OSCPPA Strategic Visioning Day; Facing the Future Together

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.

1. How can we work cooperatively to market, grow and ensure the continuing prominence of the Special Catholic Character of our Catholic schools ?
2. 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 ?
3. 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 ?
4. 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

3:00 Conclusion

Our Engaging Learning Spaces (ELS's) spiral into their second year

When 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".

You can access the video at this link

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 at this link.

Spiral of Inquiry Source: Timperley et al, 2014

Here are my own thoughts around this framework for leading authentic learning in the context of our ELS's.

The new framework involves learners, families and communities and a shift from student voice to learner agency (p5).	Our ELS model seeks feedback from all involved. We aim for learner agency but need to keep refocusing on this in practice.
A mindset of curiosity and genuine inquiry into what is going on for learners is vital and leads to hunches (p5,6).	We have to continually remind ourselves to be open to change and be willing to action this.
It is a collaborative process and involves a highly motivated and energetic team (p6).	In 2015 we moved away from single teachers making decisions around teaching, learning and evaluation to the ownership belonging to energetic, inquiring teams.
It is grounded in OECD emerging knowledge and reflects the 7 principles of learning (p5).	We incorporate the 7 principles of learning naturally. We need to specifically relate to these.
It is ongoing inquiry of learning leading to innovative action (p6).	This is how we operate naturally within our school wide ELS’s.
Any change needs to involve working out what will work in the context of your own environment (p6).	As a Catholic school we are aware of ensuring the context of our environment reflects holistic innovation.
Continually checking what is working and not working well is essential (p6).	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.

Box 2 on page 8 of the framework has questions related to each of the 7 principles of learning.

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:
Scanning (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.
Focusing (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.
Developing a hunch (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.
New learning (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.
Taking action (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.
Checking (p19-21): Have we made enough 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.
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.
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.

Infinite learning and change from inspirational National Networking Hui #nnh

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 to take 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 is an excellent video on the hui blog that captures the moving powhiri

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 students Hannah,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.

• Inquiry based learning approach is inspired by the work of Lane Clarke. Students drive their own learning with passion projects. The format for these is based on the work of a teacher Marg D and can be found on her excellent site of teaching resources.

Found on Marg D's resource site

• 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. 
• Thanks to Jackie Sutherland and the students for their inspiring presentation.Here is a link to the slideshow.

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.

 I shared some information about this on a blog in 2014. 

 Mary explains the meaning of learning maps

Brian explains the value of learning maps

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

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Joanne Robson's blog empowerednz.blogspot.co.nz.

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: 

Building Leadership Capacity and Commitment -Tasman School Nelson, Moutere Hills Network

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.

Science isn't just a Subject -Dr Michelle Dickinson (Nanogirl)

TELL ME I forget, TEACH ME I may remember, INVOLVE ME and I LEARN Waikowhai Intermediate 

A collaborative, informal learning session Part One: LCN and Personalised Learning 
Murrays Bay Intermediate

Passion Projects - Akoranga o Naenae - Kelly Layton, Clare and Natasha

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.

                                      Measurement tools to assess deep learning

Networking opportunities and outcomes from AON

Introducing Global Trends - Valerie Hannon

Learning and Change: to what end? Refreshing our mission - Valerie Hannon

                           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.