Principal nurturing
self-motivated, actively engaged, life long learning and leadership through fun, authentic, innovative and collaborative experiences.
It 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.
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.
Here is a link to the existing constitution OSCPPA Constitution. Please read through this for your own information. Thanks Michelle for sourcing this from past president Alan Watts.
Please read through the NZCPPA visioning experience at this link. 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.
Outline of the Day
8:30 Venue open, hot drinks available.
9:00 Welcome and prayer
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.
How can we work cooperatively to market, grow and ensure the continuing prominence of the Special Catholic Character of our Catholic schools ?
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 ?
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 ?
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 ?
9:30 Divide into four balanced groups (mixed gender and mixed regions) for the Classic Brainstorming and 10/4 voting process with 20 minute sessions for each of the four probes.
9:40 Round 1
10:00 Round 2
10:20 Round 3
10:40 Round 4
11:00 Coffee Break
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.
11:30
Individually review the responses and make 10 private votes.
These are then used to collate the draft vision and goals during the lunch break.
12:00
Lunchtime
Draft vision and action plan collated. Come up with about 6 important goals and spaces for actions and next steps.
12:45-2:30
Review and include actions, timelines and plan an agreed way forward for OSCPPA
2:30
AGM Meeting based on Article 6 OSCPPA constitution
Danny Nicholls skilfully captured the combined ACPPA & NZCPPA exec members during their meeting day in Auckland
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. You can read a reflection about our first day of school visits on an earlier blogpost here. Below are reflections, links and slideshows from our meeting day. 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. Candles 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.
ACPPA & NZCPPA special candles, bullroarers and tokotoko
Bullroarers Mark Mowbray (New South Wales, ACPPA president) 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.
ACPPA President Mark Mowbray
Tokotoko Michael Mokai (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.
Donaugh Shirley (Queensland) 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. 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. Therese Coleman & Deb Daines (Christchurch Diocese) shared a presentation around the theme 'Managing our Patch' (see below).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. You can click on the arrows and enlarge the slideshow below to view it.
Deb Daines
Therese Coleman
Melanie Bolwell (Northern Territory) shared a beautiful prayer presentation entitled 'Dreaming Big'. Due to images of children from her school we are unable to share this with you.
Bruce Young, Daniel Pepper and Craig McKernan (Auckland Diocese) spoke about Indigenous Education in New Zealand.
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. 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. You can access information about this at this link. 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. 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.
Bruce talking about the history of NZ education
Karen Pearce (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.
We all had a chance to share the Aboriginal Lord's prayer.
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.
The Australian Curriculum include cross curriculum priorities and Torres Strait islander priorities.
All schools now acknowledge the traditional owners of the land.
Karen's Torres Strait Islander Dance Troupe performs at different schools. It is mainly made up of non indigenous students.
Schools celebrate special days and build relationship bridges together. RAPS - Reconciliation Action Plans.
Most of the funding is used to employ staff as it is very hard to get staff in some schools.
High schools have more funding for scholarships eg. sporting opportunities
The Northern Territory has flexible learning centres for indigenous children who drop out of school.
Some of the challenges include: generations on welfare and substance abuse, school attendance and access to education.
Danny Nicholls (incoming NZCPPA president) and James Murray (Hamilton Diocese) spoke about Spiritual and Faith formation. 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.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.
James and Danny presenting
Brad Gaynor (Australian Capital Territory ACT)
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.
Brad Gaynor presenting
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.
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.
Sue Jury (Wellington dioceses) spoke about the positives and negatives of the Religious Education RE curriculum in New Zealand.
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. Here is a link to some further information about the curriculum.
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. 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. You can learn more at this link and track back through older posts.
Ros Oates (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.
Ros Oates presenting
You Tube video of Robert Randall talking about the Australian Curriculum 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.
Student feedback In my previous post I spoke about a culture of self-belief and optimism underlying success for all learners (our students and ourselves). I shared feedback from our school parents around learning for their students in relation to our schoolwide goal: Engage every student in deep learning for success. I emphasized the holistic nature of the education we provide at St Joseph's. 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 SOLO taxonomy 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 SOLO diagrams on our Teaching and Learning Site.
This week I spent time in our Year 4-8 hubs and asked our students to share something positive about their learning this year. Here are their responses according to year groups (the numbers represent repeated responses): Yr 4 I have improved my reading (12) Maths (8) I can understand most of my learning (2) People supporting us helps us to learn (2)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. Yr 5 Maths (9) Reading (8)Writing (7) The teachers help me to improve. Religious Education. Art. Devices are great for learning. Workshops. Yr 6 Using devices for learning (10) Different inquiry topics and heaps of projects each term (5) The hubs (3) All the workshops (3)Working with older kids because I have to step up (3) Our teachers make learning fun (3) Working with three different teachers in different rooms (2) I am more engaged with my learning with more people to work with (2) Working in pairs. Spelling. 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. Yr 7 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. I have made it to Level 7 for maths (2) My fluency in reading (2) I have gone up a step in my writing. 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. 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. Yr 8 Learning on devices - we can share our work with our teachers and for group learning (3) Must do's and can do's (2) 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. It is worth noting that the feedback from our students reflects a combination of multistructural, relational learning and some extended abstract learning (SOLO taxonomy ). Our students are going deeper with their learning and moving beyond the simple acquisition of knowledge for knowledge's sake. Our students are beginning to articulate and understand the conditions that are supporting them to learn for success. This becomes more evident in the student responses as they progress from Year 4 to Year 8. 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. 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.
An excited team from St Joseph's Oamaru travelled via Dunedin to the triennial New Zealand Catholic Education Convention in Wellington.
As it stated on the convention website :The convention brings together Catholic educators, bishops, priests, school trustees and a range of others associated with the New Zealand Catholic education system. Our 238 Catholic schools, early childhood services and tertiary institutions have the opportunity to share experiences and learn from one another.
Here are some reflective snippets based on my own notes taken at the convention :
Professor Theresa D'Orsa - Catholic missiologist and educational leader Australia
Pope Francis says "I am a living mission." He proclaims the gospel very strongly by
witness and symbolic action.
We need to integrate RE. The whole curriculum needs to be harnessed
with biblical and faith questions and not just focussing on RE itself.
It is time to intentionally rebuild our catholic education community
taking everyone into account. It is part of a kingdom building project. It
needs to be intentional. The more we do it, the more we rebuild faith and
culture.
The catholic school as Community for the Kingdom. A community can do so much more than the individuals in it.
We need to
be engaged in serious formation work. It is business of the heart. The formation of staff and leaders is of the essence for success in this new
era.
The Pastoral Challenges of the Family - Cardinal John Dew, Wellington
Cardinal John shared his synod experiences. All bishops had four minutes to address the synod. The pope asked for openness and honesty.
The pastoral issues that face our parishes and families are significantly different to worldwide issues.
Always look for the good aspects in people's lives and help them with pastoral challenges to move forward.
Although we have our own lives, we belong to a community of Christ and have a responsibility to help others. Bring the joy of the gospel and let it fill the hearts and lives of all who encounter Jesus.
Seek enlightenment, not entitlement.
The bishops document (see image below and reference on an earlier blog here) is a living document and we need to think about it in the context of our lives and the pastoral challenges we face.
Dr Gemma believed that the bishops' document is one of the best that she has read. These are robust words and a tough call.
Where is the happiness and joy of Catholicity ?
If we are willing
to engage in the process of being makers of God in other people...then
we will comes face to face with Gods longing for us...
What our teachers model, do and say with our kids are vital.
We ARE the gospel. For some the only gospel that they will read.
We need to encourage our young people and ourselves to be open to receiving the
gift - a relationship of love and worship of God in spirit and truth.
What does a
spirit filled life look like if we are modelling it ? It's a real life, an honest to God life. God dwells in relationships. God is love and anyone who lives in love is
God and God lives in them.
Relationships...you can't learn about them in books but from the person. The catechists own heart
must first be created and transformed.
Pope said to his cardinals, "Don't be holy but be real."
Try and share our vision with others, wake others up to a life and faith
leading to discipleship.
Share the treasure of what you know with others. That will help us to be made God.
We are a mission in every aspect of our life and actions. We are never off
duty. Our mission is part of who we are. That's what we are as educators. We are
missionaries.
Here are some thought provoking quotes that Dr Gemma shared with us -
Our Catholic schools can reach families before they come to our schools.
See the face of Christ in the lives of others and keep alert to the voice of Christ.
Gary Finlay - Acquiring a Catholic Worldview
Gary has written a paper based around answering the question raised by the 2014 bishops' document NZBC The Catholic Education of the School-Aged Children. You can access the full paper by emailing him ragnif@gmail.com
Those around us, fewer have a Catholic background than in the past. It's hard for teachers to teach the traditional Catholic view in a society that is
not modelling that anymore.
World of communications - a global village. It is an information environment and
it's influence has been neglected. We need to promote a Catholic worldview.
We can't expect it to happen through osmosis but it needs to be identified
and broken down. You can't hope that young people understand this but
we need to help them.
We teach techniques for advertising by demystifying. We need to do the
same with a Catholic worldview. We need to be explicit.
What does the Catholic graduate look like at graduation ?
Teaching students to pray is vital and may be the only time that they will
pray.
Sir Brother Patrick Lynch
Most recently, in the 2015 New Year’s Honours, he was made a Knight Companion of the Order of Merit, for Services to Education over a 50 year period.
We are in the faith business. The Catholic review indicators show what makes us different to our state schools. It is
harder but that's the deal.
We have to sustain and strengthen our Catholic brand. One of us is never
as strong as all of us.
We are unabashedly Catholic.
Educational philosophy predicated on our faith is vital and should be expressed on
our websites.
Get out the integration agreement and share it with everyone.
Globalisation. Look out for Catholic ideas from educators from around the world. Look
outwards. This will happen with links on the new Catholic Portal.
Engage immigrant families and children so that they belong. They are
strong in our parish networks and strong nationwide.
We are the face of Christ in our schools.
We are witnesses to hope.
We have a mission to spread Gods love and Jesus showed us how to act.
Let us bring the good news of the gospel to everyone we serve. We are the adopted daughters and sons of God.
Dr Katy Novak - Teaching without barriers: Universal design for Learning (UDL)
UDL aligns with 2020 Catholic Beacon Goals. It's about teaching and learning with different dimensions.
Always be explicit about what we are wanting to happen.
Dinner party analogy. Plan the party differently to meet the needs of the guests dietary requirements etc. Think about your students and making sure you plan before to ensure everyone access to the learning. Make sure you don't just plan for what suits you. Our students are hungry for knowledge and we want to have food our students can eat and is nourishing for them.
UDL based on brain research. Differentiation is presently based on students that already have a label. UDL - everyone gets the same thing from the beginning. It empowers students and they make choices of how they best learn.
Reflect and assess yourself and then choose. Help our students learn how to learn.Why do they need this ? Allows them to advocate for themselves and feel better about expressing own knowledge.
We need to say to students: I am teaching this to you because this is ultimately what you are going to do with it. You need it for life.
Students have choice. They can choose the tool to write their responses with.
Ask the children: What's your goal ? How much do you think is challenging for you ?
Give strategies and as much choice as possible. All the time relate it to real life. This is what you need to do to get to the next level as a learner.
UDL guidelines. Universal - introduce to all students every day. I am now going to provide
Tier 2 targeted teaching to some students. Students make the choices. If
they still need help, then offer more at intensive level. Ask them to express their knowledge and then you know that they are there.
It allows the students who need the most time to get the most intense
instruction.
Students can show what they know in countless ways: poems, videos, letters, posters, etc. Give choice. Give them many options and be flexible about assessment. For example state : If you have met the
standard then these 3 things will be in it and then it can be shown in
anyway.
Be flexible about the way it's taught and really scaffold.
Break it down if they are stuck, give them the words to express
themselves if they are stuck. We need our students to know themselves as learners.
Have them assess you frequently.
We have to know ourselves as educators to be good role models. Let's
talk about the grade that you got, what could I have done better that
could help you do better ?What you are saying is I am weak at this. I
need to model to be a learner, it is my job to help you learn.
Are you engaged In this lesson? Teacher needs to be willing to work on how they teach to help students to learn.
Value your students and their personal stories. This is the goal and this is why it is important. Does anyone have a
question?
This builds their character on how to be successful.
Leave 15 minutes for questions and the self assessment of rubric. They go through and take time to reflect
against criteria of rubric. Write for me evidence of where you show this.
You look at the rubric and they match it.
Students need to reflect and assess, shouldn't be just the teacher. Those who
were far off need more intense feedback.
Video carrying out the self assessment and you hand this in with annotations.
Embed choice for assignments...response via podcast, audio recording,
collaborative google doc . Turn it in.com
Jenny, Siobhan Burke, Ann Dooley all from St Joseph's Oamaru with Pope Francis and key note speaker Dr Gemma Simmonds
The National Networking Hui marked the official end of the the government’s Learning and Change Networks (LCN) strategy. In true LCN style, the final hui was everything we had hoped for. Brian Annan summarised this in a final email: Thanks to you all for your openness and collaboration, a true celebration of lateral learning in NZ. Michael Fletcher's tweet also summed up the engaging two day hui in a nutshell.
Brian instructed everyone totake agency and make the most of the two day hui. I loved this comment. It was up to us to be proactive and make it work for ourselves.
This works for anything. We can either sit back and complain that something isn't what we expected or we can actively ensure that we find value in it. It's like the half-full glass.
This blogpost is a lengthy one basically because there was so much I wanted to record and reflect on from the hui. Here is a summary of the contents of this blogpost:
Learning Session - Student Agency through Pathways
Learning Session - Learning maps, a new evaluative tool
Links to Joanna Robson's blog accounts of nine learning sessions and key notes
Further videos and my notes to support the excellent learning session - Passion Projects Akoranga o Naenae (AON)
Final video snippets from Valerie Hannon keynote and video by Steve Cutts
Final video message from Brian Annan.
Learning Session - Sustainability the never ending story
Where to next for Whitestone Network.
Here is the link to the Hui blog networkinghui2015.blogspot.co.nz that staff from Otahuhu Intermediate set up. It has a video of special guest speaker Valerie Hannon addressing the hui and links to presentations from participating schools.
There are also a range of comments, reflections and photos on the Twitter hash tag #NNH in relation to key notes and seminars.
Active Reflections:
Learning Session Student Agency through Pathways
Maungaraki School, Wellington from the Seaview Network. Janet Evans with studentsHannah,Tasneem and Felix. This student-led presentation was one of the highlights of the two days for me. You can access the student's reflection of their time at the Hui here on their class blog. Much of the learning that is happening for these students mirrored the learning approach that we are actioning at our school this year. I loved the way that Janet introduced the presentation and the students, then let the students take the lead. The learning session content offered next steps for us to consider in our senior learning hubs.
The hub has 2 classrooms with 58 children and 2 teachers - "organised chaos", free to move in the hub with 1:1 devices (chromebooks).
They do the Myers Briggs personality test with the students to help them understand their learning styles, what makes them tick and why they learn the way they do.
Targeted learners moved from 50% below standard to 25% below in writing.
Tasneem said ".. children need to adapt to a modern way of learning to move forward in life..". There is a break out room for independent learning and testing with a whiteboard table and outdoor space. There is a cafe in their space to warm up food and feel more comfortable.
Workshops are in the pathways timetable, alongside these are the passion projects. They are infinite, no limits but based around the main curriculum. Students follow their own passion and get motivated and engaged into their own learning and utilise their strengths and then publish the project for the end of term celebration. Projects are marked out of 100 reflecting high school grading system. They use not achieved, achieved, merit and excellence.
Hannah spoke about the collaboration tracking document on google sheets. The students mark off what they have done for the week and highlight when completed. The kids also use websites for their learning. The 2015 tracking document on the drive has the set activities for week. There is a typing club with agreed word per minute expectations.
Everything is changing and evolving, teachers have added in levels to show compulsory and extension activities. Pathways is designed for students to never finish their work. They can continue at home. That becomes the student's homework.
Felix explained that on Monday they fill out and plan for the whole week, first put in compulsory stuff like coding, kapahaka etc. There is an expectation that there is a certain amount of maths to be done and to be filled into the timetable. Workshops - on Friday the teachers let them know the workshops for the following week.
They have also started student led workshops based on student's strengths. Students can go to the teacher and say they want to run a workshop (maths extension) but must come with the planning etc.
Students record results in google doc in their drives each term including reading and writing asttles, dates completed, passion project scores. They set goals each time they assess, kids make goals based on feedback and check these with the teachers for any modifications.
They have student trainees and managers. Managers can check other students wok and help them. Trainees graduate to become managers. Students will do maths in morning, literacy, mid morning and inquiry in the afternoon. If they haven't completed Level 1 'must do' then they go to sit with the teacher on a Friday to complete work while others do a game or art. Other levels are Level 2 'can do', Level 3 'extension'. Some others choose to come back and work if they want to like typing.
They use the Typing Club app from google to increase skill of typing 40 words minute. During the writing asTTle lots of kids chose pen and paper because they were slow at typing and so they increased the skill level to 50 words per minute and will go to 60 next term.
They also include one leadership activity per week in their timetable. Felix shared that he went from a 3b to 5b in 4 months with this engaging hub approach to learning. Felix is now motivated to learn and has fun having choice within the hubs. There is a collaborative space and hub for independent learning.
Felix mentioned that he went to the Wellington College induction evening with his dad. They spoke about the skills that the kids would leave Wellington College with - one was to be an agent for learning and the other was to be confident in ICT skills. Felix and his dad felt that he was already confident in these skills and were looking forward to a smooth transition to high school.
This approach to teaching is also working for low ability children who struggle with being motivated including targeted children.Trainee manager students work like peer tutors. The targeted kids are still fully capable of learning to manage themselves and get motivated through choice. Kids get shoulder tapped to come to certain workshops. If you can make it work for targeted kids then it will work for all. The kids gain self-confidence and the ability to collaborate with others.
Felix said, "Myers Briggs helps us to understand that although we are different we all need to learn to work together, extroverts and introverts." We have a Twitter account and blog that kids can put things on. We learn about being a cybersafe citizens.
Jackie explained that for the blogs they share their work with the teacher for quality control as they aim for excellence. It's part of their school motto.
Learning Session Learning Maps, a new Evaluative Tool Brian Annan and Mary Wootton Although I am already familiar with learning maps, my respect and regard for these presenters drew me to this learning session. It has made me more determined to make greater use of learning maps as an evaluative tool at school. Their value as a simple yet powerful visual record of learning and achievement can't be overlooked.
Brian and Mary explain that the maps help the learners to articulate change priorities.
Brian and Mary respond to questions about learning maps.
Brian explains that all learners are capable of creating learning maps.
Brian explains what could happen if learning maps become interactive and social.
Ask the learner to describe their map and capture this in a two minute video. It's in kid speak and is a true snapshot in time
Learning Maps can reflect something in their learning that they are finding tricky. Link it to one academic subject, for example, maths or writing.
Research carried out by Jean Annan is showing how fast learning and change can happen and that it can be captured through learning maps and videos. One group of children moved from below to at and above in three months.
Learning maps are a modern day tool that move away from traditional evaluation modes.
Learning maps can be scanned and stored with the videos.
Brian and Mary are available to run learning map sessions with students, parents and teachers through Infinity - where learning never ends This video is taken from the Infinity Website and captures the essence of learning maps for students, staff and parents to understand
I was fortunate to see @Joanne Robson in action, live blogging on seminars and workshops that she attended and recording them on her engaging blog empowerednz.blogspot.co.nz. Joanne captured succinctly the essence of learning sessions and published them immediately. This is an awesome skill. Thanks to Joanna, I have provided links to her work below:
Learning through Different Eyes - Sharlene Carki, Weston, Whitestone Network Oamaru. Sharlene's presentation was based on her work as part of her sabbatical with targeted learners at Weston school. It was very well received.
My additional notes: This presentation was another one of the highlights for me. The fact that three teachers from different schools across their network came together with forty-five targeted learners every Friday over a fifteen week period and focussed on active learning traits was inspiring.These videos are snippets from this excellent presentation:
Active learning and passion projects
Kelly explains the challenges experienced with AON.
Four levels of learning challenge for us as educators.
Valerie Hannon shared this video by Steve Cutts. It looks at man's relationship with the natural world. It brought home the important role that we as educators must play in changing attitudes to caring for the environment. This fits very closely with the message from Pope Francis in his encyclical letter entitled Laudati Si - Care for our common home
Valerie's deep and powerful conclusion
Brian's final words. Where to next ?
Learning Session - Sustainability. The never ending story.
I would like to thank Nicky Ryan my fellow presenter for this session. Together we presented a session based on our work as part of the Whitestone Network. It was empowering to present from a network perspective rather than a school only perspective. You can access our notes and links here.
One of our tasks was to map out our next steps as a network. We will share our thoughts and ideas with our network and ensure we continue to keep the momentum going and drive forward for the benefit of all learners across our network of schools.
Thanks to Sharlene Carki for her valued input and for scribing our Whitestone map.
This was an invaluable two days and I sincerely thank the organisers especially Leanne Smith the Sector Co-ordinator who did a stunning job.
Finally, an extra special mention of thanks to my daughter Chantelle who is teaching in Melbourne. She flew over for a surprise catch up and joined into the hui.
