadership</span></span></div>
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<li><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">model the way</span></li>
<li><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">inspire shared vision</span></li>
<li><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">challenge the process</span></li>
<li><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">enable others to act</span></li>
<li><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">encourage the heart </span></li>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Shared purpose and trust are fundamental to high performance.</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Leadership needs to be subtractive at times and take things away.</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">What should we STOP doing around here ? Follow the process and narrow them down to just the top three.</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Trust looks like:</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">When you are not in the room here, you will be,,, protected (gossip).</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">'Guys we are better than this and we are trying as a company to be better than this. It takes courage.</span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">We need to get past the culture of triangles and talk directly to each other.</span></span></div>
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<span lang="EN-US" style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>High Performing Teams</b> - high trust, high quality conflict, high engagement, high peer accountability, high teamwork & results, Lencioni, 2012</span></span></div>
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<span lang="EN-US" style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Peer accountability is great to see. Campfire ( purpose)</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiBkO9UAzbhJgQQ2x1wZx2s_PUuC2Yb1eXqZb66C784ieE-a4-v1hYGTuCeblxMMLoXuF_c7tb3Lg6xpvX6gKdxz4MaDm3k0mtuhzub5nRAIogeUS9Y6rlnUnYpUqFxaB4Yk_ft13z1HES/s1600/Screen+Shot+2016-02-28+at+4.07.01+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="305" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiBkO9UAzbhJgQQ2x1wZx2s_PUuC2Yb1eXqZb66C784ieE-a4-v1hYGTuCeblxMMLoXuF_c7tb3Lg6xpvX6gKdxz4MaDm3k0mtuhzub5nRAIogeUS9Y6rlnUnYpUqFxaB4Yk_ft13z1HES/s400/Screen+Shot+2016-02-28+at+4.07.01+pm.png" width="400" /></a></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Positive</b></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><b style="background-color: white;"> deviant</b><span style="background-color: white;"> -things that vary from the norm. </span><span style="background-color: cyan;">We must study our own successes - we have achieved it in our time with our resources.</span></span></span></div>
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<span lang="EN-US" style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Negative deviant - something that's not working</span></span></div>
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<span lang="EN-US" style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Individual excellence loses the power of the group.</span></span></div>
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<span lang="EN-US" style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Leadership in Catholic schools is relational, emotional and very visual.</span></span></div>
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<span lang="EN-US" style="background-color: white;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Our effect on learning has to be mediated through the teachers if we are not in the classrooms.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">Trust -character and competence, belief in and ability and integrity of each other.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">When trust is high... speed of execution is fast. Important our staff meetings are safe places to talk. </span></span><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">When trust is high constructive conflict is possible</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">Conflict continuum.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: white;">Ideal conflict point is about 4.5 to keep it about issues.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Upskill in competence but hard to upskill character.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Leaders who are skilful extend trust.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Skilful Conversations:</b></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Bring conversation to a specific place eg. relating it directly to the actual issue (like listening).</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It's about knowing how to say difficult things in skilful ways.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Our dysfunctional perception - confirmation from ourselves. These are the facts as we see them and the truth as we see it.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Ladder of Inference (slide) Need to get it right. Reflective loop. The moment you have beliefs about the data that's what determines what we notice. Talk is the most valuable way to make a difference.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Data - what are we paying attention to ?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">When you look at something it is a framework, when you use it, it becomes a tool.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Use the ladder with the staff - as a leadership team for example as a check for difficult decisions to make as a leader.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Use it with the school board and it becomes a tool in our leadership toolbox.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The stance we take for a difficult conversation is vital</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The stance is simple, forward and tell, back foot and listen. Timing is important.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Dance between those energies in crucial conversations.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What is our preferred default stance ? advocacy or inquiry ?</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Message Delivery crucial conversation. Initial stance: Advocacy</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Awareness - you must raise the issue and give the data. You must be clear on the critical message.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Acceptance - come back and listen for acceptance</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Action - as soon as you have acceptance then move to action. Enough action will give momentum. Summarise the agreement verbally even follow it with a quick email.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Acknowledgement</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> FAST</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Actionable - it can actually be changed</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Specific - connected to behaviours that you have seen</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">CPR to scale it up. In the same framework but lifting the stake.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Relationship</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Evidence is if we start the conversation off well then it will go well.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Language counts eg. focus on the issues rather than on anything personal</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">IBM</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Invite them to say it again - I'm not clear, I want to be really clear</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Breathe and this helps with adrenalin (Yahweh)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">M This is what I need to say. It's not about you, lets come forward and deal with this</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Turn it from a concept into a tool. "</span><span style="font-family: "arial" , "helvetica" , sans-serif;">I need to have a professional conversation with you.."</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Special thanks to Brenda Spillane for allowing me to share some of his slides and for an inspiring two days of leadership and learning.</span></div>
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Anonymousnoreply@blogger.com5tag:blogger.com,1999:blog-7404357415551098632.post-88699833997885705072016-02-22T21:39:00.003+13:002016-02-23T10:10:11.728+13:003 winners for junior learners: Self - management goals, shorter sessions & visual prompts<div class="separator" style="clear: both; text-align: center;">
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Continually inquiring into our pedagogy and reflecting on best practice for engagement and learning success is something we are serious about at St Joseph's. As a passionate New Entrant teacher from my pre principal days, I had the pleasure of spending quality time in Jo O'Sullivan's class at the Paeroroa Campus of South Timaru School with our Junior Hub One teachers. Special thanks to Jo and her learners for welcoming us into her class.<br />
Jo has been teaching the juniors for thirty-eight years. She has the energy of a beginning teacher with the skills and expertise of an expert practitioner. We want to ensure our juniors get off to the best ever start and Jo has a reputation for doing just that with her learners.<br />
Here are the three winners that stood out and some further reflections from our visit.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifFW59ibXf1L39JwYgM9-0jLfBymOuXDS-PGA4ZGzauStkvz3ujZfwRsH6cNacARyuRevHYJ1FJol2hDWNAnTKEAzUHPY9KcX_nEs7-uyglsdukgIw5fKNH5jwFjdIUc3RaSqaUK8jgb8l/s1600/IMG_0163.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifFW59ibXf1L39JwYgM9-0jLfBymOuXDS-PGA4ZGzauStkvz3ujZfwRsH6cNacARyuRevHYJ1FJol2hDWNAnTKEAzUHPY9KcX_nEs7-uyglsdukgIw5fKNH5jwFjdIUc3RaSqaUK8jgb8l/s320/IMG_0163.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Jo in action in front of the literacy wall</td></tr>
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<span id="docs-internal-guid-6f6568a0-0766-fb73-54b8-b54d0a0c6486"><span style="background-color: magenta; font-family: "times" , "times new roman" , serif; font-size: large;"><span style="vertical-align: baseline; white-space: pre-wrap;">1.</span><span style="vertical-align: baseline; white-space: pre-wrap;"> Learning and self - management goals</span><span style="vertical-align: baseline; white-space: pre-wrap;">.</span></span></span></div>
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<span id="docs-internal-guid-6f6568a0-0766-fb73-54b8-b54d0a0c6486"><span style="font-family: "times" , "times new roman" , serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">The children have writing goals and self-management goals. </span></span></span><span style="font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">They shared them with the class. The children were asked to read them in a big voice. Jo said, “Everyone needs to know what you are working on”.</span></div>
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<span id="docs-internal-guid-6f6568a0-0766-fb73-54b8-b54d0a0c6486"><span style="font-family: "times" , "times new roman" , serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">They read them before they started work for the day and then before writing. </span></span></span></div>
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<span id="docs-internal-guid-6f6568a0-0766-fb73-54b8-b54d0a0c6486"><span style="font-family: "times" , "times new roman" , serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">Some examples were:</span></span></span></div>
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<span id="docs-internal-guid-6f6568a0-0766-fb73-54b8-b54d0a0c6486"><span style="font-family: "times" , "times new roman" , serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">I am learning to form my letters correctly...</span></span></span></div>
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<span id="docs-internal-guid-6f6568a0-0766-fb73-54b8-b54d0a0c6486"><span style="font-family: "times" , "times new roman" , serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">I am learning to not hurt others, use a nice voice...</span></span></span></div>
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<span id="docs-internal-guid-6f6568a0-0766-fb73-54b8-b54d0a0c6486"><span style="font-family: "times" , "times new roman" , serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">I am learning to give things a go...</span></span></span></div>
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<span id="docs-internal-guid-6f6568a0-0766-fb73-54b8-b54d0a0c6486"><span style="font-family: "times" , "times new roman" , serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">I will listen to the teacher and look at her when she is talking...</span></span></span></div>
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<span style="background-color: cyan;"><span style="line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">Classroom management strategies</span><span style="line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">? What does she find most effective ? </span></span><span style="line-height: 1.38; white-space: pre-wrap;">Jo continually refers to the children managing themselves.”Manage your body, manage your book”. </span><span style="line-height: 1.38; white-space: pre-wrap;">Jo never sits. Jo roams and checks and supports, she sits on the floor to work with the children, roams again and ensures everyone is on task.</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;">Jo addressed a boy off task...“You have one chance or I will make the choice for you..” “When and then….” Jo gives them a choice, goes away and gives them time to make the right choice and then checks in again and gives praise. At another time Jo said, </span><span style="line-height: 1.38; white-space: pre-wrap;">“I don’t mind if you work together as long as you work sensibly.” </span><span style="background-color: white; line-height: 1.38; white-space: pre-wrap;">Jo uses a self-management mat. If someone is off task they work on the mat. </span></div>
<span style="background-color: cyan;">We loved </span>the Jump Jam video break and the yoga mindfulness stretches.</div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqGXnvNFsdQqtfvMaWso7aWpw16F5o7dPdHF8HBD9m6AXcVV4931sL9zYin0sauk-s4EICvJrZWVRvAyF7BeMRr_QPEIEac7gpy-XwQx_9qSjZCsPgjOkAn4lTrRXAQCpxC_KviHHmCMH9/s1600/IMG_0168.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqGXnvNFsdQqtfvMaWso7aWpw16F5o7dPdHF8HBD9m6AXcVV4931sL9zYin0sauk-s4EICvJrZWVRvAyF7BeMRr_QPEIEac7gpy-XwQx_9qSjZCsPgjOkAn4lTrRXAQCpxC_KviHHmCMH9/s320/IMG_0168.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The learners read their goals before they start.</td></tr>
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<span style="background-color: cyan; vertical-align: baseline; white-space: pre-wrap;">Pencil grip </span><span style="background-color: white; vertical-align: baseline; white-space: pre-wrap;">- Jo r</span><span style="vertical-align: baseline; white-space: pre-wrap;">einforces this. They all write with pens and the correct way to hold the pen is shared with parents at the 4 year old transition to school sessions.</span></div>
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<span style="background-color: cyan; vertical-align: baseline; white-space: pre-wrap;">Pre school visits - how are these organised ?</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;">Friday afternoon transition sessions. Jo focuses on social skills - dependent on the needs of the children at the time. Below is the Y chart of skills they are working on with parents at present.</span></div>
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<span style="background-color: cyan; line-height: 1.38; white-space: pre-wrap;"> What phonics teaching methods does she use?</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;">Kiwi Phonics by Heather Deighton-O’Flynn </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0s8HFRWl8HQt7_gqzHI4bgC4UzCSbRyeyXNTZjNc641UPAKGnYX2k6loNhHBzno4oU-QXEEYaMCWrWo2IkuV4YFKTiZ9LpmSIupCu7gh8yLyX6TlCXHsykRtakLecaUH-2rqltnYslr-9/s1600/IMG_0174.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0s8HFRWl8HQt7_gqzHI4bgC4UzCSbRyeyXNTZjNc641UPAKGnYX2k6loNhHBzno4oU-QXEEYaMCWrWo2IkuV4YFKTiZ9LpmSIupCu7gh8yLyX6TlCXHsykRtakLecaUH-2rqltnYslr-9/s320/IMG_0174.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Y chart of social skills to focus on.</td></tr>
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<span style="background-color: magenta; font-size: large;">2. Shorter learning sessions</span></div>
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<span style="background-color: cyan; vertical-align: baseline; white-space: pre-wrap;">Reading and Mathematics routine activities. What are her activities ? How often does she change them?</span><br />
<span style="vertical-align: baseline; white-space: pre-wrap;"> Half hour slots for everything, repeated throughout the day. </span><span style="line-height: 22.08px; white-space: pre-wrap;"> Literacy and numeracy end up being done twice a day - shorter, succinct session with total engagement.</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="background-color: white;">Jo finds the P</span>M readers are better than </span><span style="line-height: 20.24px; white-space: pre-wrap;">Ready to Read</span><span style="vertical-align: baseline; white-space: pre-wrap;"> for the foundation reading, vocabulary and </span><span style="line-height: 20.24px; white-space: pre-wrap;">punctuation</span><span style="line-height: 1.38; white-space: pre-wrap;"> skills. </span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;">Learners don't have individual browsing boxes. They have some books in their reading folders and have access to a few large shared browsing boxes. </span><span style="line-height: 1.38; vertical-align: baseline; white-space: pre-wrap;">All learners are targeted and monitored, not only the below learners. </span><span style="line-height: 1.38; white-space: pre-wrap;">Repetition of the basic skills, sounds, blends, high frequency words.</span></div>
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<span style="vertical-align: baseline; white-space: pre-wrap;"><span style="background-color: magenta; font-size: large;">3.Visual prompts </span> Jo uses many visual prompts to direct the children to what they need to do. There are numerous posters for : how to sit when listening on the floor, how to get on with their learning at the tables, healthy brain food in their lunch boxes...as well as the WITS way and their Class Treaty. The literacy wall has everything the learners need to support them to write independently. Everything displayed has a learning purpose. "We work hard to make it easy to learn" is the class motto.</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKGvf3IcuG0opqE2y0nQe1YJpSq1GQzArOswwHVFiHDSHAhyphenhyphen8MsRBKDJrPYUl5o63T3qouFRBsSog3JyTZKHBXafCXO1CMubKH3nWxi_yRA0RmfVZSq1KJ82vZ7NTWLPBGHuYwbhCFkiV2/s1600/IMG_0141.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiKGvf3IcuG0opqE2y0nQe1YJpSq1GQzArOswwHVFiHDSHAhyphenhyphen8MsRBKDJrPYUl5o63T3qouFRBsSog3JyTZKHBXafCXO1CMubKH3nWxi_yRA0RmfVZSq1KJ82vZ7NTWLPBGHuYwbhCFkiV2/s320/IMG_0141.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">WITS way display</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-ZWGvK3Fvf_wRO38tJBKsiSUstwmNb48-m6u_58Ka1KYZSso0V_cxWWFQVXs5gCjNcKtWejkpPD-aTGh1d6ePmT9IXkl-z8mlCVDGaBYvhml-CMnkmD9aMHzlNd_93XtTAMVWqalU0rrE/s1600/IMG_0142.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-ZWGvK3Fvf_wRO38tJBKsiSUstwmNb48-m6u_58Ka1KYZSso0V_cxWWFQVXs5gCjNcKtWejkpPD-aTGh1d6ePmT9IXkl-z8mlCVDGaBYvhml-CMnkmD9aMHzlNd_93XtTAMVWqalU0rrE/s320/IMG_0142.JPG" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Visual Class Treaty</td></tr>
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<span style="background-color: cyan; font-family: "times" , "times new roman" , serif; line-height: 22.08px; vertical-align: baseline; white-space: pre-wrap;">School Entry Assessment. What does Jo use and when ?</span><span style="font-family: "times" , "times new roman" , serif; line-height: 22.08px; vertical-align: baseline; white-space: pre-wrap;"> Jo assesses them as soon as they start. Very detailed student profiles are kept from enrolment. These compliment the pre school profiles.</span><br />
<span style="background-color: cyan; font-family: "times" , "times new roman" , serif; line-height: 1.38; white-space: pre-wrap;">What follow up learning do they do at home ?</span><br />
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<span style="font-family: "times" , "times new roman" , serif;"><span style="vertical-align: baseline; white-space: pre-wrap;">Home reading - the learners have an enlarged and laminated essential word list and alphabet chart for sound practice with tracking graph on the back. Jo ticks these off and records progress. </span></span></div>
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<span style="font-family: "times" , "times new roman" , serif; line-height: normal; text-align: center;">I took three videos of Jo in action and will share these once we have approval.</span></div>
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<span style="background-color: magenta; font-family: "times" , "times new roman" , serif;"><br /></span>
<span style="background-color: magenta; font-family: "times" , "times new roman" , serif;">After discussion and reflection, as a result of our visit, some of the ideas Junior Hub 1 will be incorporating into their hub are:</span><br />
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<span style="font-family: "times" , "times new roman" , serif;">Giant literacy wall between the rooms, reorganisation of browsing boxes & trays, school entry assessment on arrival, tracking graphs, writing and self- management goals, half hour literacy and numeracy session (twice a day) fit well with out focus on engagement, shorter wait times on the mat (6-8 minutes max) and a new plan for Terrific Thursdays</span><span style="font-family: "times" , "times new roman" , serif; font-size: 12.8px; text-align: center;">.</span><span style="font-family: "times" , "times new roman" , serif;"></span><br />
<span style="font-family: "times" , "times new roman" , serif; font-size: 12.8px; text-align: center;"><br /></span>
<span style="font-family: "times" , "times new roman" , serif; font-size: 12.8px; text-align: center;"><span style="font-size: small; text-align: start;">Here are some videos of Jo in action from the visit. Unfortunately the video quality isn't the best/</span></span><br />
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/xgHk6vIQw68/0.jpg" src="https://www.youtube.com/embed/xgHk6vIQw68?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
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Junior reading </div>
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/lpJpolJVMz8/0.jpg" src="https://www.youtube.com/embed/lpJpolJVMz8?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
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Junior literacy</div>
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<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/uyNadJTriHw/0.jpg" src="https://www.youtube.com/embed/uyNadJTriHw?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<span style="font-family: "times" , "times new roman" , serif; font-size: 12.8px; text-align: center;"> Junior maths</span><br />
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-68909877367916855102016-02-08T11:54:00.002+13:002016-02-08T15:05:49.307+13:00To hub or not to hub: Engaging parents & Empowering learners<span style="color: blue;">I recall how excited my colleagues and I were when we spotted the giant 'hub' sign in the domestic terminal at Christchurch Airport. We were on our way to attend the </span><span style="background-color: white;"><span style="color: blue;"><a href="http://jennyljackson.blogspot.co.nz/2015/07/horizones-of-hope-reflections-from.html" target="_blank">Catholic Education Convention </a>in Wellington and were transferring to another flight. The giant, illuminated sign generated a rich discussion around the benefits of our new learning spaces.</span> </span><br />
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<tr><td class="tr-caption" style="text-align: center;">Hub at Christchurch Airport, New Zealand</td></tr>
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<span style="background-color: white;">At the </span>start of 2015, we welcomed families into our <a href="http://jennyljackson.blogspot.co.nz/2015/02/evolving-elss-for-powerful-open.html" style="background-color: white;" target="_blank">Engaging Learning Spaces </a>(ELS). Our traditional classrooms were creatively transformed into collaborative, engaging learning spaces.<br />
To help children, staff and parents understand the collaborative nature of these ELS, we introduced the word 'hub' to replace the word 'classroom'. Most dictionaries define a 'hub' as 'a centre of activity'. Different schools have adopted different names such as pods, caves, hubs and hives. We settled for hubs: Junior Hub 1 ( NE, Yr 1), Junior Hub 2 ( Yr 2, Yr 3), Senior Hub 1 ( Yr 4, Yr 5), Senior Hub 2 ( Yr 6, Yr 7, Yr 8)<br />
It's important to understand the word hub refers to the physical location of the classes. Classes are not mixed together in the hubs like the traditional composite model. Year groups still maintain their unique identity with a dedicated year group teacher.<br />
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The word 'hub' does not define the way we plan or teach. It is a way to locate year groups across the school, just like the convenience store at the airport. The way we plan and teach can be more readily described by the word 'collaborative'. </div>
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I am fortunate to have experienced teaching in a range of settings and countries for thirty-five years. During that time, I have been part of traditional, open plan, montessori and jena plan classrooms and schools. Each worked in its own way and addressed the learning needs for the learners at the time. The one constant that made all of these learning environments successful, was enthusiastic and passionate educators, focussed on achievement and success for all. </div>
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Our curriculum goal for several years has been: To engage our learners in deep learning for success. During this time, we dedicated time to inquiring into our teaching practice, talking with our learners and studying research around engagement. This theme was the focu<span style="background-color: white;">s of m<a href="http://jennyljackson.blogspot.co.nz/2014/05/how-do-we-engage-every-student-in-deep.html" target="_blank">y sabbatical study in 2014.</a></span><a href="http://jennyljackson.blogspot.co.nz/2014/05/how-do-we-engage-every-student-in-deep.html" target="_blank"> </a>We are a team of professionals. When we come together as a collaborative team and genuinely discuss how to make a positive difference for the children we teach, we bring together our combined experience and expertise. For example, if we combine the teaching experience of all of our teachers, we share 200 years of experience. Imagine the rich, educational discussions we have when we come together. Similarly, when two teachers combine their knowledge and expertise, they enrich the teaching and learning opportunities for the learners in the ELS.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJEGih_ctmVo6iddFxjHYPn2KBZBU8RkmM3oL9JlypwOwMo-D2qxRyerdAXnCO8Jbyuewoz7AlI-_i8gcPhHHSrihI0-fAmBlXvCpi3cC6pZygkRo1J-8W986DqNZsdB5wv6i27PKvq_Gx/s1600/Screen+Shot+2016-02-08+at+11.09.58+am.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjJEGih_ctmVo6iddFxjHYPn2KBZBU8RkmM3oL9JlypwOwMo-D2qxRyerdAXnCO8Jbyuewoz7AlI-_i8gcPhHHSrihI0-fAmBlXvCpi3cC6pZygkRo1J-8W986DqNZsdB5wv6i27PKvq_Gx/s320/Screen+Shot+2016-02-08+at+11.09.58+am.png" width="312" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Quote from @gcouros George Couros. <a href="http://georgecouros.ca/blog/?s=empowerment" target="_blank">You can read more here.</a></td></tr>
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<span style="color: blue;"><b>Five simple ways parents can support teachers</b></span><br />
As parents and first educators for children, teachers need parent's support.<br />
1.Take time to explore the <a href="https://sites.google.com/a/stjoseph.school.nz/teaching-and-learning-at-st-joseph-s/" target="_blank">Teaching and Learning site </a>with your children. Our teachers have willingly shared their planning.<br />
2. Be purposeful and positive about actioning the ways you can support your children and ask your child or their teacher if you can't understand anything.<br />
3. Help your children to get to school well before 9 o'clock so they can settle and prepare for the day ahead.<br />
4. Smile and show you appreciate the efforts your child's teachers make. Children can sense negativity and thrive in a positive, loving environment. Our teachers are all passionate about teaching and we want them to share their love for learning with your children.<br />
5. Make time to have a chat with your child's teacher if you have any worries. It's better to arrange a dedicated time when the teacher is free. We like our teachers to be in hubs, mingling with the children, relationship building between 8:30-9:00.<br />
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To hub or not to hub. It's time for parents to move the focus from the 'hub' and to genuinely engage with the authentic learning opportunities available for children in the ELS. In 2016, we are already moving from engagement to empowerment for our learners. Let's all be empowered as we work together to help our children succeed to be the best they can be in all they do.<br />
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-49737857642798484002016-01-26T15:48:00.000+13:002016-01-26T16:03:54.116+13:00Are you ready for the 2016 school year ? 5 key reminders<div class="MsoNormal">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In 2014, we began to share our learning, news and events digitally. In 2015, we transformed our learning spaces (Engaging Learning Spaces ELS </span><a href="http://jennyljackson.blogspot.co.nz/2015/02/evolving-elss-for-powerful-open.html" style="font-family: arial, helvetica, sans-serif;" target="_blank">learn more here</a><span style="font-family: "arial" , "helvetica" , sans-serif;">) to reflect our school wide goal: To engage every student in deep learning for success. We continued to share our learning via blogs and a dedicated </span><a href="https://sites.google.com/a/stjoseph.school.nz/teaching-and-learning-at-st-joseph-s/" style="font-family: arial, helvetica, sans-serif;" target="_blank">Teaching and Learning Site</a><span style="font-family: arial, helvetica, sans-serif;">.</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small; text-align: start;">Our popular <a href="http://stjosephslearningandnews.blogspot.co.nz/" target="_blank">weekly school newsblog </a>has had over 45,000 views </span><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small; text-align: start;">from learners, families and interested visitors across the world.</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We also welcomed over one hundred visitors to our school in 2015. <a href="http://jennyljackson.blogspot.co.nz/2015/09/3-out-of-4-learning-terms-completed.html" target="_blank">You can learn more at this link</a>. Principals and teachers from across the South Island described our students as "...engaged and connected learners who could speak confidently about their learning". You can learn more about 2015 and next steps for 2016 <a href="http://jennyljackson.blogspot.co.nz/2015/12/reach-into-future-8-positives-and-5.html" target="_blank">at this link</a>.</span><br />
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/8hLSsjqmZpo/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/8hLSsjqmZpo?feature=player_embedded" width="320"></iframe></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> <span style="font-size: x-small;">Here is a video taken during one of the visits.</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">We received a glowing Catholic review report. <a href="http://jennyljackson.blogspot.co.nz/2015/10/a-genuine-culture-of-optimism-hope-and.html" target="_blank">You can learn more at this link.</a> We are committed to continuing to keep Christ at the heart of all we do at St Joseph's as we strive to honour the reason for the existence of our Catholic schools.</span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">1. School starts back on Monday 1st February. The uniform shop will be open on Wednesday 27th January and Friday 29th January from 9:15-12:30pm. It will also be open on Monday 1st February from 8:30-9:00. Thanks Adele for being available. </span><br />
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">2. Our 2016 stationery lists can be found <a href="http://www.myschool.co.nz/stjosephoamaru" target="_blank">at this link.</a> You can order them online through Office Max or take the list to our local Paper Plus or Warehouse store and collect what you need. </span><br />
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">3. The Home & School with funding support from the board and the Otago Community Trust are generously upgrading the hall kitchen. There will be no school canteen in Term 1. Lunch options will be shared with you next week. Children will need to bring their own lunches during the first week of term.</span><br />
<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">4. </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="background-color: yellow;"><span style="background-color: white;">On </span></span></span><span style="background-color: white; font-family: "times";"><span style="font-family: "arial" , "helvetica" , sans-serif;">Thursday 4th February at 9:15am t</span><span style="font-family: "arial" , "helvetica" , sans-serif;">here will be a welcome back school mass followed by the presentation of badges to our Year 8 leaders in St Patrick's Basilica. All parents and friends are welcome to join us.</span></span></div>
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">5. Our dedicated 'Teaching and Learning Site' will be updated and ready to go for 2016 before the new school year begins. You can check what's happening in the first week of the term by going to the section for your child's year group at 5pm on Sunday 31st January. Take some time to help prepare your child for school by discussing the learning together.</span></div>
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9D5IUGezU9I875FrFjI_ta3NmAFUS8n8Zp7g9ZLd5sUnYjHmWRYGFJk4G0_sHhczYyH-dt0DDB26TAauPJOAiFWuqEdTx16tWXKfw3BibQC0hJDILdR-yeE4sOngCVfXOc-0wGt6yEX14/s1600/ScreenHunter_392+Jan.+27+22.25.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="218" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9D5IUGezU9I875FrFjI_ta3NmAFUS8n8Zp7g9ZLd5sUnYjHmWRYGFJk4G0_sHhczYyH-dt0DDB26TAauPJOAiFWuqEdTx16tWXKfw3BibQC0hJDILdR-yeE4sOngCVfXOc-0wGt6yEX14/s400/ScreenHunter_392+Jan.+27+22.25.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.8px;"><a href="https://sites.google.com/a/stjoseph.school.nz/teaching-and-learning-at-st-joseph-s/" target="_blank">You can access the site by going to this link.</a></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Thanks to our board who have funded the installation of three air conditioning units for the upstairs ELS. These will help to provide some much needed cool air for our Senior Hub 2 learners and staff.</span><br />
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<span style="background-color: white; font-family: "arial" , "helvetica" , sans-serif;">At the request of the School Council, the board have also funded a new water fountain where drink bottles can be easily filled up. A new uniform shop is also under construction and we are waiting for the new basketball hoops to arrive.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiF2WZKP6O3sCVqYuIQB3mvroKzYKu-b0suOhap3lSBzRk6FQs1zeZd1YCRKyxnVgqQB-3HC4nLPrGzRDiPu2HFAhEplEx6VdltIxXhdz9lGI0qEJazu92k4Y_UHg96k77MREQVhm192ZOh/s1600/Screen+Shot+2016-01-26+at+3.01.08+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiF2WZKP6O3sCVqYuIQB3mvroKzYKu-b0suOhap3lSBzRk6FQs1zeZd1YCRKyxnVgqQB-3HC4nLPrGzRDiPu2HFAhEplEx6VdltIxXhdz9lGI0qEJazu92k4Y_UHg96k77MREQVhm192ZOh/s320/Screen+Shot+2016-01-26+at+3.01.08+pm.png" width="150" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Thanks to all of our staff including cleaners, caretakers and office staff who have spent time preparing our school to officially welcome you back on Monday.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Please contact us if you have any questions, worries or concerns by emailing office@stjoseph.school.nz or jjackson@stjoseph.school.nz or by ringing 03 4348856. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Like us on our school Facebook page St Joseph's Oamaru or follow us on Twitter and Instagram by typing in #Stjoesoamaru. You can also check up on any information on our</span><a href="http://stjosephslearningandnews.blogspot.co.nz/" style="font-family: arial, helvetica, sans-serif;" target="_blank"> newsblog</a><span style="font-family: "arial" , "helvetica" , sans-serif;"> or </span><a href="http://st.josephs.school.nz/index.php" style="font-family: arial, helvetica, sans-serif;" target="_blank">school website</a><span style="font-family: "arial" , "helvetica" , sans-serif;"> and download the PTC calendar app on your phone.</span></div>
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-78207953851360799142015-12-03T06:05:00.000+13:002016-01-31T17:01:39.767+13:00reaCh into the future - 8 positives and 5 developments<div class="separator" style="clear: both; text-align: center;">
<span style="font-family: "verdana" , sans-serif;"><b><span style="background-color: orange;">Reach</span> for the Stars as Lifelong Learners in the Catholic Faith</b></span></div>
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<span style="font-family: "verdana" , sans-serif;">This is our vision statement developed as a result of community consultation just after I became principal in <span style="background-color: white;">2007</span>. We are preparing to relaunch our vision as we reaCh into the future in readiness for 2016.</span></div>
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<span style="font-family: "verdana" , sans-serif;">At the start of our final school term for 2015, we recorded the key skills and attitudes our learners develop as they progress from Junior Hub 1 to the end of Senior Hub 2 (Year 1 to 8). Our collaborative teaching methods and the resources we use (including but not limited to digital ones) are the tools to support our learners to be the best versions of themselves by the time they transition to high school. </span></div>
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<span style="font-family: "verdana" , sans-serif;">Our Deputy Principal, Paul Cartlidge creatively collated these progressions onto <a href="http://saintjoreach.weebly.com/" target="_blank">a weebly site</a> to help make them explicit and tangible. Our next step is to develop an informative brochure to visually share these skills and attitudes with our community.</span></div>
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<span style="font-family: "verdana" , sans-serif;">Our Assistant Principal, Siobhan Burke reminded us about the brochure and <b>be</b> theme captured our attention at the <a href="http://jennyljackson.blogspot.co.nz/2015/07/horizones-of-hope-reflections-from.html" target="_blank">Catholic Convention</a>.</span></div>
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<span style="font-family: "verdana" , sans-serif;">This got me thinking...</span></div>
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<span style="font-family: "verdana" , sans-serif;"><b>DRAFT ideas at this stage</b></span></div>
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<span style="font-family: "verdana" , sans-serif;">Here are my active reflections around the potential of using the word </span><span style="background-color: orange; font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;">reaCh.</span></div>
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<span style="font-family: "verdana" , sans-serif;">Our vision to Reach for the Stars as Lifelong Learners in the Catholic Faith can be captured in the single word </span><span style="font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;"><span style="background-color: orange;">reaCh</span>.</span></div>
<span style="background-color: orange; font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;">r</span><span style="font-family: "verdana" , sans-serif; text-align: center;">espectfully </span><span style="background-color: orange; font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;">e</span><span style="font-family: "verdana" , sans-serif; text-align: center;">ngage & </span><span style="background-color: orange; font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;">a</span><span style="font-family: "verdana" , sans-serif; text-align: center;">chieve with and through </span><span style="background-color: orange; font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;">Ch</span><span style="font-family: "verdana" , sans-serif; text-align: center;">rist</span><br />
<span style="font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;"><span style="background-color: orange;">r</span> </span><span style="font-family: "verdana" , sans-serif; text-align: center;">represents our 4'R's - respect, reverence, resilience and good relationships</span><br />
<span style="background-color: orange; font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;">e</span><span style="font-family: "verdana" , sans-serif; text-align: center;">ngage links to our school wide goal:To engage in deep learning for success</span><br />
<span style="background-color: orange; font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;">a</span><span style="font-family: "verdana" , sans-serif; text-align: center;"> is the way we aim to actively achieve in all that we do</span><br />
<span style="background-color: orange; font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;">Ch</span><span style="font-family: "verdana" , sans-serif; text-align: center;"> reminds us how we do everything, in, with and through Christ. </span><span style="font-family: "verdana" , sans-serif; text-align: center;">Ch also reminds us of the church and the importance of being </span><span style="font-family: "verdana" , sans-serif; text-align: center;">active in our Catholic faith.</span><br />
<span style="font-family: "verdana" , sans-serif; text-align: center;"><br />Other variations could include:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJVTxd_i3quJBq5PLz9uAieH8zsI3jH9ifOmZlwT80x1e9xRdoQptZ5vQR1BNEU91CfnglUlPRYRp90qfEO5vz-rhRBYJgV4nCTXC9VcS4edNYheyZLUyAjFcSoNwbvCyDQ6b-txVDTCYO/s1600/Screen+Shot+2015-11-29+at+7.45.25+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="140" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJVTxd_i3quJBq5PLz9uAieH8zsI3jH9ifOmZlwT80x1e9xRdoQptZ5vQR1BNEU91CfnglUlPRYRp90qfEO5vz-rhRBYJgV4nCTXC9VcS4edNYheyZLUyAjFcSoNwbvCyDQ6b-txVDTCYO/s400/Screen+Shot+2015-11-29+at+7.45.25+pm.png" width="400" /></a></div>
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<span style="font-family: "verdana" , sans-serif; text-align: center;">What will this look like in 2016 ? I will look forward to sharing this with you when we develop it further with input from students, board, staff and whanau.</span><br />
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<span style="font-family: "verdana" , sans-serif;"><b>Positives from 2015 and next steps going forward for 2016</b></span><br />
<span style="font-family: "verdana" , sans-serif;">Across the school all of </span><span style="font-family: "verdana" , sans-serif;">the children are benefitting from:</span><br />
<span style="font-family: "verdana" , sans-serif;">1. A dedicated class teacher who is a point of contact for children and parents. </span><br />
<span style="font-family: "verdana" , sans-serif;">2. Having the expertise of a team of two to three teachers who plan, review and action the teaching and learning for all children across hubs.</span><br />
<span style="font-family: "verdana" , sans-serif;">3. A dedicated<a href="https://sites.google.com/a/stjoseph.school.nz/teaching-and-learning-at-st-joseph-s/" target="_blank"> teaching and learning site</a> updated weekly. Parents can keep up with their children's learning and initiate learning conversations at home.</span><br />
<span style="font-family: "verdana" , sans-serif;">4. Hub and class blogs, regularly updated with photos and snippets of information pertinent to each class or hub.</span><br />
<span style="font-family: "verdana" , sans-serif;">5. The senior hub learners work towards competent independence by the end of Year 8. Thirty-two days total during Year 7 and 8 are spent at St Kevin's high school for Tech classes. Our Year 8's feel throughly prepared for high school. Listen to Siva and Trish share their views. </span><br />
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<span style="font-family: "verdana" , sans-serif;">6. Staff email class groups on a weekly basis. Communication is better than ever before with th<span style="background-color: white;"><span style="background-color: white;">e <a href="http://stjosephslearningandnews.blogspot.co.nz/" target="_blank">newsblog</a></span><span style="background-color: white;"> </span></span>the school <a href="http://st.josephs.school.nz/index.php" target="_blank">website</a> and our <a href="https://www.facebook.com/St-Josephs-School-Oamaru-187426064739906/" target="_blank">Facebook</a> page updated regularly. </span><br />
<span style="font-family: "verdana" , sans-serif;">7. Specialist teachers and teacher aides add depth of learning and provide further support and extension for our children.</span><br />
<span style="font-family: "verdana" , sans-serif;">8. Individual student blogs support engagement and achievement in the Senior Hub. Student blogs gives students a global audience, a purpose for writing beyond the eyes of the class teacher.</span><br />
<span style="font-family: "verdana" , sans-serif;"><b>Further developments for 2016 include: </b></span><br />
<span style="font-family: "verdana" , sans-serif;">1. Consolidation of independent learning strategies at the start of Senior Hub 2 (Yr 6) and at the end of Senior Hub 2 (Yr 8) as the learners transition into the hub and off to high school.</span><br />
<span style="font-family: "verdana" , sans-serif;">2. A review and focus on hub expectations across the school in relation to<span style="background-color: white;"> our <a href="http://jennyljackson.blogspot.co.nz/2015/08/how-can-school-values-guide-ethical.html" target="_blank">school values - the 4R's.</a></span></span><br />
<span style="font-family: "verdana" , sans-serif;"><span style="background-color: white;">3. The potential</span> opportunity to use student blogs in Senior Hub 2 (Years 6 to 8) as formative assessment portfolios.</span><br />
<span style="font-family: "verdana" , sans-serif;">4. The use of Linewise in relation to digital devices and access to acceptable learning resources.</span><br />
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<span style="background-color: white; font-family: "verdana" , sans-serif;">5.Further development of the </span><span style="background-color: orange; font-family: "verdana" , sans-serif; font-size: x-large; text-align: center;">reaCh</span><span style="background-color: white; font-family: "verdana" , sans-serif;">model and an informative brochure as explained above for parents and the community to be shared at the first <a href="http://jennyljackson.blogspot.co.nz/2015/05/authentic-transforming-learning.html" target="_blank">Family Learning Hui.</a></span><br />
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<span style="font-family: "verdana" , sans-serif;"><span style="background-color: white;">In 2015 we actively created learning spaces for deeper engagement in learning. We developed our Engaging Learning Spaces (ELS's) based on our schoolwide goal: To engage in deep learning for success. We have the flexibility to utilise our spaces to best suit the needs of our learners across the school. We will continue to review and refine our ELS's based on feedback and continued active </span>reflection as we enthusiastically move forward into 2016. </span><br />
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<br />Anonymousnoreply@blogger.com2tag:blogger.com,1999:blog-7404357415551098632.post-89845615255637788522015-11-28T16:03:00.000+13:002016-01-14T20:43:29.595+13:00Faith, Hope & Love for Christmas<span style="font-family: "arial" , "helvetica" , sans-serif;">Faith, Hope and Love and a reminder to keep Christ in Christmas were the themes of the St Patrick's Catholic Parish float in the recent Christmas Parade. The joy of our St Joseph's staff and students on the float and the crowds lined along the main street in Oamaru were all captured in the short video vignettes below.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><a href="http://jennyljackson.blogspot.co.nz/2015/11/how-often-do-we-think-deeply-about-what.html" target="_blank">In my last post I shared a visioning process</a> and quoted Nelson Mandella .."vision with action can change the world". We are fortunate to have a man with a purposeful vision leading our parish, Reverend Wayne Healey. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">After walking with a small group of parishioners in the local Christmas Parade in 2014, Fr Wayne envisioned a large parish float for 2015. Thanks to Fr Wayne's actions and the support of enthusiastic parishioners and students, this vision became a reality. The vividly painted words on the float reminded everyone to keep Christ in Christmas.</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: 12.8px;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;">St Joseph's teachers Megan Day & Paul Cartlidge on the parish float</span></span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: xx-small;">Part 1:Everyone climbs onto the float (1min)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: xx-small;">Part 2: The float takes off (26 sec)</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: xx-small;">Part 3: Down the Thames Street (1 min)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Part 4: Along Thames Street (44 sec)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Part 5: Towards the Victorian Precinct (42 sec)</span></div>
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Part 6: Victorian Precinct (1 min)</div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Part 7: All aboard on route back to school (46 sec)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Part 8: We meet Santa along the way (33 sec)</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Final:Under the bridge past Steampunk Headquarters (44 sec)</span></div>
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-65878763783962907672015-11-08T07:38:00.002+13:002016-06-21T09:46:09.403+12:00How often do we think deeply about what we are doing? A purposeful visioning process Part 1<div class="separator" style="clear: both; text-align: center;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEippnW_wLyr_Ff2x05KCi6uR7vpPY4jmyOPx-KLrDR0LlO8UqTr9Mqb0fqmcNvmK_1NvRopE8rt6VbSwP98fNbMDyy4QfvQogzSADy7aobcseQQuVrADMFqd3mv0F0rc7yhuRb1gVwMCLVy/s1600/Screen+Shot+2015-11-08+at+7.12.55+am.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="165" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEippnW_wLyr_Ff2x05KCi6uR7vpPY4jmyOPx-KLrDR0LlO8UqTr9Mqb0fqmcNvmK_1NvRopE8rt6VbSwP98fNbMDyy4QfvQogzSADy7aobcseQQuVrADMFqd3mv0F0rc7yhuRb1gVwMCLVy/s320/Screen+Shot+2015-11-08+at+7.12.55+am.png" width="320" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">"Close your eyes while I read the first draft of your vision..."</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">After seven hours of deep thinking, classic brainstorming and 10/4 voting, I closed my eyes along with fifteen fellow principals. While our inspirational facilitator slowly read through the one page draft vision document, I immediately felt a sense of connection and empowerment. I was not alone. Everyone of us in the room could hear our voice and our words reflected in this authentic document that is the first draft of the guiding light for the </span><span style="font-family: "arial" , "helvetica" , sans-serif;">New Zealand Catholic Primary Principal's</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> A</span><span style="font-family: "arial" , "helvetica" , sans-serif;">ssociation (NZCPPA). Along with agreed values, it was the articulation of actions that immediately brought the vision to life.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Being an active participant and contributor during the NZCPPA Visioning Day in Auckland was a privilege. Starting the day at 8:30 am and having the first draft of an authentic vision ready to review by 3:30pm was made possible by the purposefully planned work of our skilled facilitator and principal <a href="http://www.batsinc.co.nz/?Who_are_the_Bats:Mary_Wilson_Bio" target="_blank">Mary Wilson.</a></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwJSYdowUO9CxJG-OD7L3nKbmgJ4U_d9fWnKIzVRByMGp7WCHahUrlgJ6dZp7zveA1jPEEYuFUFRjdyQYU386v6S5uC58YTy7bywCxMznnjz4-FHbqG9v0V3lc2J9wbdrKJsbYBdwW-_SF/s1600/Screen+Shot+2015-11-06+at+6.17.51+am.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="242" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhwJSYdowUO9CxJG-OD7L3nKbmgJ4U_d9fWnKIzVRByMGp7WCHahUrlgJ6dZp7zveA1jPEEYuFUFRjdyQYU386v6S5uC58YTy7bywCxMznnjz4-FHbqG9v0V3lc2J9wbdrKJsbYBdwW-_SF/s320/Screen+Shot+2015-11-06+at+6.17.51+am.png" width="320" /></a></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Here are my notes and photos of slides from this powerful experience. I believe they capture the essence of the day and will be a guide for reflection for fellow principals and leaders:</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Visioning can come about in three ways</b> - telling, consulting and co creation. Co creation is the model that works and the model we used with Mary. She explained that many </span><span style="font-family: "arial" , "helvetica" , sans-serif;">principals find co creation the hardest as they aren't involved. Instead they are gifted with a one page vision that will truly belong to the community. It is an authentic living document. The principal becomes the caretaker of the vision and then promotes and actions it.</span><br />
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<tr><td><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioY6DnxoFsAp81gbiwPBWzDngr-TdxoSI-jeHJSY5oDswLXZx11hIdqmWM0NYJ0aDzU69RRFvDgQDLflAc0a2LRd68r6sObx3oVbwhcR50aHdIq0tO82KHO32KQf642rd5PuLuS-N7aUSP/s1600/Screen+Shot+2015-11-06+at+8.19.30+am.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioY6DnxoFsAp81gbiwPBWzDngr-TdxoSI-jeHJSY5oDswLXZx11hIdqmWM0NYJ0aDzU69RRFvDgQDLflAc0a2LRd68r6sObx3oVbwhcR50aHdIq0tO82KHO32KQf642rd5PuLuS-N7aUSP/s320/Screen+Shot+2015-11-06+at+8.19.30+am.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="font-size: 12.8px;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Principals at work during the visioning process</span></td></tr>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As an executive association who meet for only twelve days per year, it is important to ensure time together is maximised. <b>Probe </b>inquiry questions (deep and specific questions) are prepared by the facilitator in relation to all documents connected with the school or business (eg. school website, prospectus). An organisation might be given seventy probes as an outcome of exploring the key documents and then they are narrowed down to eight to ten questions to be used over two days. The NZCPPA have a specific and global job and four probes suited the one day session. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">These were the probe questions taken from potentially ten questions based on the literature from the NZCPPA:</span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What must we do to ensure we initiate and participate in educational debate and policy development reflecting our Catholic ethos ?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What systems and structures do we need to provide a collective voice for Catholic</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> principals at national level ?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What systems and structures do we need to ensure our time together throughout the year is used for its maximum impact in leading the NZCPPA ?</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">What are the most effective ways to communicate with our principals to ensure we clearly communicate and consult ?</span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Classic brainstorming,</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="font-family: "arial" , "helvetica" , sans-serif;">10/4 voting</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> and the 'golden rule' of no </span><span style="font-family: "arial" , "helvetica" , sans-serif;">discussion</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> enable the day to be a purposeful 'idea generation' day. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">This is exactly what it was.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Classic Brainstorming</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">The recorder or leader of the group writes down verbatim what each person says in response to the probe question. You can pass but there can be no discussion. Everyone in the group gets a chance to respond and you keep going round the group. The questions and the responses are all numbered. The next step is to ask if anything needs to be clarified and the person who owns the response can give one explanation. Then the leader asks the group if any of the responses are the same or similar and these can be linked together (with affirmation from the responders).</span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">10/4 voting</b><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Mary believes this is the best consensus tool. Everyone has ten votes and can only spend ten votes in any one round. These are recorded by tally marks and the recorder gets a chance to vote too. The next step is to calculate and circle the top three responses from the group. People end up having deep thought because they can't get into discussion. Each group follows the same process and the top three responses are collated into a new document. Everyone then gets a chance to have a final private vote. As Mary explained, "The cream rises to the top". You can use this process with children as well. No one can take over, everyone has equal voice and equal vote.</span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">Final votes and collation of responses</b><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Everyone receives a two page sheet of the top responses and can make ten private votes on the paper. These are collated on a master page. The leaders get together and formulate the first draft based on the top responses by creating paragraphs around the big themes. Everyone then gets a chance to critique this on their own by crossing out parts of it or circling key points. Any suggestions are written on the back and these changes contribute to second draft. For the vision to become alive, i</span><span style="font-family: "arial" , "helvetica" , sans-serif;">t's important that it is written in the present tense and not the future tense.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Life cycle of an organisation - Forming, storming, norming and performing</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>A. Forming Stage </b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">This involves intellectual collaboration and is exciting and tiring. Skilled consensus is used to reach a decision and create a shared vision.</span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">B. Storming Stage </b><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">This is a battle between ego and we go. Robust debate is about putting your ego to one side and listening to other people. It is vital to surface and air concerns and have the courage to address them.</span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">C. Norming Stage</b><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">New values and beliefs begin to form. We are all a footprint of the life we have lived. This is where norming around an organisations core values develop. It is always important to unpack the core values at the beginning of each year and develop a two sentence definition of what each of the values mean. Alignment begins in the norming stage and you get a collective confidence about how you act in the workplace.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Leadership is around influence. 33% influence is necessary to make change happen. Resistors do the 'black hat' thinking for you and it is important to talk to them each day. Leadership teams shouldn't offer solutions, instead ask the question - 'What's your </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">question ?' or say 'Help me to understand..'. This is a great way to start a challenging conversation. Let the silence do the lifting.. don't leap in and offer solutions or answers.</span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">D. Performing Stage</b><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Openness and honesty is important. We learn from our mistakes in a continuous cycle of learning and improvement.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>The Magic Line</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">It is worth having and A3 laminate version of this displayed on the wall in your workplace. It gives ownership, accountability and responsibility to everyone. Every morning we can make a decision to lead our life above or below the line. We need to f</span><span style="font-family: "arial" , "helvetica" , sans-serif;">ocus on ourselves and not others and decide where we are. We need to think about what takes us below the line and what we can do to help others get back above the line. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Core Values</b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">It is important to identify at least four values and unpack their meaning. The values become a way of living and working together to realise the vision. The values need to be recorded as action statements rather than words. They can also be voted on using the 10/4 voting process.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This is the slide of the NZCPPA values before we voted to take them from nine to five values.</span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">Leadership and Management Model</b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Make sure the systems and structures are aligned with the vision to be above the line. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">The higher up the levels of perspective (on the left of the slide) the more leverage we have. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Values and beliefs need to become mental models for the vision to be lived. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This visioning process is a valuable, deep and respectful reflection tool. I look forward to utilising my learning from this experience in my own workplace and beyond.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghY0xO305pyV0pC0SRSLzBBDcpBQwbKsB5vBdgt7hF1BXv5YbfGHGaRScrX0eSlwnWHlbrzJ7-TGb49LEkUeV-w9dhrqS2mmzVmU9Oj-OyA7qBUUTi9zufiezhdYmIrhuXHvloRex-EWtm/s1600/Screen+Shot+2016-03-21+at+12.22.44+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="222" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghY0xO305pyV0pC0SRSLzBBDcpBQwbKsB5vBdgt7hF1BXv5YbfGHGaRScrX0eSlwnWHlbrzJ7-TGb49LEkUeV-w9dhrqS2mmzVmU9Oj-OyA7qBUUTi9zufiezhdYmIrhuXHvloRex-EWtm/s320/Screen+Shot+2016-03-21+at+12.22.44+pm.png" width="320" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Action without vision is only passing time, vision without action is merely daydreaming, but vision with action can change the world.</b></span></div>
<a href="http://jennyljackson.blogspot.co.nz/2016/03/purposeful-actions-evolve-from-robust.html" target="_blank">Part 2 of this process is available at this link. </a></div>
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Anonymousnoreply@blogger.com5tag:blogger.com,1999:blog-7404357415551098632.post-45684689233192724172015-10-29T14:17:00.001+13:002015-10-29T14:36:28.379+13:00I have improved my time management skills; students share their learning<span style="color: blue; font-family: Georgia, 'Times New Roman', serif;"><b>Student feedback</b></span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><a href="http://jennyljackson.blogspot.co.nz/2015/10/a-genuine-culture-of-optimism-hope-and.html" target="_blank">In my previous post I spoke about a culture of self-belief and optimism underlying success for all learners (our students and ourselves).</a> I shared feedback from our school parents around learning for their students in relation to our schoolwide goal:<i> En</i><i>gage every student in deep learning for success</i>. </span><span style="font-family: Georgia, 'Times New Roman', serif;">I emphasized the holistic nature of the education we provide at St Joseph's. </span><br />
<span style="font-family: Georgia, 'Times New Roman', serif;">Our community want our students to connect with their learning, to be able to achieve success in their learning at a deep level. We use the </span><a href="http://jennyljackson.blogspot.co.nz/2015/05/authentic-transforming-learning.html" style="font-family: Georgia, 'Times New Roman', serif;" target="_blank">SOLO taxonomy</a><span style="font-family: Georgia, 'Times New Roman', serif;"> as one of the tools across the school to help students understand and articulate how they can go deeper with their learning. They learn to move beyond simply knowing knowledge, to learning how to use and apply their knowledge. You can see examples in the </span><span style="font-family: Georgia, Times New Roman, serif;">SOLO diagrams on our <a href="https://sites.google.com/a/stjoseph.school.nz/teaching-and-learning-at-st-joseph-s/home" target="_blank">Teaching and Learning Site</a></span><span style="font-family: Georgia, 'Times New Roman', serif;">.</span><br />
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<span style="font-family: Georgia, Times New Roman, serif;">This week I spent time in our Year 4-8 hubs and asked our students to <b>share something positive about their learning this year</b>. </span><span style="font-family: Georgia, 'Times New Roman', serif;">Here are their responses according to year groups (the numbers represent repeated responses):</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><b>Yr 4</b></span><br />
<span style="font-family: Georgia, Times New Roman, serif;">I have improved my reading (12) </span><span style="font-family: Georgia, 'Times New Roman', serif;">Maths (8)</span><span style="font-family: Georgia, 'Times New Roman', serif;"> I can understand most of my learning (2) </span><span style="font-family: Georgia, 'Times New Roman', serif;">People supporting us helps us to learn (2)</span><span style="font-family: Georgia, 'Times New Roman', serif;"> </span><span style="font-family: Georgia, 'Times New Roman', serif;">We get to learn at a higher level and have harder work. BYOD (devices) are helping me learn. I am learning more than in any other year. All the different strategies. Writing. Learning is fun.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><b>Yr 5</b></span><br />
<span style="font-family: Georgia, 'Times New Roman', serif;">Maths (9) </span><span style="font-family: Georgia, 'Times New Roman', serif;">Reading (8)</span><span style="font-family: Georgia, Times New Roman, serif;">Writing (7) The teachers help me to improve. Religious Education. Art. Devices are great for learning. </span><span style="font-family: Georgia, 'Times New Roman', serif;">Workshops.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><b>Yr 6</b></span><br />
<span style="font-family: Georgia, 'Times New Roman', serif;">Using devices for learning (10) </span><span style="font-family: Georgia, Times New Roman, serif;">Different inquiry topics and heaps of projects each term (5) The hubs (3) </span><span style="font-family: Georgia, 'Times New Roman', serif;">All the workshops (3)</span><span style="font-family: Georgia, 'Times New Roman', serif;"> </span><span style="font-family: Georgia, 'Times New Roman', serif;">Working with older kids because I have to step up (3) </span><span style="font-family: Georgia, Times New Roman, serif;">O</span><span style="font-family: Georgia, 'Times New Roman', serif;">ur teachers make learning</span><span style="font-family: Georgia, 'Times New Roman', serif;"> fun (3) </span><span style="font-family: Georgia, 'Times New Roman', serif;">Working with three different teachers in different rooms (2) </span><span style="font-family: Georgia, 'Times New Roman', serif;">I am more engaged with my learning with more people to work with (2) </span><span style="font-family: Georgia, Times New Roman, serif;">Working in pairs. Spelling. </span><span style="font-family: Georgia, 'Times New Roman', serif;"> Being able to work where we feel we work well. Confidence building. We have licenses so we can have more freedom to learn. Writing. Maths is fun and cool because you learn so much.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><b>Yr 7</b></span><br />
<span style="font-family: Georgia, Times New Roman, serif;">Improving in my maths (2) I am pretty positive with my maths progress. I am getting better at everything especially maths. I have learnt more in my maths and that is helping me in tests. The maths/reading /writing workshops really help (3) I have been reading more books and learning harder words. </span><span style="font-family: Georgia, 'Times New Roman', serif;">I have made it to Level 7 for maths (2) My fluency in reading (2) I have gone up a step in my writing. </span><span style="font-family: Georgia, 'Times New Roman', serif;">Weekly goals that we work towards - must do's and can do's (3) Licenses have helped to make more more responsible. The workshops have helped me understand more about the topic at hand. We have learnt more strategies. </span><span style="font-family: Georgia, 'Times New Roman', serif;">More teachers in the room give me more help with my learning. Everyone is encouraged. The hubs give you an opportunity to learn with more people at your level. I have improved my time management skills. Independence in working with a wide range of people. The devices make the learning easier for me. I have been finishing my work to a high standard. Opportunities for extended learning and self-management make us work harder and think about what we are doing. Going out into the environment for a trip to places in Oamaru for inquiry. I have learnt so much from having more teachers, science and history. We have more projects to do and it's more fun. We get to work wherever we want to and can discuss things with others better than if the teacher chose for us. I am not falling behind.</span><br />
<span style="font-family: Georgia, Times New Roman, serif;"><b>Yr 8</b></span><br />
<span style="font-family: Georgia, 'Times New Roman', serif;">Learning on devices - we can share our work with our teachers and for group learning (3) </span><span style="font-family: Georgia, 'Times New Roman', serif;">Must do's and can do's (2) </span><span style="font-family: Georgia, Times New Roman, serif;">The learning hub has brought different people closer. I have really improved with maths and got really great with reading and writing. When I need help the person next to me always helps me to learn new things. I feel less stressed and rushed at this school. I like how we are prepared for high school. I am excited to be a leader and motivated to learn. I was extended in maths. You develop better relationships with other teachers so you can learn from them. Maths workshops and being able to go to two or three of them. I have learnt more about fractions and that has helped me in my maths. The steampunk trip and camp prep learning projects. Maths - it is fun and I love it. Religious Education and learning about the old testament - it is interesting we should do more of it. We do more interactive things which help me engage instead of just being told. The way we are getting challenging work which is improving our learning. Reading. The encouraging learning environment and atmosphere. Receiving the Pasifika award for outstanding leadership and academic learning. Working in groups and learning with friends.</span><br />
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<span style="font-family: Georgia, 'Times New Roman', serif;">It is worth noting that the feedback from our students reflects a combination of multistructural, </span><span style="font-family: Georgia, Times New Roman, serif;">relational learning and some extended abstract learning (</span><a href="http://jennyljackson.blogspot.co.nz/2015/05/authentic-transforming-learning.html" style="font-family: Georgia, 'Times New Roman', serif;" target="_blank">SOLO taxonomy</a><span style="font-family: Georgia, 'Times New Roman', serif;"> )</span><span style="font-family: Georgia, Times New Roman, serif;">. Our students are going deeper with their learning and moving beyond the simple acquisition of knowledge for knowledge's sake. </span><span style="font-family: Georgia, 'Times New Roman', serif;">Our students are beginning to articulate and understand the conditions that are supporting them to learn for success. </span><span style="font-family: Georgia, 'Times New Roman', serif;">This becomes more evident in the student responses as they progress from Year 4 to Year 8.</span><br />
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<span style="font-family: Georgia, 'Times New Roman', serif;">Workshops, hubs, several teachers, devices, opportunities to learn alongside friends and weekly goals are some of the key factors introduced in 2015 as part of our Engaging Learning Spaces that our students have shared with us</span><span style="font-family: Georgia, Times New Roman, serif;">. </span><br />
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<span style="font-family: Georgia, 'Times New Roman', serif;">As we move forward and prepare for 2016, we can reflect further on these positive responses and include them in our planning. We can feel motivated and inspired by all of these responses as we continue to Reach for the Stars as lifelong Learner in the Catholic Faith.</span><br />
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-6907437798839502232015-10-22T20:38:00.001+13:002015-10-24T16:16:12.639+13:00A genuine culture of optimism, hope and self-belief underlies success for all<span style="color: blue; font-family: Arial, Helvetica, sans-serif;"><b>Response post</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">It has been a month since </span><a href="http://jennyljackson.blogspot.co.nz/2015/09/3-out-of-4-learning-terms-completed.html" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">my last post</a><span style="font-family: Arial, Helvetica, sans-serif;">. Clarity around this response to parent feedback after three terms of Engaging Learning Spaces (ELS) became apparent after attending a recent "Catholic Essentials" seminar. Receiving a very positive external Catholic review report reinforced this response. Let me explain. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">At St Joseph's, we provide a holistic education. We focus on developing the whole child - spiritually, physically, academically, socially and emotionally. As a staff, we recently reflected on the specific skills our children develop as a result of our ability to openly express our Catholic faith. We listed them alongside the skills that contribute to developing the emotional intelligence of our children and their ability to "learn to learn". </span><span style="font-family: Arial, Helvetica, sans-serif;">It is our unique ability to provide authentic opportunities for developing the whole child that lay the foundation for their success at high school and beyond. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">As Katrina van de Water articulated during the Catholic Essentials seminar, our Catholic culture is one of optimism and hope. If you have been brought up in a Catholic faith filled environment, you are naturally a positive and optimistic person. You pro actively seek solutions and look for ways to make things work. It is part of our Catholic culture. We are positive people who thrive in an environment that supports us to grow our talents and skills and reach out to others. We thrive in an inclusive community where everyone is treated equally and has something of value to bring to that community.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">The positive parent feedback connected to our learning environments expresses the very nature of our Catholic culture. Here are some of those positive comments:</span><br />
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<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>We are reaping the benefits of blogging, communication and planning, which is so much easier with technology. (I love the weekly blog!) I feel much more confident that she is going to be prepared for going further in an educational world that has seamless blended learning and also the self direction required. We are thrilled she is learning the responsibilities that go along with technology, (such as balance, tech-free activities, safety etc).</i></span></span><br />
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<span style="background-color: white;"><span style="font-family: Arial, Helvetica, sans-serif;"><i>This is the first time in seven years that I have a real insight into my son's learning. We check the Teaching and Learning site on a Sunday night and come prepared for the week. He knows what his learning goals are and we talk about them together. Our whole family and extended family can read his stories and projects online. Most importantly, he wants to learn and is engaged in his learning. He has made so much progress this year.</i></span></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span style="background-color: white;">We have Sunday planning sessions which we use with the Teaching and Learning site and it works really well for us, we feel involved and we have better conversations throughout the week. </span><span style="background-color: white;">The communication from the teacher is excellent and feels very natural.</span></i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span style="background-color: white;">I believe her days are full, robust learning is taking place and we have an engaged, happy learner. As a parent, picking her up each day, she is getting in the car full of good stories. </span><span style="background-color: white;">Any niggles, she knows how she is going to fix them, and that is all part of life, so we reinforce that.</span></i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span style="background-color: white;">I can't think of what doesn't work for us (and I normally can find something proactive to say, so I do apologise).</span><span style="background-color: white;">We are strong advocates for the school and are extremely happy with our experience, thank you.</span></i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span style="background-color: white; line-height: 18.2px; text-align: justify;">He has benefited enormously from the skiing programme. </span><span style="background-color: white; text-align: justify;"><span style="line-height: 18.2px;">Is it the combination of treating the body in its entirety? Body, spirit, mind. He has never been more engaged with his learning, he talks about school work, across most of his subjects in a manner that he has never done before. </span></span></i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><span style="background-color: white; line-height: 18.2px; text-align: justify;">My children have benefitted from the ELS style of learning. All three of them regularly come home and share their learning. This has been especially noticeable with my Year 5 child, who always enjoyed school but never wanted to discuss anything she had learned or encountered through the day.</span><span style="background-color: white; line-height: 18.2px; text-align: justify;">Technology is a big draw card for her.</span></i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; line-height: 18.2px;">The common concerns that came through from a small group of parents (8 out of potentially 144 families) were in relation to noise, furniture, screen time, the monitoring of devices and expectations around "learning to learn". It's important to address any concerns. We have met with some parents and are always willing to meet with others. </span><span style="background-color: white;"><span style="line-height: 18.2px;">We have already instigated positive change in Term 4: the move from three classes to two in Senior Hub 2, extra furniture and a commitment to a new cybersafety programme. Our staff have also begun to prepare explicit visual charts and diagrams about "learning to learn" expectations across the school. These are complimented by the natural learning and leadership opportunities that begin in the junior school and culminate in Year 7 and 8. The ability to outreach into the community with Early Childhood and Young Vinnie programmes further encapsulate our Catholic culture.</span></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white;"><span style="line-height: 18.2px;">Our children are thriving as learners because parents are making every effort to support learning in a positive manner. It is this positive, optimistic attitude, inherent in our Catholic culture that enables our children to Reach for the Stars as Lifelong Learners in the Catholic faith and shine.</span></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; line-height: 18.2px;">Here are a few snippets from our external Catholic review September 2015:</span></span></div>
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<li><span style="font-family: Arial, Helvetica, sans-serif;">St Joseph’s is an inclusive and welcoming school. The students are happy and responsive. They understand the
expectations and embrace them. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">The school culture is genuine. It nurtures and promotes self belief and a sense of worth for each individual.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">There is a sense that the children have contributed to the
development of the culture and embrace it willingly.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">All around the school there are examples of the integration of the curriculum and the
fusion of faith and life. </span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">Students understand why they are asked to live the school
values. It is quite common to hear and see students leading others and reminding them
of what the community values.</span></li>
<li><span style="font-family: Arial, Helvetica, sans-serif;">St Joseph’s Oamaru is a highly successful Catholic school. </span><span style="font-family: Arial, Helvetica, sans-serif;">The
Proprietor can be assured that Special Character is at the heart of the success of this
school. </span></li>
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<span style="font-family: Arial, Helvetica, sans-serif;">We will continue to integrate our genuine culture of optimism, hope and self-belief into our Engaging Learning Spaces across our Catholic school as we move forward towards 2016 and beyond.</span></div>
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<br />Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-82446385298580364542015-09-20T15:43:00.000+12:002016-01-18T06:08:38.899+13:003 out of 4 learning terms completed : gathering feedback to go forward<span style="color: blue; font-family: Arial, Helvetica, sans-serif;">A recent article in eSchool News captures the potential of learning spaces that enable holistic development for all learners. <a href="http://www.eschoolnews.com/2015/08/27/learning-spaces-open-392/" target="_blank">"<span style="background-color: white;"><i><span style="font-size: 14px; line-height: 17px;">We have a responsibility to foster each student’s inherent genius and draw out his or her natural brilliance while maximising emotional growth."</span></i></span></a></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://jennyljackson.blogspot.co.nz/2014/12/what-happens-when-school-environment.html?showComment=1442715100461#c1606435821855846286" target="_blank">Our Engaging Learning Spaces (ELS) for 2015 </a>are a move away from traditional classrooms to more fully address our learning goal : To engage every learner in deep learning for success. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">We are about to finish our third term with ELS. As a staff, we are teaching inside an authentic, living inquiry. We are continually reflecting, discussing and implementing small changes and improvements along the way. As we prepare for Term 4 and for 2016, we remain open to further feedback from students and parents to ensure we maintain a balanced approach to our ELS's. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">We have already received feedback from over one hundred educators visiting our ELS's this year. The most recent group of principals from Otago Southland shared their thoughts via "post it" notes. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Students</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">This week, I will be gathering feedback from students. I will be i</span><span style="font-family: Arial, Helvetica, sans-serif;">nvolving the voice of our learners. What is it like to be a learner in this hub ? What's going well to engage you in learning and what could be improved ?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Parents</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Parents are invited to email their responses to the following questions directly to jjackson@stjoseph.school.nz</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>1. What has worked well to engage your child in their learning this year ?</b></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>2. What's not going well ? Keep in mind the benefits of being solution focused. If you believe something is not going well, support your feedback with a suggested solution for improvement.</b></span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">3. Any further comments</b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Staff </b>have already begun to complete a similar document with their own feedback. We will be supporting this with achievement data.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">All feedback, will be collated, shared and contribute to our next steps going forward.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">An earlier blog entitled :</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://jennyljackson.blogspot.co.nz/2015/06/are-you-willing-to-create-disturbance.html" style="color: blue; font-style: italic; font-weight: bold;" target="_blank">Are you willing to create disturbance and be disturbed yourself ?</a><span style="color: blue; font-style: italic; font-weight: bold;"> </span>s</span><span style="font-family: Arial, Helvetica, sans-serif;">hared a message from a visiting professor. "</span><span style="font-family: Arial, Helvetica, sans-serif;">We can all benefit from the ability to challenge and be challenged. </span><span style="font-family: Arial, Helvetica, sans-serif;">We need to be willing to disturb and be disturbed - to make people stop and think aloud, talk and innovate at all levels. We can u</span><span style="font-family: Arial, Helvetica, sans-serif;">se difference to challenge and stimulate reflection that can grow practice for all learners."</span><br />
<br />Anonymousnoreply@blogger.com3tag:blogger.com,1999:blog-7404357415551098632.post-19373595484651510192015-09-06T17:54:00.000+12:002016-01-18T06:09:11.910+13:00Peace of mind with an external review around the corner - 5 easy steps<span style="color: blue; font-family: Arial, Helvetica, sans-serif;"><i><b>External reviews can cause undue worry and stress for a school community no matter how well prepared they may be. How can we as leaders, create a supportive climate and ensure peace of mind for our staff ?</b></i></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">In a Catholic school, we have two external reviews every three to four years. One is the mandated government education review that enables school trustees, leaders and teachers to identify the strengths and
weaknesses of current performance. We had our last one of these in 2013 and will be next reviewed in 2017-2018. <a href="http://www.ero.govt.nz/Early-Childhood-School-Reports/School-Reports/St-Joseph-s-School-Oamaru-20-08-2013" target="_blank">You can read that report here.</a> The other important review is the External Review of Catholic Special Character and Development. We have these every three years and we are due for one next week. You can read an earlier post on the Catholic review process<a href="http://jennyljackson.blogspot.co.nz/2015/08/catholic-character-review-from-inside.html" target="_blank"> by going to this link.</a></span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>Challenge and be challenged</i></b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">As leaders, I believe that we should always be looking at ways to challenge ourselves, have a growth mindset and "</span><i style="font-family: Arial, Helvetica, sans-serif;"><a href="https://www.youtube.com/watch?v=BSOriel49Lk" target="_blank">move out of our comfort zones</a>".</i><span style="font-family: Arial, Helvetica, sans-serif;"> External reviews are an ideal opportunity to ensure that we haven't remained doing the "same old, same old" as we were doing during the previous review. However, waiting until the external review happens isn't good enough. Our system of continual internal self-reviews ensures that we remain at the "top of our game" and don't ever sit back and believe that we are "the best that we can be". Active leaders know that we can always keep growing and learning and must be authentic role models for our colleagues.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>Importance of having a national Catholic voice</i></b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">It is thanks to an enthusiastic and supportive team of staff, in particular our Assistant and Deputy Principals who step up when I am away, that I can accept new and challenging learning opportunities. Most recently, I was able to participate in the <a href="http://www.nzcppa.org.nz/Site/Home.ashx" target="_blank">New Zealand Catholic Primary Principal's</a> Executive Meeting in Wellington. The Executive Committee is made up of two representatives from each of the six Catholic dioceses: Auckland, Hamilton, Palmerston North, Wellington, Christchurch and Dunedin. The meeting took place at the New Zealand Principal Federation (NZPF) offices over two and a half days. During that time, guest speakers included Denise Torrey (NZPF president), <a href="http://jennyljackson.blogspot.co.nz/2015/07/horizones-of-hope-reflections-from.html" target="_blank">Sir Br Pat Lynch</a> (CEO Catholic Education Office), Chris Duthie-Jung (The Catholic Institute) and Lorraine Kerr (NZSTA school trustees association president). The opportunity enabled me to reflect on the important role we play as leaders of Catholic schools, especially in ensuring there is a Catholic voice at all levels of the country. It is quite clear that greater consistency of practice in Catholic schools across New Zealand is a must - national Catholic review indicators are an excellent starting point.</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>Flip the process and write our own report</i></b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Keeping that in mind, our external Catholic review is an optimal time to share, showcase and review our excellent practice. We want the experience to be a valuable and positive one for all concerned and we want to be open to new learning, next steps and recommendations. We don't want to finish the review and then say, "I forgot to mention or share this..with the review team." </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Recent reflections have led me to the potential of writing our own review report. That way we can take ownership of the process and therefore experience a reassuring "peace of mind". We can write our own report and present it to the review team either before they arrive or when they arrive. (I am open to suggestions and advice - before or when they arrive ?)</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>5 easy steps to follow</i></b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">1. Prepare a template for the final report based on the review format from a past review. I<a href="https://docs.google.com/document/d/1gzsRijExGgxvDWHv-4miIM4XHowPdOHVjnjrXhNtx50/edit?usp=sharing" target="_blank">t could look something like this.</a></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">2. Gather feedback from staff, board, students and parishioners. This can be done collaboratively on a google document or on large sheets of paper. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">3. Agree on recommendations as a result of this collaborative process. Be open, honest and challenging. </span><span style="font-family: Arial, Helvetica, sans-serif;">Present your version of the report to the external review team and encourage them to refer to it during the review.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">4. At the formal </span><span style="font-family: Arial, Helvetica, sans-serif;">welcome for the review team, g</span><span style="font-family: Arial, Helvetica, sans-serif;">ive the students and staff a chance to share and celebrate their roles in relation to the report</span><span style="font-family: Arial, Helvetica, sans-serif;">.</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">5. Ensure that the board of trustees share their reflections utilising the different </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">dimensions </span><span style="font-family: Arial, Helvetica, sans-serif;">of the report as a planned presentation. </span><br />
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<span style="color: blue; font-family: Arial, Helvetica, sans-serif;"><b><i>We have taken ownership of the process and believe that we are as prepared as we can be. </i></b></span><br />
<b style="color: blue; font-family: Arial, Helvetica, sans-serif;"><i>The outcome is peace of mind for all concerned .</i></b><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>Anonymousnoreply@blogger.com2tag:blogger.com,1999:blog-7404357415551098632.post-6435074162961239422015-08-27T13:33:00.000+12:002016-01-18T06:04:24.267+13:00Schools and Communities Creating a Better Future - 5 global trends<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><i><b><span style="color: blue;">Schools and Communities Creating a Better Future</span></b></i> was the title of the recent learning session held here at St Joseph's school. This was facilitated by the inspiring duo -</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><a href="http://jennyljackson.blogspot.co.nz/2014/05/how-do-we-engage-every-student-in-deep.html" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Mary Wootton</a><span style="font-family: Arial, Helvetica, sans-serif;"> and </span><a href="http://jennyljackson.blogspot.co.nz/2014/07/reflections-on-future-focused-learning.html" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Brian Annan</a><span style="font-family: Arial, Helvetica, sans-serif;"> (links to early blogs that include them).</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Our staff sang a welcome waiata led by Paul Cartlidge and Leanne Brookes and fifty staff from the North Otago education sector (primary, secondary, RTLB & RTLit) joined in. Special thanks to the North Otago Primary Principal's Association for sponsoring a scrumptious and well received afternoon tea. Thanks to the St Joe's Year 7 and 8 students who helped to set up for this event.</span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;">St Joe's staff lead the waiata to welcome Mary and Brian</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">This is an the overview of the session:</span></div>
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<span style="color: #000090; font-weight: bold; text-indent: -0.38in;"><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.infinitylearn.org/About-Us" target="_blank">Infinity - where the learning never ends</a> (learn more by going to the link).</span></span></div>
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<span style="color: #000090; text-indent: -0.38in;"><span style="font-family: Arial, Helvetica, sans-serif;"><b>Future focused learning, Learning Maps, Identifying school change priorities, Identifying student change priorities to grow agency,Engaging family/whanau in learning relationships.</b></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Here are a few highlights of the session:</span></div>
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<span style="color: #000090; font-family: Arial, Helvetica, sans-serif; font-weight: bold; text-indent: -36.4800033569336px;">Future focused learning: </span><span style="font-family: Arial, Helvetica, sans-serif;">Brian asked us to discuss this at our tables and to agree on one "big ticket item" of what future focused learning could look like for our learners.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">He shared visuals that captured the shift away from adult controlled learning - past focused learning to student-adult negotiated learning.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Why can't 17 year olds assess themselves against a rubric of self-created standards ?</span></div>
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<span style="color: #000090; font-family: Arial, Helvetica, sans-serif; font-weight: bold; text-indent: -36.4800033569336px;">Five global trends : </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36.4800033569336px;">We need schools to shift their thinking around these global trends. Have conversations around these with learners and families and plan how we will shift into the future. We can either be forward thinking and action this ourselves or wait for it to happen. We need to step into the future with confidence. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #000090; font-weight: bold;">1.Schools
to ecologies </span>(not just classroom equals school but learning outside the boundaries of the school walls)<span style="color: #000090; font-weight: bold;"> </span></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #000090; font-weight: bold;">2. </span></span><span style="color: #000090; font-family: Arial, Helvetica, sans-serif; font-weight: bold; text-indent: 0in;">Individuals
to connected </span><span style="text-indent: 0in;"><span style="font-family: Arial, Helvetica, sans-serif;">(connectedness to the outside world) </span></span><br />
<span style="color: #000090; font-family: Arial, Helvetica, sans-serif; font-weight: bold; text-indent: 0in;">3.Competition
to collaboration </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 0in;">(we learn and achieve more by working with each other)</span><span style="color: #000090; font-family: Arial, Helvetica, sans-serif; font-weight: bold; text-indent: 0in;"> </span><br />
<span style="color: #e2751d; font-family: Arial, Helvetica, sans-serif; font-weight: bold; text-indent: 0in;">4.Passive
to interactive </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 0in;">(this has moved from active to interactive, then you are also collaborative) </span><br />
<span style="color: #000090; font-family: Arial, Helvetica, sans-serif; font-weight: bold; text-indent: 0in;">5.Needy
to appreciative</span><span style="color: #000090; font-family: Arial, Helvetica, sans-serif; text-indent: 0in;"> (</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 0in;"> pld in the past was needs analysis, we need to take responsibility and </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: 0in;">appreciate learners and their families </span><span style="font-family: Arial, Helvetica, sans-serif;">capabilities).</span></div>
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<span style="color: #e2751d; font-family: Arial, Helvetica, sans-serif; font-weight: bold;">Passive to interactive -</span><span style="font-family: Arial, Helvetica, sans-serif;"> We had to place ourselves on a human continuum and share why we were in that place. We need to move towards the right end of the continuum. Brian suggested this would also be an engaging and thought provoking activity to do with students and parents.</span></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;"> Continuum - passive, active, interactive teaching & learning environments</span></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;">Brian explores the continuum in relation to future focussed learning and learner agency</span></td></tr>
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<!--StartFragment--><!--EndFragment--><span style="color: #f69725; font-weight: bold;"><span style="font-family: Arial, Helvetica, sans-serif;">Activate,
collaborate, innovate : </span></span><span style="font-family: Arial, Helvetica, sans-serif;">We discussed a visual that was divided into four quadrants with aspirations to be in the top left quadrant "innovate to improve". The greatest challenge is to become interactive around learning with families, community and the environment and change something in terms of industry and business. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Brian and Mary's Infinity business offers support services for schools to work towards success in all four quadrants.</span><br />
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<span style="color: #000090; font-family: Arial, Helvetica, sans-serif; font-weight: bold; text-indent: -36.4800033569336px;">Infinity Learning Maps : </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -36.4800033569336px;">These are a perfect place to start with our students, staff and families. They allow for open and jargon free conversations and can be used as an evaluative tool to learner agency. You can read more about a learning map workshop at the <a href="http://jennyljackson.blogspot.co.nz/2015/07/infinite-learning-and-change-from.html" target="_blank">National Networking Hui</a> on this blog.</span><br />
<span style="text-indent: -36.4800033569336px;"><span style="font-family: Arial, Helvetica, sans-serif;">Mary explained that learning maps offer a child's perception on their learning. Learning maps can be looked at within a certain school context for authentic purposes. They can be used to understand the current learning situation and then revisited again in a few months time. The learner can take a photo of their map and make a two minute video clip explaining it. This gives an informative picture over time around the learners and their thinking around learning. Research around learning maps by Jean Annan has proven that student, teacher, leader and parent practice make huge shifts. </span></span><br />
<span style="text-indent: -36.4800033569336px;"><span style="font-family: Arial, Helvetica, sans-serif;">Brian and Mary are able to offer support in the form of workshops and seminars for teachers, leaders, students and families in the learning map process and in relation to addressing global trends and future focused learning.</span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRMC2wRrDcDxOqEeEFUY9sFhD2wkTi65ZXIl2bVEgedzoQ0z9QhkyHg7JAn5KpKStQar6mMdhsNDLVkoijB249ODCJXPSSQkRKbtPYVW4AZAZDQ4_y93SHW8frSs2E7S6OjXFMMN4sBWDQ/s1600/Screen+Shot+2015-08-26+at+8.17.56+pm.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRMC2wRrDcDxOqEeEFUY9sFhD2wkTi65ZXIl2bVEgedzoQ0z9QhkyHg7JAn5KpKStQar6mMdhsNDLVkoijB249ODCJXPSSQkRKbtPYVW4AZAZDQ4_y93SHW8frSs2E7S6OjXFMMN4sBWDQ/s320/Screen+Shot+2015-08-26+at+8.17.56+pm.png" width="265" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;">Mary shares the power of learning maps</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">Brian and Mary very kindly left me with a copy of their presentation to share. If you are interested in it, please email me - jjackson@stjoseph.school.nz </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Are you actioning these 5 global trends? If so, how ?</span><br />
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Anonymousnoreply@blogger.com0tag:blogger.com,1999:blog-7404357415551098632.post-46861429758831956362015-08-16T16:56:00.002+12:002016-01-18T06:08:05.240+13:00Catholic Character review from the inside looking out<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Arial, Helvetica, sans-serif;">Being invited to participate in a Catholic education review is an excellent learning experience. I would encourage every leader in a Catholic school to grab such an opportunity. Spending time in the presence of </span><span style="font-family: Arial, Helvetica, sans-serif;">lead reviewer </span><a href="http://gg.govt.nz/content/paul-ferris-qsm-glenorchy" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Paul Ferris,QSM</a><span style="font-family: Arial, Helvetica, sans-serif;"> and his experienced team, Rosemary Burke and Fr Wayne Healey was a privilege. Special thanks to the principal of St Patrick's Invercargill, Callan Goodall and his enthusiastic staff and children who made us all feel very welcome. Thanks to the Dunedin Diocese for their willingness to open up the review process. I came away from the review feeling humbled by this rich learning experience and motivated to share my learning with our school community.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The following information was taken from my own notes during the review.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjadJEyS1vCV1KfSfjHX3Kx621rJhqMz4D1AsBRdwqCN1qIEtSmbNFIanFXE7T-m_35gSUZeKYPI_QTFh-OrNJ5WDwNPmgGR6gQiGBzkDbKHSj-nslYbMGcFT6TdvlLpVFTU38swGuVNNKq/s1600/ScreenHunter_1027+Aug.+15+22.00.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjadJEyS1vCV1KfSfjHX3Kx621rJhqMz4D1AsBRdwqCN1qIEtSmbNFIanFXE7T-m_35gSUZeKYPI_QTFh-OrNJ5WDwNPmgGR6gQiGBzkDbKHSj-nslYbMGcFT6TdvlLpVFTU38swGuVNNKq/s320/ScreenHunter_1027+Aug.+15+22.00.jpg" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;">Left to right: Fr Wayne Healey, Rosemary Burke & Paul Ferris</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">As you walk into the school, it is clear that it is "unabashedly Catholic".</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS_nQg7MYP8ECdd7Cs7-jGWcs2w1ku9dqsjj2JCbWSoqZKPcWaySRd2_eMbryhYZ-YDg4VR0Ezp80RqDHH_voHha4Mqsjl66hI574QezZR0skCVel4igDx4PZr2JJE8RF4P7UYOkJcjIZQ/s1600/ScreenHunter_1063+Aug.+16+16.59.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS_nQg7MYP8ECdd7Cs7-jGWcs2w1ku9dqsjj2JCbWSoqZKPcWaySRd2_eMbryhYZ-YDg4VR0Ezp80RqDHH_voHha4Mqsjl66hI574QezZR0skCVel4igDx4PZr2JJE8RF4P7UYOkJcjIZQ/s1600/ScreenHunter_1063+Aug.+16+16.59.jpg" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://jennyljackson.blogspot.co.nz/2015/07/horizones-of-hope-reflections-from.html" target="_blank">Brother Sir Patrick Lynch shared his thoughts around this at the Catholic Convention</a></span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">These photos give you an idea of the visual impact the school's Catholic identity makes as you enter the main office, school hall and playground.</span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlinStqT2QP4ErKr6iqoa_O8Fued4dohwZV4eUhXMK3tfTHJjbMqp11jtn9e46OSLCRRccg19N4Bo_F24VQ6f926OE2iTZStBf_gx8-IXH984lF_2ROmNRFSY5ZIFMUauqGyHVEhjmn8Yo/s1600/ScreenHunter_1061+Aug.+16+12.18.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="342" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjlinStqT2QP4ErKr6iqoa_O8Fued4dohwZV4eUhXMK3tfTHJjbMqp11jtn9e46OSLCRRccg19N4Bo_F24VQ6f926OE2iTZStBf_gx8-IXH984lF_2ROmNRFSY5ZIFMUauqGyHVEhjmn8Yo/s400/ScreenHunter_1061+Aug.+16+12.18.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;">Top row - Entrance to St Patrick's School, bottom row -new prayer garden.</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXYiFl8jiIcobOc_Nr6CDw-yvLCP3_Sbpf3kFm_jtFhJfOETaMNYAmQI_cks8siuCjNrvRaejwa8TQ8y1BO9fgJamhSZ11HFYE-5qgIFpupPXamSYKYij_-XSuMmBCyv80trtDHEvRr46D/s1600/ScreenHunter_1031+Aug.+16+07.21.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXYiFl8jiIcobOc_Nr6CDw-yvLCP3_Sbpf3kFm_jtFhJfOETaMNYAmQI_cks8siuCjNrvRaejwa8TQ8y1BO9fgJamhSZ11HFYE-5qgIFpupPXamSYKYij_-XSuMmBCyv80trtDHEvRr46D/s320/ScreenHunter_1031+Aug.+16+07.21.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;">One of the eye catching murals displayed in the playground that emanate the rich Catholicity of the school.</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhj-WQjNnNGQBkD2-wr_Y9CZ5UiyGhppW50Y2bsyEt179qupr3tS2Hsue6oVAtAz70jBMnbP3iPwco18De0VV9S3zo1QzOuLPxHrXVkvRRLJwWSqlxb3A5kTeD1GXuG1lOhag1ks0wiur1e/s1600/ScreenHunter_1046+Aug.+16+07.34.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="335" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhj-WQjNnNGQBkD2-wr_Y9CZ5UiyGhppW50Y2bsyEt179qupr3tS2Hsue6oVAtAz70jBMnbP3iPwco18De0VV9S3zo1QzOuLPxHrXVkvRRLJwWSqlxb3A5kTeD1GXuG1lOhag1ks0wiur1e/s400/ScreenHunter_1046+Aug.+16+07.34.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-small;">More of the murals out in the playground and in the school hall that link to the gospel values and the rich culture and tradition of the school community.</span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Board of Trustees</b> </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">As part of the review, it is necessary to meet with the board. This is an opportunity for the board to share their passion for the Catholic school that they govern. Here are some examples of the questions that were put to the board:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">What does the school do really well in keeping with its Catholic ethos ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">What has changed and improved since the last review ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">What has the board done around the formation of its teachers ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Who holds the tagged positions and do their job descriptions reflect their commitment ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Do the board know what papers that the teachers have studied ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">What do the board know about the Catholic special character budget ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">How is the board assured the appraisal system focuses on growth in special character and quality teaching ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">How does the special character attestation get completed ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">How often do you have a whole school mass ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">How can the board be assured that the school provides an authentic encounter with Jesus ?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b>Principal</b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">This meeting commenced with a reflection on the progress since the recommendations made in the last report. I wasn't present for the whole meeting as I went and observed some teachers in action:</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">What evidence do you have to show the changes made in response to the last review ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">What would we see when we come back again in three years time ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Where does your Catholic special character goal fit within your charter ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Do you utilise the open and preference place data to guide your targets ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Have you got links on your website and facebook page to special character resources that support parents (eg. with the sacraments) ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Share your staff formation plan.</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Does the principal and DRS have a thorough understanding of the RE teaching happening throughout the school ? Does the principal challenge the quality of feedback to ensure healthy professional growth ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Does your data around RE support adjustments to teaching practice ?</span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">Teaching Observations</b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Is their connection, engagement and participation ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Where does the lesson and the planning fit within the strand ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Are the children excited to learn and does the teacher demonstrate enthusiasm and passion for RE and their faith ?</span><br />
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<b style="font-family: Arial, Helvetica, sans-serif;">Director of Religious Education (DRS)</b><br />
<span style="font-family: Arial, Helvetica, sans-serif;">What has developed since the last review ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">How do you know that there is quality RE teaching happening around the school ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">How do we adapt teaching practice to ensure that the children are encountering Christ in the classrooms (NZCB The Catholic Education of School-Age Children "puts the encounter with Jesus at the centre of Catholic education" page 2 ).</span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz0IDJZkBW9fsj5N1XbJv-A-32NrRoypB8VDlTO-vsWQRGyUW4qyrWWxD9t_GjUppxYvyEgVZRwmY2WgVG-yPuQ2Q3dfUeEd0540B-8qYyy6NO9ANeKyc8nBeXuTbyRaehMwQWoTYQD5II/s1600/ScreenHunter_1062+Aug.+16+16.30.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="192" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz0IDJZkBW9fsj5N1XbJv-A-32NrRoypB8VDlTO-vsWQRGyUW4qyrWWxD9t_GjUppxYvyEgVZRwmY2WgVG-yPuQ2Q3dfUeEd0540B-8qYyy6NO9ANeKyc8nBeXuTbyRaehMwQWoTYQD5II/s400/ScreenHunter_1062+Aug.+16+16.30.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: #0000ee; font-family: Arial, Helvetica, sans-serif; font-size: 12.8000001907349px; text-decoration: underline;"><a href="http://www.catholic.org.nz/_uploads/_cknw/files/Catholic%20education%20of%20school-age%20children%20-%20electronic%20version%20ISBN%20978-0-473-27170-1.pdf" target="_blank">You can access this important document here</a></span></td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">Are the DRS reports to the board more than a diary of events ? Do they assure the board that there is an ability within the school to make a difference ? </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Where is the voice of the child as learner ? Do you find out what is working well and not working well for the children ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Formation of teachers - Have you got a record of the accreditation hours for the teachers ? Have you analysed it and developed targets to go forward based on this information ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Have you shared this with the board?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">How do you know that prayer takes place every morning and how is this developed ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Parish School Relationship - What level of input does the school get into the liturgy ?</span><br />
<span style="font-family: Arial, Helvetica, sans-serif;">Are the teachers aware of the different criteria for preference of enrolment (<a href="http://www.catholic.org.nz/_uploads/_cknw/files/Catholic%20education%20of%20school-age%20children%20-%20electronic%20version%20ISBN%20978-0-473-27170-1.pdf" target="_blank">see link</a> page 114) and are they teaching to this ?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><a href="http://jennyljackson.blogspot.co.nz/2015/09/peace-of-mind-with-external-review.html" target="_blank">Learn how staff and board prepared for our own recent Catholic review here.</a> </b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b>This review experience has emphasised the importance of our Catholic schools sharing resources and working together <a href="http://jennyljackson.blogspot.co.nz/2014/11/catholic-leadership-reflections-and.html" target="_blank">(another post with this same message)</a>. </b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><b>We need to continually nudge each other to move out of our comfort zones and ensure that our Catholic schools can proclaim the joy of the Gospel uniquely and powerfully with Jesus Christ at the centre of all that we do. We need to inject our passion and energy for our Catholic faith into our schools so that our children and families truly encounter the living God.</b></span><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #222222; font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><i>“School can and must be a catalyst, it must be a place of encounter and convergence of the entire educating community, with the sole objective of training and helping to develop mature people who are simple, competent and honest, who know how to live with fidelity, who can live life as a response to </i></span><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-NZ;"><i>God’s</i><span style="color: #222222;"><i> call, and their future profession as a service to society ” (Pope Francis, 2013).</i> </span><span style="color: red;"><o:p></o:p></span></span></span></div>
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<span style="font-family: Arial, sans-serif;">Pope Francis. (n.d.).<a href="http://w2.vatican.va/content/francesco/en/speeches/2013/june/documents/papa-francesco_20130607_scuole-gesuiti.html" target="_blank"> To Students of Jesuit Schools of Italy and Albania (7 June 2013)</a>. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>Anonymousnoreply@blogger.com1tag:blogger.com,1999:blog-7404357415551098632.post-49342843239499905102015-08-15T21:51:00.000+12:002015-10-08T15:43:13.459+13:00How can school values guide ethical decision making and resolve dilemmas ?<div class="MsoNormal" style="margin-bottom: 0.0001pt;">
<span style="font-family: Arial, sans-serif;">Ethical decision making and the resolution of dilemmas can be a challenging process. Having an authentic and systematic approach that links to school values can support everyone involved.</span><br />
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<span style="font-family: Arial, sans-serif;">Early in 2015, I
spent four invaluable days participating in a Values and Leadership course
facilitated by Professor Christopher Branson as part of the Masters
in Educational</span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif;">Leadership. </span><span style="font-family: Arial, sans-serif;">This blog post is made
up of excerpts from an assignment where I aligned our St Joseph's
school values to a recognised ethical decision making framework. It is possible
to carefully and systematically apply the same process to school
values in any school. The challenge for us at St Joseph's is to reflect on this
framework and begin to action it.</span></div>
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<span style="font-family: Arial, sans-serif;">The Shapiro and
Stefkovich framework applies the four ethics of justice, critique, care and
profession to a dilemma or situation that needs to be resolved (Begley,
2006). Branson (2010), includes a fifth ethic, that of personal moral
integrity. It is this fifth ethic that focuses on the good of others rather
than on oneself, that resonates strongly with Catholic school values.</span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif;">I have aligned
the ethics of the Shapiro and Stefkovich framework (Begley, 2006) to our St
Joseph's school values. By putting this structured framework into practice, we
have access to a systematic and holistic process to apply to any ethical
dilemmas. It also provides a transparent foundation from which to
confidently articulate the decisions taken and the reasons why. </span></div>
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<span style="font-family: Arial, sans-serif;">At St Joseph's school, o</span><span style="font-family: Arial, sans-serif;">ur four values are based around
Jesus Christ and the good news of the gospel:<b> respect</b> (for oneself and others),<b>
resilience</b> (courage to take risks, accept challenges - Tiko/Pono and stand
strong - Kia kaha for what is right and just),<b> reverence</b> (in school, church,
home and the community) and good <b>relationships</b> (with ourselves, each other and
God). </span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif;">In the light of the
Shapiro and Stefkovich framework, we could apply the following questions to an
ethical dilemma -</span></div>
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<span style="font-family: Arial, sans-serif;"> 1.<b> Respect </b>(apply
the ethics of care): Am I respecting everyone’s rights and best interests when
making the decision? Who could feel disrespected by my actions?</span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif;"> 2.<b> Resilience </b>(apply
the ethics of justice): Is there a policy, procedure or law that can be used to
resolve this dilemma? How should the procedure be implemented? Have we taken
into account our school restorative justice practices? </span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif;">3. <b>Reverence </b>(apply
the ethic of critique) Am I reflecting our special Catholic character in this
decision? Am I taking into account class, race, gender, privilege, power,
culture, language and social justice? (Branson, 2010). How will the decision
affect the whole community (home, school and parish)?</span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif;"> 4. <b>Relationships </b>(ethics
of the profession): How does this decision support the best interest of the
students? What personal and professional codes of conduct and standards need to
be taken into account? What are the community’s views? </span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span></div>
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<span style="font-family: Arial, sans-serif;">Research by Branson (2004) and
Gardner, Avolio, May & Walumbwa (2005), recommends that leaders should be
challenged to develop a greater self - knowledge of their own values. Deep self
- reflection of one’s personal values leads to an increased awareness of how
one’s actual values contribute to ethical decision making (Branson,
2010). </span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span><br />
<span style="font-family: Arial, sans-serif;">Understanding the
relationships between motives and values and being sensitive to all categories
of influence (Begley, 2004) contributes to a holistic and authentic approach to
resolving dilemmas (Duignan, 2008). Ensuring that we grow in holistic
authenticity as principals and leaders is vital. </span></div>
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<span style="font-family: Arial, sans-serif;">Regular and deep reflection leads to a growing self- awareness. This is reflected in our authentic
presence in quality, everyday relationships in
which the dignity of the human person is realised (Duignan, 2008).</span><span style="font-family: 'Times New Roman', serif;"><o:p></o:p></span><br />
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<span style="font-family: Arial, sans-serif;">The next step is to share this framework within our school community and apply it.</span></div>
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