tag:blogger.com,1999:blog-23728723581039100132024-03-13T01:09:52.562-07:00 Four Seasons In One KiwiReflections on the world from a Kiwi perspective...Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.comBlogger243125tag:blogger.com,1999:blog-2372872358103910013.post-10743455410196784672019-03-20T02:00:00.001-07:002019-03-20T02:00:06.344-07:00The Tomorrow's School Review - A Quiet Optimism - Part One<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxeW7mBHbi29cPivADh38prDE5FvQQi7tiELzK3og_eJqr1seOxaVnMCn0Be54ea7770xk_6jrAXfWBq0UETS0CNc6RmGieeVeTg-UR5IyLUKvd6bI3bqdQ6NXDe-7NVRE-o3s0CHnTEM/s1600/Screen+Shot+2019-03-20+at+8.15.14+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="455" data-original-width="630" height="460" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxeW7mBHbi29cPivADh38prDE5FvQQi7tiELzK3og_eJqr1seOxaVnMCn0Be54ea7770xk_6jrAXfWBq0UETS0CNc6RmGieeVeTg-UR5IyLUKvd6bI3bqdQ6NXDe-7NVRE-o3s0CHnTEM/s640/Screen+Shot+2019-03-20+at+8.15.14+PM.png" width="640" /></a></div>
<span style="font-size: large;"><br /></span>
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<b><i><span style="font-size: large;">‘Why are you in such a bad mood?'<o:p></o:p></span></i></b></div>
<div class="MsoNormal" style="text-align: center;">
<span style="font-size: large;"><b><i>'Experience!’</i></b><span style="mso-spacerun: yes;"> </span></span><o:p></o:p></div>
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<br /></div>
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<b><i>Lord Berric to the Hound, in Game of Thrones.<span style="mso-spacerun: yes;"> </span></i></b><o:p></o:p></div>
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<b><i><span style="mso-spacerun: yes;"><br /></span></i></b></div>
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<o:p> T</o:p><span style="font-family: Arial; font-size: 12pt;">odays post
outlines some of my reflections on the TSR, and to be clear, they are
wonderings that I have personally. I wear a number of hats in the
educational world, which include sitting on a number of Principal Executives,
but these wonderings and reflections are from the perspective of over 18 years
as a principal, in a range of contexts, and they are my own. </span></div>
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<span style="font-family: Arial;">I have had the
privilege, due to some of the educational 'hats' I wear, of having the time to
unpack and digest each of the recommendations, and I have read and re read the
document (in hard copy and digital formats) so many times that I feel I may
have given myself writers (and readers) cramp! In addition, I have
attended many meetings, conducted numerous conversations and pondered the pros
and cons of the TSR recommendations with trusted colleagues and members of the
public. Whilst I am not an authority on the TSR report by any means, I do
feel I have conducted due diligence and I have dived deeper than most. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">This is the
first post in a series, and seeks to look at some of the things that concern me
with the TSR. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;"><b>The things that give me cause for concern:</b></span></div>
<div class="MsoNormal">
<span style="font-family: Arial;"><b><br /></b>
1. My biggest concern is the behaviour of some of our colleagues<br />
2. Do we have the money, the capacity and capability within the system?<br />
3. Timing and Review Overload<br />
4. The unintended consequences<br />
5. The lack of trust in the system <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">Since the
release of the report in early December, I have quite a few concerns, however
it is important to emphasise that most of my concerns can be mitigated by
careful implementation, and with the profession ensuring they are fully engaged
in the architecture and development of the changes as we go
forward. I also believe that further mitigation of my concerns will
occur if there is a bipartisan agreement and both of our major political
players agree to ‘play nicely in the educational sandpit’. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;"><b>1. The behaviour of
some of our colleagues</b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">At a number of
meetings I have attended, I have mostly only heard the voices of a certain
demographic. Words such as ‘protectionism’ and ‘middle class privilege’
have been used by others to describe the behaviour of some of my colleagues at
these meetings, and considering I have heard with my own ears, comments such as
those below, I have a tendency to agree. These comments have included:<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;"><i>‘My Board works well, so why should I change?’ </i></span><span style="font-family: Arial;"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: Arial;"> ‘If 87% of schools are doing well, then why do we not just plough
the money into those ‘bad’ schools?’</span><span style="font-family: Arial;"><o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: Arial;">‘There is nothing wrong with growing big schools – it’s a sign of my
success - I have worked hard and now I can offer lots of things to my
community - besides, parents have the right to choose!’ </span><span style="font-family: Arial;"><o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: Arial;">‘My school does a good job for ‘those kids’, so I don’t see why I
should have to change’ </span><span style="font-family: Arial;"><o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">and my personal
favourite<i><o:p></o:p></i></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<i><span style="font-family: Arial;">‘My school is doing ok, it's not my problem’. </span><span style="font-family: Arial;"><o:p></o:p></span></i></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">I have heard my
colleagues lamenting various versions of these statements in most of the
meetings I have been to. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">Here is why it
is one of my biggest concerns. I am not sure if you noticed, but there is
a distinct focus on ‘my school’ or ‘my Board’ or ‘my parents’. What I do
not hear is the collective efficacy of OUR schools, OUR communities and OUR
students. The TSR has a distinct emphasis on the system belonging to all
of us and the pathway to success is not alone but together. What I
hear in the above statements smacks to me as being myopic and insular. Worse
still, I have rarely heard anyone talk about what the best thing is for kids,
and that is what is at the heart of the TSR. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">This is not
acceptable to me. Our Nations children belong to us all. They are
our collective responsibility and they should expect to get an equitable bite
out of the educational apple, irrespective of their postal code, what culture
they come from and how much money their parents bring home. Last
time I looked, education was about children! <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;"><b>2. Do we have
the money, the capacity and capability within the system?</b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">My second
biggest concern is I feel we do not have the money, the capability and the
capacity in our country to make this happen. Not without pulling
effective leaders and teachers out of schools and classrooms, and by brining in
more tax funds. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">What the TSR
taskforce asks for is for our profession to be courageous, visionary and to be
prepared to no longer accept the status quo. It will take a big
commitment from those of us charged with making this happen. I have heard
a number of my colleagues express that by the time this comes to pass, they will
be retired, or they will step out. This concerns me because we will need
their wise council and experience to help iron out the kinks as we traverse the
unknown.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">With so many
inexperienced new principals in our profession, all of whom are busy
getting their head around what it is to run a school and suddenly be the ring
master of the ‘swively chair’, it is very important that they are given the
time to digest and reflect on the TSR. Best case scenario, the
recommendations should they come to pass, have the potential to make their job
so much easier.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;"><b>3. Timing and Review
Overload</b><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">Again, unless
you are hiding under a rock, you will have noticed that Education is currently
bogged down under a tsunami of reviews. We are reviewing everything from
Early Childhood provision, Curriculum and Assessment, Compliance and Workloads,
to Tertiary provision. There is a danger that during these reviews, and
their associated overlaps, someone could drop the ball or, worse still, it
could just be too big an overload for those of us in the profession running our
schools, to have the time to digest, reflect and respond.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">Take the TSR as
our key example. The review is made up of 8 key areas – all of which are
important and critical to how we operate our schools. Within the 8 core
areas, there are 32 main recommendations. Within the 32 key
recommendations there are 157 – that is correct, 157, sub
recommendations. Some are fairly small and innocuous, others are much
more controversial and potentially fraught with fishhooks.
This makes the report very complex. So complex in fact, that I worry my
colleagues will not be able to respond in a very informed way, and will be
swayed by the ‘smoke screens’ that the media whip up. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">Two examples of
smoke screens; the five year contracts and the size of hubs. Both of these
recommendations are relatively small in the context of the whole report, but
the media has fixated on them and whipped them up something fierce. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">Ironically,
attend any meeting with any of the taskforce and they quickly dispel the myths
that seem to grow up around them, quite quickly. There are many ways to
respond to the report, but the danger is that because it is term one and
everyone is flat out, our colleagues may not get the opportunity to dive into the
report or ask questions of the taskforce. That leaves them formulating
opinions and understandings that are shaped by what the media or our vocal,
negative colleagues spell out. In particular that of the Community Schools
Alliance. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><b>4. The unintended
consequences</b><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><b><br /></b></span></div>
<div class="MsoNormal">
<span style="font-family: Arial;">I have a little
devil that lives on my shoulder and sometimes it’s a vocal and disruptive
little blighter – not always for the good I might add. This concern
relates to the quote above from Game of Thrones. My experience in the
last ten to twelve years as a principal has not been without it's challenges
(as I am sure many of my colleagues would agree, due to choppy educational
waters that required careful navigation!). As a result I am aware that
sometimes I can be a little cynical and distrustful of the motivations that sit
behind policy or Government directives. Sadly I am not alone.
National Standards, Charter Schools and a few personal scrapes and bruises as a
leader are the experiences that have given my little shoulder mate a cynical
voice. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">With this in
mind, I can not help but ask myself if the TSR taskforce has thought about what
the implementation of their recommendations might look like in ten or thirty
years from now. Have they considered what the unintended consequences
might look like and how they might mitigate them? Ironically, I did ask
this of Bali Haque, the chair of the taskforce, at a recent meeting. I am
not convinced, by his response that they have but I am hopeful that by asking
the question it will now be something worth being aware of. You see, Bali
talks about 'schooling up' the system, so it is as equally important that the
taskforce do the same prior to the next iteration of the report. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">The original
Tomorrows School implementation was meant to fix equity concerns but the
unintended consequences resulted in ‘winner and loser’ schools, fierce
competition and appalling inequity. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">An unintended
consequence that pops into my mind is that without bipartisan political
agreement, the hubs have the potential to be abused by less scrupulous
political parties who will use the diminished powers of the Board of Trustees
(who currently can be a buffer between principals who stand up for the rights
of our students against the bureaucratic machinations of the Ministry) to push
through neoliberal agendas such as National Standards and Charter
Schools. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><b>5. The lack of trust in the
system </b><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial; mso-bidi-font-weight: bold; mso-fareast-font-family: "Times New Roman";"><b><br /></b></span></div>
<div class="MsoNormal">
<span style="font-family: Arial;">As mentioned
above, it has been a bit of a rough educational ride over the last decade or
so, and this has eroded trust and confidence in our system. It is not
helped by the educational elephant in the room - the current contract
negotiations. It is exceptionally facile to come out of opposition (where
you have been talking a big game about restoring faith in the sector) into the
big leagues and then fail to deliver to a profession desperate for the
recognition and value needed to keep people in the system. It is super
hard to engage in all of these reviews where on one hand, you are told that you
are valued and respected, but where on the other hand the actions show the
opposite. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">The best and the
fastest way, in my humble opinion, to build trust and ensure the profession is
behind the changes - and actually, leading the charge, is to suck it up and
settle the contracts. Not shuffle more deck chairs on a sinking ship, but
actually repair the ship and get it going again. If you truely believe
what you say about engaging with the profession and wanting the profession to
be valued, then words are simply not enough. If we hemorrhage any
more teachers and principals from our wonderful profession - it will not matter
how many reviews you do, there will simply be not a dash of goodwill
left. There is barely a smidgeon of it left now - do not waste it
anymore by presenting insulting offers that are merely a reshuffle. And,
while I am on my high horse (I shall name him Sir Rantalot) may I just say that
offering our secondary colleagues a bigger bribe than their primary
counterparts in an effort to cause dissension and in a very lousy attempt at
staving off a mega strike - well - that’s a real (insert appropriate
inappropriate word) move! My hunch is we will be about to take to the streets
in what will only be described as one of the biggest industrial action moves
this country has ever seen. It is not too late, for those who count
beans, to count out a few more and fix this! <o:p></o:p></span></div>
<div class="MsoNormal" style="margin-left: 18.0pt;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: Arial;">
>>>>>>>>>>+++<<<<<<<<<<<<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">Going forward, I
am cautiously optimistic. Whilst I have concerns, I am heartened by the
Minister who informed leaders at the NZPF Moot that he was genuine in wanting
to work in collaboration with the sector. There is an opportunity here to
be innovative and futures focused, and most importantly, better equipped to
resource schools and ensure there is equity in the system! <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">I think there is
potential here. If the sector is fully engaged, and collaborative co
constructors in the architecture of this re imagined new educational landscape,
then we have the opportunity to create something quite amazing. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">To do this, we
need to leave our mistrust, our cynicisms and our hurts from the dark days of
educational persecution, behind us. We cannot let the bad experiences of
our yesterday colour us into a foul mood for today and the educational future
of tomorrow. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: Arial;">In part two I
will outline the little nuggets of hope and the things I feel have potential in
the TSR. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<u><span style="font-family: Arial;">Post Script: About the image above. </span></u><span style="font-family: Arial;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial;">The image above is from my high school year book. At the time I
was on the magazine committee and we decided to be controversial about our
cover. Our inspiration was the original Tomorrow's School reform and the
Picot Report. We matched the colours and we used an article from a local paper
as the metaphor of 'ripping into education'. By the time it went to
print it was too late to change the cover - suffice to say we may have been a
little growled at. Oh how ironic life is. </span><span style="font-family: Arial;"><o:p></o:p></span></div>
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</style>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com0tag:blogger.com,1999:blog-2372872358103910013.post-61392624619755153122019-01-09T20:39:00.002-08:002019-01-09T20:39:28.835-08:00School Choice - You Are Not Everyone's Cup of Tea <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiI41IgBmalU_1cXMETR0s0Y-mSqfrnr9YvjLwUtN7hATDzKfHCewGHgXOxUiS_DxOQdN3YDL9m-_FinjqkSH1DKbFGQmFoko4v1eKQCCTjqfudoZUgfI7qSSiX40TwsVmLuFwM0SaxzY/s1600/Screen+Shot+2019-01-10+at+5.36.01+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="506" data-original-width="699" height="460" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiI41IgBmalU_1cXMETR0s0Y-mSqfrnr9YvjLwUtN7hATDzKfHCewGHgXOxUiS_DxOQdN3YDL9m-_FinjqkSH1DKbFGQmFoko4v1eKQCCTjqfudoZUgfI7qSSiX40TwsVmLuFwM0SaxzY/s640/Screen+Shot+2019-01-10+at+5.36.01+PM.png" width="640" /></a></div>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><b><i><br /></i></b></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><b><i>You are not everyone's cup of tea - and this is ok! </i></b></span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Today when I was scrolling my social media feeds, I came across a meme called ‘you’re not everyone’s cup of tea’ and I started to think about how this applied to school choice and that it is ok if your school is not everyone’s cup of tea! </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">For the purposes of this post I am not talking about those families that were always going to come to your school, or those who are looking at schools because they are new to the area – instead I am referring to the families that have preconceived notions about schooling, your school and those schools around you. Many make these decisions based on outdated information, hearsay and oftentimes, will rule out a school without even venturing across the threshold.</span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Sometimes they have had a fall out with their current school and they are looking for a new place.
We all get them - those families that rock up to your office wanting to ‘have a quick look around’ in the search for that indefinable something that only they are privy too, in a school. They are usually already enrolled at a school locally but have decided, for one reason or another, that their current school no longer fits their brief, or meets their needs. So they go on a shopping expedition with a long list of questions and quite often, a longer list of wrongs they want their new school to fix. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"> Much like the process of buying a car, they want to come and ‘kick your tyres’. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"> I understand, I’m a parent as well and I too have done my due diligence and ‘kicked the tyres’ of any potential school. I know what kind of driving and passenger experience I am looking for my child. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Earlier in my career as a principal I used to feel a bit disappointed if a family came to ‘kick my schools tyres’ and left without enrolling. I’m a little more pragmatic about it now, because I am a firm believer that it is ok if your school does not fit the family or if you are not their ‘cup of tea’. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Here’s what I’ve learnt/noticed from many years of parent visits:
</span></h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Finding the right school will look different for each family:</span></h4>
<div>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Context matters. For some families they want their child to go to school with their friends, or they want them to be able to walk, for some they want a particular cultural or socio mix, and for others, it is all about how it feels when they visit. At my current school, many of our schools community have had a long association with the school, and for others it is about the sense of community the school fosters. The reasons people have chosen our school, or not as the case may be, are varied. Asking ‘what are you looking for in a school’ can help both sides find common ground. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">It is ok if we do not offer what a family is searching for: </span></h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Trying to be everything for everyone is a recipe for disaster. I have learnt to embrace what it is that makes our school unique, and if a family is after a different socio or cultural mix to what our school embodies, then that is ok. It is likely that the school down the road will have what they are searching for. I can usually tell if our school is not going to meet expectations when I am asked questions like ‘What decile are you?’ promptly followed up with ‘ohhh’, or from comments like ‘ I notice a lot of (insert culture/stereotype) at your school..hmmm’. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"> A bad experience is two sided: </span></h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">I am a bit more wary of those tyre kickers who have already been to many schools, or who are so negative about their current school, but have never spoken to their current principal about their concerns. When I have a family wanting to enrol because of the ‘other school is so bad’ I usually contact the principal to find out what the other side of the story is. Sometimes if a family has been unhappy at a number of schools, they are likely to be as unhappy at yours!
</span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">It is ok if a family ‘tried on’ the school but the school didn’t fit:</span></h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Our school culture, and yours, is what it is. It’s often a reflection of your current community, your staff and who is at the helm (both from a Governance and a Leadership perspective). It is shaped from what has happened in the past, what the focus is for the present and what the dreams for the future are. Sometimes this resonates with a family and they add to your particular flavour, and sometimes it’s never going to be a smooth mix. Oil and water comes to mind! </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">It is far better they find their best fit rather than stay at your school and cause issues within the community because their discontentment will only end up making things difficult. If this happens I now see it for what it is – an opportunity for the family to find their ‘tribe’ and an experience worthy of reflection should it occur again. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"> Obviously I am writing about the odd family, not a mass walk out – in that situation there are much deeper forces at play and a different strategy would need to be enacted. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Remember that this goes both ways: </span></h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"> Sometimes a family comes to you and you become their ‘tribe’, because they did not fit at their last school. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Be honest, transparent and true to your community. </span></h4>
<br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">I</span><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">f you present your school as it is, highlighting the things that make your school unique, and speak from your heart, families will either resonate with this or they will not. And this is ok. We had a family some months back come and visit – in fact they came back twice. They had looked at three other schools prior to visiting ours, and when talking with me, proceeded to tell me what was wrong with all of them, including the one they were with currently. They were looking for a utopia and a promise that as a school, we would not embark on a particular educational journey. I was unable to promise this, reiterated what our school was about and noticing that this was not enough, thanked them for their time and wished them well on their journey. You see, I knew we were not ever going to measure up enough, and I will not promise what is not in my power to promise. And this is ok. We may not have been the right fit for them, but I knew in my heart that they were not the right fit for us either. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">If they are not the right fit for you then it will not matter what you do, you will never be their cup of tea:</span></h4>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"> There are many stories of schools that have bent over backwards trying to be everything for someone, but alas, it will never be good enough. No matter what you do, how you do it or no matter what you try it will be in vain. If you are a leader, you know what I am talking about. These people will never be your people. Instead, focus your energy on those who appreciate and love you because they are your people. Don’t neglect or alienate them in the pursuit of trying to be something for someone who does not want it. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<div style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">..........................................</span></div>
<div style="text-align: center;">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span></div>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">I think every school has something to offer most families but there will always be the outliers who may not fit one place, but might be the perfect fit for another. This is ok. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"> For those families that do not have the ability to ‘choose’ then it is important that all of us offer a high quality education because, for them, you are it. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"> For those that can choose, my message is to not be disheartened by that – it is ok. You cannot be everything to everyone, because then you are not being true to your context. </span><br />
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><b><i><br /></i></b></span>
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><b><i> Remember that it is ok if you are not everyone’s cup of tea!
</i></b></span>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com0tag:blogger.com,1999:blog-2372872358103910013.post-36153438209362834662018-07-10T20:42:00.002-07:002018-10-14T20:02:35.213-07:00There is Trouble Brewing on the Horizon <script async src="//pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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<b style="background-color: transparent;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><i><br /></i></span></b>
<b style="background-color: transparent;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><i>Please note - this is a
longer post than I anticipated so feel free to skim the bolded bits</i></span></b></div>
<b style="background-color: transparent;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span></b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">I began writing this as we drove through (stress not, I was a passenger) the leafy green suburbs of Vancouver.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Vancouver you ask? Long story - I will fill you in another time as there is indeed a story to tell. Prior to the leafy suburbs we traversed the concrete and steel industrial jungle between the leafy suburbs, and that is where the inspiration for this post came from. We passed a group of casino workers braving the elements to strike in protest to, I am assuming, pay and conditions. I wondered about their effectiveness for awhile, and that wondering lead me to the Primary Principals and Teachers Collective bargaining being currently undertaken back in New Zealand. And I sensed that there was going to be 'trouble in them <i>thar</i> hills' any moment now. I am back in Auckland, and I was right. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">If you are new to my blog - welcome - if you are an old hat, apologies for the 'dry spell'. In the madness that is the juggle of leadership, new responsibilities in the profession, a heavy study load (because when you are not <i>busy</i> enough in your life, you get convinced that doing a Diploma in Coaching in one year whilst working full time is a great idea - hmmm) and family commitments, something had to give. My blog and vegetating out in front of a Netflix binge are the balls that I dropped. However, I am back! </span><br />
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<b style="background-color: transparent;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Back to Education:</span></b>
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">There is a crisis occurring in Education, and folks, this is serious - really serious! We have teachers leaving in droves, a large percentage of our workforce about to retire (with others postponing retirement), lessening numbers of people entering training and graduates dropping out of the job faster than I can type this post! </span><span style="font-family: "arial" , "helvetica" , sans-serif;">I call it the 40% problem! </span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span><br />
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<br />
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<li class="MsoNormal" style="mso-list: l1 level1 lfo1; tab-stops: list 36.0pt;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">40% of
teachers are leaving in the first 5 years of teaching </span></li>
</ul>
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<li class="MsoNormal" style="mso-list: l0 level1 lfo2; tab-stops: list 36.0pt;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">40% of
teachers are due to retire in the next 10 years</span></li>
</ul>
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<li class="MsoNormal" style="mso-list: l2 level1 lfo3; tab-stops: list 36.0pt;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">40%
less are being trained!</span></li>
</ul>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Math may not be the thing
that spins my wheels, but even my Math skills say those statistics above add up
to one big headache!<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">The crisis is past crisis
point already in Auckland, and other parts of the country are finding
themselves in the same position Auckland was in only a short few years
ago. The issue in Auckland is confounded by the huge number of
teachers who are leaving the city to seek refuge in other parts of the country
where their wage will go further! <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">When we take this aspect in
to account along with the 40% Problem, Auckland is
haemorrhaging teachers. <o:p></o:p></span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">What exactly is this ‘crisis’ the profession is concerned about?<o:p></o:p></span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">1. <b><u>There are less and
less people applying for jobs.</u></b> In many cases in Auckland,
schools are getting NO applicants. Yes, you read that correctly, NO
applicants. Gone are the heady days where I could get 140 – 200
applications for a single job, these days I am happy if I get
1-4. First, the applications dropped to around 20 (which is what
principals anecdotally tell me is happening in other areas), then it dropped to
few or nil. Sometimes the applicants are unable to be considered
because they are not even trained teachers, just wishful
thinkers! It is bad any time of the year but try getting a teacher
to open a New Entrant class for later in the year and you are more likely to
have luck finding a Unicorn in your garden!<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">2. <b><u> If you think finding
a classroom teacher is bad, try finding a reliever</u></b> (those
wonderful and essential beings that come into your school to teach a class when
the day to day teacher is sick or attending professional
development). These magical beings are even more rare – especially
now, as by this time of the year most of them have been snapped up by schools
needing someone in front of their classes. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">3. <b><u>The problem is not
just a Primary school issue </u></b>– our secondary schools are
struggling, and for them they have the additional headache of finding
specialists, especially in areas where people can make more money in the
corporate world as opposed to being a ‘teacher’. Our Early Childhood
sector is also struggling to find staff. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">SO, why is this 'crisis’ such a big deal?<o:p></o:p></span></b></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">There are a number of
reasons and unintended consequences that arise because of the teacher shortage,
and people should be worried. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">I call it the<b><i> INTERUPTUS Issu</i>e</b>. Let
me draw a written picture of the situation using Auckland as the
example. I use Auckland because it is my context, and we are
confident that these same impacts are either in or near your part of the
country already or they are not far away! I know other parts of our fabulous
country say ‘oh its just Auckland, who cares about them’ but it is unwise to be
complacent! There but by the good grace of the Universe go any of you! <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">1. <b><i>EDUCATION INTERUPTUS</i></b> -
There is a whole generation and cohort of students who are getting shortchanged
in their education. They are facing an inconsistent education
because in some cases they are having a series of part time
teachers. My own daughter is about to have her 5<sup>th</sup> teacher
for one of her subjects this year – and we are only half way
through! <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><i> Ask yourself this – if a student has
spent a significant amount of their education with a series of inexperienced
teachers, year after year, or a new teacher each week/term because they cannot
replace the teacher, what happens to their education? What happens to the
relationships they need? What happens if the only teacher they have is one that
would not perhaps make it under ideal circumstances, but because a school is
desperate to have a live, breathing human in front of students that is what
they get? </i><o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">2. <b><u> CLASSROOM INTRUPTUS</u></b> –
how many times have parents gone to drop their child off in the morning only to
see the sign ‘Room X is split between the following classrooms today due to not
being able to find someone to teach the class’.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"> <i>Ask yourself
this: What does this do to the students, being split up and routines
disrupted? What does this do the class that has to cater for the
additional students, and what does it do to the teachers that have to add
another 5 or 10 students into their class? How conducive to teaching and
learning is that?</i><o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">3. <b><u>LEADERSHIP INTERUPTUS</u></b> –
Where schools can, they use senior leaders to take classes or be the
‘reliever’. As a leader, I love the opportunity to work with the
students in my school, but it is not the answer to use me as the ‘reliever of
choice’. The first few days are great reminders of why we became
teachers, and I get an immense amount of satisfaction teaching. But
it is not sustainable. I then have to add another working day to the
end of that day in order to do the things I would have been doing instead.
Teaching principals understand this well (and as an ex Teaching Principal I know
how difficult that juggle is). Last year I needed to put one of my
senior leaders into a class fulltime because I was unable to replace a teacher
who left mid year. To do this meant loading up the rest of the
senior leaders who were already juggling big work loads. At best it
is a temporary solution and an ineffective one at that! I am grateful I was
able to do that because I have colleagues who were not so fortunate and they
have had to permanently split classes (loading up teachers) to solve the
issue. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"> <i>Ask yourself this: What
does this do to workloads? How does this help retain staff? Why would anyone
enter leadership in these conditions? </i><o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">The flow on effects from
this crisis are huge.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">I heard talk by one group of
leaders looking at ways to solve this lack of teachers that one option to
explore might be to go to ‘studentless days’. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Some of you may be old
enough to remember the oil crisis of the late 70’s where the notion of ‘carless
days’ were introduced. People had a sticker on their windscreen nominating a
day where they were not to drive their vehicle. It was not
popular. Imagine if schools started saying – ‘no year 1 or 2’s on a
Monday’,or ‘Yr3/4s on Wednesdays’ in order to maximize the teachers they do
have on site. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">That would be ‘<b><u>FAMILY INTERUPTUS</u></b>’!. I
can sense your collective roll of eyes from here – but desperate times could
require desperate measures!<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">· <b><u>Teachers are
coming into work when they are sick</u></b> because they are trying to save their
colleagues the stress of a split class or their students not having a teacher.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">· Some <b><u>schools
are having to double classes </u></b>– from experience, let me tell you
that teaching 60 plus kids is hard work. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">· Teachers, who
live in Auckland and other expensive places like Queenstown, are leaving the
city/town in droves looking for a chance to buy a house and make their wage go
further. When they leave, they are not being replaced by the ‘next
wave of teachers’. <b><u> There is no ‘next wave’.</u></b><o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">· Most importantly
– it is <b><u>our students, the next generation, that are being impacted</u></b> on
right now buy this crisis. It is only because schools are being
creative that things are ‘sort of’ ticking along. It is a Band-Aid at
best and that Band-Aid has run out of stickiness!<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">The last time we went on
strike as a profession was in the 90s. It was early on in my career
and I recall marching down George Street in Dunedin, seeking pay
parity. We do not like causing disruption to our students and
their families – I do not know how many times I have sat in meetings and
accepted ‘crappy’ offers (at one meeting we even discussed forgoing a pay
increase in order for schools to get more operational funding, so it is never
about pay) because we want change for our students. So strike is not
ever a first option. But, I sense a similar groundswell of
frustration to the pay parity movement. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><b><u>Teachers and leaders have
had enough.</u></b> Every time one of our profession leaves the rest of the teachers
have to pick up the slack and let me be clear, there is no slack left and most
of the goodwill that respective Governments have capitalized on and abused over
the last decade of underfunding and disrespect to the profession has
gone. It is a shame that the current Government is left carrying the
can for the previous mistreatment but the teachers in our country are hurting,
they are struggling to make ends meet and they are over it. Trouble
is about to boil over!<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Please understand this is
not just about Pay and it is not just about Auckland – pay will help, but it’s much deeper than
that. And when I say this teacher shortage is serious – please
understand that if we do not do something about making it affordable to teach
in our cities, attractive to want to be a teacher, and do something about
ensuring our teachers and leaders have the time to manage the workload –<b><u>then
your child, your neighbours child, the child you see walking into your local
school or the child about to leave school that you employ to work in your business or alongside you – they are the ones that
are going to be shortchanged.</u></b><o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">That trouble that is brewing
on the horizon – I think it is already here! <o:p></o:p></span></div>
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</style>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com0tag:blogger.com,1999:blog-2372872358103910013.post-58173950656946274102017-10-31T01:46:00.000-07:002018-10-14T20:02:45.326-07:00Intuitive Assessment, Teacher Agency and Being a Disobedient Educator - Part 2<script async src="//pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">At the beginning of term three, my SLT (Senior Leadership Team) and I provided our teaching team with the opportunity to be a little 'disobedient' and to try something a little different and unconventional in relation to assessment. You can read the blog post that outlines the process and background as to why and how, in part one of this series<a href="https://fourseasonsinonekiwi.blogspot.co.nz/2017/07/intuitive-assessment-teacher-agency-and.html" target="_blank"> Intuitive Assessment, Teacher Agency and Being a Disobedient Educator - Part One</a>. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In a nutshell, teachers were given 3 options for the term. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>1. Status Quo - as in, stay working within the bounds of our current assessment outline</i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>or </i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>2. Go off reservation - as in, do what you want, how you want and when you want</i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>or </i></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><i>3. Work in collaboration with someone else and do a mix of 1 and 2.</i> </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">There were some caveats, the main one being that teachers would share back in week 10 what they had done, to their colleagues, and that our learnings would help us shape where to next for 2018. You can read more on the process by clicking the link above. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">So what happened?</span></h3>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">It was interesting to be a bystander. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Sometimes I saw assessment practices that I thought were a little old school and not particularly best practice but, because I (and SLT) said we would step aside and trust our team to go forth and experiment, I bit my tongue. Sometimes, I bit it hard, and I know my Deputy Principal bit hers hard too. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">At times, our coaches used coaching to ask pertinent questions of our teachers about what was happening and why - not to pass judgement but to assist them to reflect deeply on their own WHY. (Before you ask, knowing that your coach might ask you about which option you chose was one of the caveats, and was to be utilised to support teachers)</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Sometimes we were surprised. </b> </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Not as many teachers as I thought went off reservation. Some tinkered around the edges, and despite thinking they might go fully off reservation, found that when the time came to do so, what they already had in place was best practice and so the need to go outside the box wasn't required. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">One teacher remarked that despite her initial excitement to do something innovative and different, once she had researched effective formative assessment practices, that actually, what we already do at our school was good practice. So instead, she focussed on how she shared assessment with her students, and the language of assessment. Of note, when I collected student voice out of her class for writing (something I do each term which you can read more about in this post about <a href="https://fourseasonsinonekiwi.blogspot.co.nz/2015/02/day-24-student-focus-groups.html" target="_blank">student voice and focus groups</a>) her class of seven year olds were informed, and very sophisticated in their ability to talk about their learning, their goals and what they need to do to get better in their learning. This class has consistently been good across the year, but I noticed that they are were much more sophisticated and more articulate than in previous terms! This teacher also talked about how she breaks the lessons and assessments down so that there is less anxiety - or as she phrased it - the 'freeze moment', especially in Math. She did this by assessing all the time in an ongoing way (instead of one off tests) and by making students feel comfortable by working in a 1-1 conferencing style.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Creative and in-depth systems were developed in one class, where the use of conditional formatting and clever excel wizardry allowed one teacher to see at a glance where students are, where they need to be and where they had come from, in a range of assessments. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">This teacher also explained how he used the ARBs and NEMP tools to gather a wider picture of achievement in his class. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">One other teacher wanted to go off reservation but found instead she made some smaller changes for her target students by boosting confidence and working more 1-1. What she noticed over the term was incremental improvements, and as she made assessment more transparent in her class with her students, students were motivated and parents engaged in helping their children. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In another class, wandering off reservation was in small steps, with regular forays back to status quo. Not because they were unable to go off reservation but noticing that each time they did, they discovered that what they had been doing was actually working. This particular teacher upped the 1-1 conferencing in writing and found that more formative conferencing had a positive impact on achievement. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The use of Seesaw played a predominate role for quite a few teachers, as they experimented with how Seesaw might enhance what they do. In particular, noting how its power came from how the students were driving it, using video to record learning and making the learning process transparent as students took ownership over their learning. This collaborative accountability for learning and teaching makes for a powerful tool for students, teachers and parents. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In one class, the teacher introduced elements of our coaching process to assist students to set goals, whereby the students look at the current reality, what they want to achieve and ways they might go about it. This was very effective - helping her class of 6ry olds become more confident in talking about their learning. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Integration also played a starring role for some (handy given the need for our teachers to come back to this as the profession ditches National Standards and comes back to the New Zealand Curriculum). During the term all teachers were working with students to produce a film for our production which was a film premiere. One of our teachers took this concept and turned it into a big integration project that spanned the length and width of the NZC! His class created go carts (from designs on paper to actual go carts which involved lots of parent help, power tools and a whole pile of kiwi ingenuity!) and they filmed the process. It was integration magic. High engagement and high learning. What this class was doing was making learning stick - a process they will forever remember! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Reggio inspired learning and assessment has been an interest in our school for sometime, and one of our teachers shared with us her version of what can only be described as Seesaw in a big book! It was a stunning visual hardcopy (she also does a digital version) that parents and students pour over and share. The power of it being in a book meant that the sharing of learning in a physical way - child to child, child to parent, child to teacher, teacher to parent, made learning a shared. interactive, sincere and visceral process, something not so easily achieved in the digital form. Most importantly, you can see real progress. It really was a beautiful way of displaying a little persons journey through photos, voice and drawings - on display for all to share as they enter the classroom. Combined with the digital format, a very powerful tool. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One teacher talked about the power of lifting the glass ceiling and letting students fly! This teacher used a beautiful painting metaphor, in that whilst they would have liked to have gone off reservation, they were recently back into teaching after a break away. They were like Van Gogh, not quite ready to paint Starry Night yet, so they stayed status quo and practiced welding the brush, starting off by painting 'Potato Eaters' - still good, but knowing that in time they would be great! So, she focussed on more 1-1 conferencing, improving student confidence and working alongside RTLB to accelerate at risk students. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">For another teacher, an emphasis on play based learning and student voice where hands on tasks like using a basket ball to count forwards and backwards, helped keep students, especially boys, engaged and active participants in their learning. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">A real stand out for our leadership team was the presentation that two of our beginning teachers (second years) shared. They went off reservation, collaborated together and took the tent and set up one of the most effective assessment camp sites I have seen, in proportion to their experience. Together they produced a powerpoint of what they did, what they achieved and how they did it. They linked back the work they did to the PLD they had been involved in, the coaching and mentoring they have undertaken as beginning teachers (and how this supported them) and how they used OTJs (overall teacher judgements) and moderation to substantiate their findings. They started with a baseline, created google forms based on the needs of students (initially filled out by them but then owned by students), worked within fluid groups giving students ownership, introduced an independent group (with a 3 strikes you are out policy) and they had a trial group. Feedback from parents was both positive and supportive. They noted that what made the difference and accelerated learning was their high expectations, conferencing and the use of high standards. They both talked about how reflective practice and ongoing dialogue around summative vs formative practice, helped keep them on track and overcome barriers. Perhaps what was most impressive from my perspective was how they let their professional curiosity guide the inquiry and how open they were to trying new things, researching best practice and seeking guidance as they experimented. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Every teacher shared their story, whether it was going off reservation, staying status quo or doing something in between. Some teachers felt validated about what they already did, others took it as an opportunity to do something new, and all teachers were able to share highlights about how what they did, accelerated learning. What I noticed was that irrespective of story or pathway, a foundation for good outcomes was the power of reflective practice. The above is a snapshot of stories! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>What I noticed: The commonalities overall:</b></span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Seesaw featured as part of the trial in a variety of shapes and as a result will be a foundation of reporting going forward</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Teachers remarked on increased Whānau engagement as learning was made more transparent </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Students took more ownership over their learning and were more able to talk about where they were, where they had been and where they needed to go next </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Formative assessment practice was more timely and ongoing, making assessment more relevant and contextual </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">An emphasis on Oral Language and conferencing was prevalent </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Engagement and lifting student confidence is foundational in accelerating learning </span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Teachers, when given the space, are creative and do awesome things! (actually I knew this already but during the term I saw more examples of this which was inspiring)</span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;">Teachers focussed on what things they could do to make a difference </span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Perhaps most importantly, there was a bit of a buzz around the place as people talked about what they were doing and shared resources and ideas. It wasn't forced or contrived but instead came from a place of genuine collaboration and professional curiosity. Going forward, our term three of 'disobedient' inquiry will stand us in good steed as we tackle the task of unravelling the tangled web of National Standards. We will be able to take our learnings into assessment and use it to help us pave our new road into the future. The timing (given the change in Government) couldn't be better! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Finally, I take my hat off to my staff. It was one of the best professional development sharing sessions I have had the privilege to attend. I will confess that their creativity, openness and willingness to try, really blew me away! My staff are pretty amazing and I felt like a proud mama bear. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I challenge other leaders to hand the control over to their teachers - let them take ownership and exercise agency - sit back and watch the magic. In short - exercise some disobedient teaching and leadership! </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;"><i>(UPDATE: I have had some great feedback around the use of the word 'Disobedient' and why it is not just a matter of course that leaders just trust teachers with the autonomy/agency described above and I just wanted to clarify that; firstly, the context for the WHY of things is outlined in the<a href="https://fourseasonsinonekiwi.blogspot.co.nz/2017/07/intuitive-assessment-teacher-agency-and.html" target="_blank"> first blog post</a> - and that secondly, an understanding of the New Zealand context for the past 9 years in relation to assessment policy driven from a neo-liberal (you can read my post on what exactly the fuss about neoliberalism here in my post '<a href="https://fourseasonsinonekiwi.blogspot.co.nz/search?q=neoliberal" target="_blank">Dangerous Ideology - the Neoliberalization of Education</a>') perspective, is a foundation for the questioning of pedagogy. Thank you @Moronicinferno for your reflective questions and wondering, can I say, that whilst you may be new to the profession, it is your questioning and wondering about the WHY of education that is to to be commended, and I appreciate your thoughts. It would be fair to say you have inspired me to write a post on how teachers self impose restrictions on their own autonomy - most certainly food for thought.)</i></span><br />
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<br />Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com1tag:blogger.com,1999:blog-2372872358103910013.post-52533413217262700262017-07-27T02:00:00.002-07:002018-10-14T20:02:56.222-07:00Intuitive Assessment, Teacher Agency and Being a Disobedient Educator - Part 1<script async src="//pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have been thinking, wondering and considering various innovations around assessment. It has been sparked in part by a request that was made in a closed leadership environment on social media by another principal, and by the timely words in the latest hit book about education, which is currently going viral in New Zealand, <a href="http://www.otago.ac.nz/press/books/otago638465.html" target="_blank">Disobedient Teaching</a>, by Welby Ings. (More about that another time). </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I am inspired by many things, people and situations, and often I act on this inspiration. I am, however, not that often encouraged to be disobedient (well, not openly), to step aside from the fear that constrains me as a leader, to be a little radical, and then to ask my staff to be disobedient with me! </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I won't lie, or sugar coat things to you - I was a little anxious, and a little excited too! </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have been thinking about assessment for sometime, mostly because I don't feel what we currently do is 'cutting the mustard'. It is my hunch that what we do with our current assessment overview is not very encouraging of intuitive, formative assessment practices. When another principal asked the wider network for ideas on whole school assessment practices that aligned with the notions inherent within the book 'Disobedient Teaching', and others indicated in that post they wanted to find out what schools were doing as well, I offered to ask the #BFC630NZ crew. This group of educators are some of the most innovative and cutting edge educators I know, they span the length of the country and teach in a varied set of schools, settings, and across different age groups. I figured this would be a good platform to seek ideas and advice from and to aid in my own thinking around this. (You can read the storify on<a href="https://storify.com/st3ph007/disobedient-assessment" target="_blank"> Disobedient Teaching here</a>). </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I hosted that chat Tuesday am, at 6:30. I got to school a little after 7, and started going through the mid year data we were going to be discussing later that day at our staff meeting. I was feeling a little disappointed with some of the trends in our data and I had some hunches about this that were adding to my wonderings about assessment practice. I shared a conversation around these wondering with a member of the SLT (senior leadership team) and that is when I had an idea! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">A fairly, smack you in the face, a little radical and a little risky, kind of idea. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I ran it past the SLT member (who has stepped back in class full time this term due to staffing shortages, so if we were to do what I was thinking, it would impact on her) and she got excited about the potiential. We ironed out some kinks, and by 9am I had run it past the other leadership members, who were also excited to see where it might go. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I did a bit more reading and research, placed some 'Disobedient Teaching' quotes on the white board in the staff room for teachers to ponder during the day, and ran the concept past a trusted colleague up the road over coffee at lunchtime. (Just to ensure I had my ducks in a row and wasn't being irresponsible as well as disobedient!) </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Idea </span></h3>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">At our staff meeting, after we had poured over the data and pondered the 'what nexts', I annouched that I had an idea I wanted to run past them. I read the two quotes above, then I asked them to try something a bit different, and to join me in being a little disobedient in relation to assessment. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"> I have a great bunch of teachers in my school, and I wanted them to know that I trusted their professional judgement, their experience and that if doing something a bit different means that myself and the SLT have to step aside to let them do their job, then so be it! I wanted them to know I had their back, and that I believe in them. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span><span style="font-family: "arial" , "helvetica" , sans-serif;">I then presented 3 options to consider and asked if they were prepared to give it a trail during term three. Alongside the options I presented some 'must do's' for the term (because we are in contracts and have a professional obligation to hold up our end of the bargain) and one caveat. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Options </span></h3>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Option One: Go off reservation!</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In other words, I gave the staff that wish to, the equivalent of a blank cheque to go and do whatever they wanted to in regards to assessment, however they wanted to and that I trusted them to do what they know is right for our students learning. You see, to be an intuitive teacher and implement intuitive formative assessment practices, you have to know your students, know your curriculum and not assess to a timetable, but to the needs of your students. I know I have teachers that can do this. I wanted to give them the option to show me what they can achieve when all the shackles (even the imagined ones) are removed. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Option Two: Status Quo </span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Just like in the classroom, I knew I had some teachers who would be be a little wary of removing the safety barriers. And, here is the thing, wanting to operate within boundaries is ok! I wouldn't take away the safety net for any student in a classroom that I knew might need some support or scaffolding. Option two is about carrying on with our current assessment timetable and format. One staff member who has chosen this option, and is recently back into teaching after having taken a break for a number of years remarked that for now, this was a good thing for them to do, and 'that's the reason we have it anyway, right? Perhaps next year I will be ready to try something new!'. I will confess that I was impressed with the level of reflection behind the statement, and I really respect the reasoning behind the decision. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Option Three: Collaborate with others of your choosing/like minds with a mix of option one and two! </span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Option three is a bit of a mixture of both options one and two. It gives people some form of scaffolding but allows for the creativity that comes from collaboration with others. I am really looking forward to what the self selected teams come up with. Collective risk taking, creativity and innovation - could be quite a journey! </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Must Haves</span></h3>
<span style="font-family: "arial" , "helvetica" , sans-serif;">After consultation with my SLT, we included a small set of requirements that would still need to be met in order to meet our professional obligations to several contracts we are a part of, and in order to minimise what could end up being an onerous workload come term 4. </span><br />
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<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>6 yr Net/weeks at school RR/Cluster writing task </i></span></li>
<li><i><span style="font-family: "arial" , "helvetica" , sans-serif;">Any ALL/ALiM (Accelerated Learning in Literacy and Accelerated Learning in Math) </span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></i></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>Evidence for LTF (Learning Talk Framework) meetings (like PLGs) </i></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>A process to ensure students continue to progress </i></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>A basis in good practice and link it into coaching </i></span></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The Caveat </span></h3>
<span style="font-family: "arial" , "helvetica" , sans-serif;">That everyone will share their journey to their colleagues in week ten of the term at staff meeting, outlining what they did (even if that was Status Quo) and what difference it made. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Going Forward</span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">I am unsure what the outcome for the term will be but I am certain that by stepping aside and giving my teachers agency, we are going to have some interesting outcomes. Across our staff there is a wide variance in terms of what people are going to do, from those going off reservation, staying status quo, and going for option three. I was not surprised to see a fairly even mix of what people would do, but I think this is a good thing. I do not want a cookie cutter approach to teaching in our school, and I want teachers that are about being the best teacher they are meant to be - not a clone of someone else's ideal, all doing the same thing in the same way, every day. Our children are not all little clones and they deserve a range of teachers who see them as little human beings deserving of an education that fits them, not the other way around. We have to stop making our students fit the system and instead bespoke it for the students and the teachers. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As the principal it is a little risky, but in some respects by doing this I am modelling risk taking so that they can risk take. Someone asked me the question that I am sure some of you reading this is no doubt thinking 'but what if someone doesn't do any assessments?'. I guess this is a risk, but I am confident in two things - the first that my staff are professional and capable, and the second, that we have the systems and support structures in place should we have a concern. For example, our LTF meetings are about discussions on best practice around students we are targeting, and these require teachers to bring evidence of learning and progress to the meetings. I did tell staff that (when outlining the must haves) turning up to one of these sessions without any evidence would be a bit of a red flag for SLT, not as a warning, but as a way to be transparent. For our beginning teachers who might need more support, I have all the confidence in my mentor teachers. They will provide support and guidance. In addition, all our teachers are either coached or mentored so support is simply a conversation away. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have been quietly researching the ins and outs of teacher agency (I have a draft post on this for later) and what excites me the most about this trial is that what we are doing this term is an example of teacher agency at its most potent. I am looking forward to what we find out, and what impact this will have on us going forward. I will be documenting our journey and I am hopeful that what we learn about data, assessment and our students will be a powerful form of self review. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Perhaps one of my favourite responses when I asked one of the team what her plan was, was 'Oh, I am definitely going off reservation, but the most important thing you said was about this being about professionalism and making a difference for our kids' (or words pretty close to this). </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">There does feel like there is a bit of a buzz going on, and I am looking forward to the conversations we will be having. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Here is to being a little disobedient! Watch this space! </span></div>
<a href="https://www.bloglovin.com/blog/18425177/?claim=yavnde5f6h2">Follow my blog with Bloglovin</a>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com9tag:blogger.com,1999:blog-2372872358103910013.post-84598571736630916122017-07-25T03:09:00.000-07:002017-07-25T03:09:23.579-07:00When Your Blog Goes On Sabbatical! (6 Reasons to do it) <div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Arial, Helvetica, sans-serif;">I have been a little quiet of late. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">To clarify (before those of you who know me personally start piping up to argue the 'quiet' bit) I mean quiet on the blog writing front. I am not going to jump into a whole pile of excuses and blame it on being busy, because I am ALWAYS busy, but I did take my blog and place it on a type of digital 'time out'. Not the naughty step type of time out, but the sabbatical type of time out. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">For sometime I have been wondering about my blog, and if I was going to carry on in the direction my blog has taken (which seems to be somewhat preoccupied with all things leadership and education), start a new one or try juggle two. In someways it is a bit like being at a cross roads (some kind of blogette mid life crisis - I know blogette is not a real word but, oh well). </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">You see, when I started my blog, it was to release my creative genie, which had been locked away for far too long. Initially, I thought I would blog more around the lifestyle genre - you know, topics like 'My 13 year old is driving me nuts', or 'Is our world run by mad men?" with the odd post about some of my favourite things such as 'Why Mink boots are the best thing in your closet' or 'Why this lipstick will change your life'. Initially I figured <i>Four Seasons In One Kiwi</i> would drift off into my professional life (it is a large all consuming part of my day so it makes sense) at times, but I had not realised it would morph into mostly being about my professional life. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Hence the cross roads. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">As a result of said cross roads, I have temporary placed my blog into a time out type of sabbatical. It is not like I have not been writing - on the contrary, I have more half written and unpublished posts to rival any mainstream media outlet, and I have been dabbing in a variety of other creative outlets (such as Bullet Journalling, website fiddling with Wix, slideshow creations with My SimpleShow, digital badge creation with Credly and when we went away to New York at Easter, notating the trip by using Trip Cast). I have to confess to binge watching a few things on Netflix as well, but this is about recharging by being a blobby McBlobster than being creative! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I decided during the recent term break to make a decision - keep it or replace it. I want my blog to be successful and my writing to be useful, and that is why I placed it into time out. Contradictory I know. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I needed to make some decisions. Would I decide to stay with Blogger or transfer to Wordpress, or start fresh, or run two. It is having to make these decision which have in some ways held me back, and been a bit of a heavy weight on my mind, which in turn, led to a bit of procrastination. But then I had an epiphany. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">One night as I was writing another blog post on leadership in my head instead of trying to sleep, I realised that I need to keep this blog because it serves a couple of very good purposes. It keeps my brain for keeping me awake because I have written my words here, and it helps me reflect on what is happening in my professional world. I still want to write the lifestyle things (just for fun) so I am still a little stuck in the traffic isle of my cross roads, but at least I have made the step back into continuing <i>Four Seasons in One Kiwi</i>. At some point I will decide if there is room on here to write about professional things and the other areas that interest me or start a different blog, but for now, time to get back onto the writing wagon. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">In case you are interested, there has been some upsides to placing my blog into time out, if you are feeling a little betwixt and between yourself.</span><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;">6 Reasons to Place Your Blog into Time Out: </span></b></h4>
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<b><span style="font-family: Arial, Helvetica, sans-serif;"><i>1. Placing my blog into time out has allowed me to try my hand at something new which has given me a new perspective about creativity and this is energising. I have done some great things with my new iPad Pro and apple pencil (a blog post for another day!). I am not short on inspiration.</i></span></b><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;"><i>2. Placing my blog into time out has allowed me to decide if blogging is important enough to carry on with. Bonus for me is that I realised that writing makes me happy, shuts my thinking up and helps me reflect on the world around me. </i></span></b><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;"><i>3. Placing my blog into time out has allowed me to tap into a new side of creativity and this in turn, means I have explored other ways to increase productivity and write in other genres, including fiction. </i></span></b><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;"><i>4. Placing my blog into time out has allowed me to catch up on some reading - the irony here is that that in turn has inspired me to write! Oh the wonderings I have had! </i></span></b><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;"><i>5. Placing my blog into time out allowed me to enjoy our holiday in New York without being tied into having to blog. A caveat here however, is that I wrote in a journal (which allowed me to connect in a real hands on, physical way) and I recorded our daily adventures via Trip Cast. This was harder than I thought, because I found New York to be a bloggers paradise....I could start a whole new blog just writing about the crazy beauty that is NY! </i></span></b><br />
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<b><span style="font-family: Arial, Helvetica, sans-serif;"><i>6. Placing my blog into time out gave me a chance to do a digital detox of a sort. In addition to taking a break, I have also tried to not open my laptop as much in weekends, or reply to emails on a Sunday. It has not been easy, but not opening my laptop to blog is actually what is needed to take time out from the digital world of always being available. This 'detox' has been good for me. </i></span></b><br />
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<br />Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com1tag:blogger.com,1999:blog-2372872358103910013.post-19511937552806932462017-03-02T19:59:00.003-08:002018-10-14T20:03:12.493-07:00The Case of Professional Curiosity <script async src="//pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Dear reader, let me begin with a small apology. I have just noticed that I have not actually published anything since what appears to be the middle of the last ice age! Ok, that might be the smallest of exaggerations, but I have had a bit of a sabbatical from publishing and now I realise that half of the new school years first term has flown by! You could be forgiven for thinking that I had been hit by the proverbial bus, or kidnapped by crazy policy makers to create the next best, biggest educational disruption to hit our schools. But no, nothing as exciting, just your bog standard quotidian leadership tasks that plague educators when school starts for the year. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The irony here is that my fingers have not been still - in fact, quite the contrary. I have a plethora of drafts sitting in blogger (23 to be exact) and another pile on my phone in Notes. Not only have my fingers been busy jotting down ideas, thoughts and wonderings, but my mind has been awash with posts to explore. Perhaps the thing that has been niggling away at the back of my mind like some kind of bone obsessed puppy, is that of todays post. (cue drum roll...) </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Professional Curiosity, PC for short. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It all started in January after a routine blood test threw up a worrying anomaly. When I say worrying, to clarify, it was me that was fixated on it more than the health professionals I was dealing with. And it is that clarification that started my wonderings about professional curiosity - or lack there of. You see, what I could not reconcile in my head is why no one was curious about this anomaly. Without going into the ins and outs (and boring you all silly) the crux of the matter is that on one hand I had either cured the incurable or on the other hand, I had a big issue. The fact that only I was curious about the conflict in data baffled me. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It made me think of other incidents where professional curiosity was key to being successful in a chosen field. For example, Techno Man is a techie (as his nickname suggests) - and I know that if he gets an IT issue that seems insolvable or has conflicting data or behaviour in a strange way, that he will leave no stone unturned until he figures out what is going on. I know of mechanics that also think the same way - if they are presented with an engine issue that does not add up, they will go through a process to uncover why and seek a pathway forward. Teachers and educators are the same - many of you will know this as 'teaching as inquiry', where you look at the data and try and figure out where to next. Perhaps your high achieving students have slipped in their learning from Above to At. Your professional curiosity is what drives you to dig deeper into why something is happening in order to find the most effective way to overcome it. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The more I thought about my own health anomaly (I am fine by the way - I think - in case you were worried about me) the more I applied that wondering about professional curiosity to the teachers I work with. So much so, I discussed it at our Teacher Only Day, asking staff to think carefully about what was going on in their classrooms, did they notice any anomalies or things that just do not add up - what were they curious about. I asked them to tap into their professional curiosity and use this as the basis of their Teacher as Inquiry. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">You see, inquiring into your practice - tapping into your professional curiosity - irrespective of what field you work in, is what I believe is at the heart of what you do. I will take another large leap and say that being professionally curious and following that curiosity is what differentiates you from your colleagues that don't. In a busy classroom, it can be all to easy to fall back into default (I am going to publish a post about that topic soon - hopefully before the next ice age!) and I imagine in a busy doctors practice the same applies. The high achieving, successful teacher, doctor, mechanic, techie (insert profession here) who gets results does not fall back into default 'she will be right' mode. They tap into their professional curiosity and ask themselves the hard questions about why something is the way it is, and they look for the anomalies and the outliers so that they can rule them in or out as required. They inquire into their practice and they ask themselves - 'what do I need to do differently'. They use a system to work through (many teachers will be familiar with the <a href="http://www.educationalleaders.govt.nz/Pedagogy-and-assessment/Evidence-based-leadership/Data-gathering-and-analysis/The-spiral-of-inquiry" target="_blank">Spirals of Inquiry</a>) and they do not stop at the first stone they uncover. They use their professional curiosity to wonder, examine, explore hunches and test out theories until they get their desired outcome. Imagine how much more success you would have as a teacher if your students were PC about their learning! (I feel another post brewing) </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The more I think about PC, the more fascinated I am. I have never really warmed to the term Teaching as Inquiry as I have always found it a bit 'fad' like. I am a strong supporter of inquiring into my practice, but I think I like the term Professional Curiosity more. To me it differentiates teaching inquiry with students vs the Teacher Inquiry. In my humble opinion I think some teachers get a bit confused about it, but if we were to say 'what are you curious about' I have a professional hunch that teachers would embrace this as something a little more user friendly. Heck, I expect that applies in all fields! I know, and I hear you (I can see you rolling your eyes) - it is the same thing. Perhaps, but professional curiosity is not just a teacher thing, it is a 'doing your job to the best of your ability' thing, and it is applicable to all avenues. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I don't know about you, but as a parent I want the teachers working with my daughter to be PC about my daughters learning pathway. I want the teachers in my school to be PC about what is happening in their classrooms and to inquire into that curiosity, and I want my doctor to look at the anomalies in my blood work, be PC and ask themselves 'what is going on here - what stones do I need to look under to find out why'! I don't think that is a big ask. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Finally, what are you professionally curious about? I appreciate most of you will be in education, but some of you will be reading this (perhaps you fell here by accident, but welcome) with as equally exciting jobs as an educator. What, in your chosen field, makes you curious, and what are you going to do about it! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It is all very well to be curious, but do not leave it there -explore and inquire into it. Who knows what you might discover - your discovery could be the next best thing since sliced bread, or solve how to accelerate students who are struggling, or it might be the solution to fix that annoying thingywhatsit on your cell phone! So go forth and explore you professional curiosity and let me know how you get on - after all, I'm curious about it! </span>
<a href="https://www.bloglovin.com/blog/18425177/?claim=yavnde5f6h2">Follow my blog with Bloglovin</a>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com1tag:blogger.com,1999:blog-2372872358103910013.post-26604397008402452092017-01-09T20:36:00.000-08:002018-10-14T20:03:25.160-07:00Leadership Hack Playlist - 12 Songs to Blow off Steam<script async src="//pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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<span style="font-family: Arial, Helvetica, sans-serif;">Back in early November I wrote a blog post, <a href="http://fourseasonsinonekiwi.blogspot.co.nz/2016/11/the-fear-in-belly-11-leadership-hacks.html" target="_blank">The Fear in the Belly, 11 Leadership Hacks to Overcome It</a>, more of a reminder to myself that I was quite capable of getting through the tough days that are Term Four. In that post, under leaderships hack number Four - 'Blow off the steam', I promised I would put together a post of the songs that have been my 'go to' when my day has turned to custard and I am in the mindset where I am seriously considering and wondering how hard it is to be an Uber driver, walk away and have a fresh start. Fortunately the super tough days are more anomaly (why was that word so dang difficult to spell) than reoccurring cycles stuck on repeat! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">This is not a definitive list. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">There are many songs that I love to sing loudly in my car (and most days that is just because I love them and they make me happy - but that is another list for another day) and often they change, depending on what is popular for me at the time or what has struck a chord. Some are oldies and on reflection, only really come out of the archives on really tough days. Some I sing (or is that scream) out at the top of my lungs, with the volume so high it vibrates the car, possibly worries people on the sidewalk, and is probably impacting on my hearing! As a stress release, there is nothing like it! Others, I sing and they make me cry; yes the tears are ones of sadness, but they act as a healing balm, washing away my day. And this, this allows me to walk in through my front door and be mindful of those at home. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">1. Miaa - Dynasty</span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">What is not to love? This song is passionate, stirring and when you crank up the sound system and sing it loudly and with the same passionate verve it invokes in you, you can not help but feel the beauty of the music wash over you, and this, for me, instantly lifts my mood! </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">2. Sia - Alive </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">I will confess her Videos are a little weird but this song is a reminder that I am indeed ALIVE, and I am still BREATHING and I SURVIVED! The message is powerful and when I play it, I feel grateful. Tomorrow is another day, I am able to brush myself off and I have this! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">3. Andra Day - Rise Up </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">The words speak for themselves!</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">"And I'll rise up</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> rise like the day</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> I'll rise up</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> I'll rise unafraid</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"> And I'll do it a thousand times a day"</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I crank this song up very loud, play it more than once and I sing this with as much gusto as I can muster. If the day has been particularly tough and I find myself in a fragile frame of mind, this song will bring me to tears, and for some reason, when the tears fall, I feel the weight of the day lift. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">4. Artists of Then and Now - Forever Country </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">This song brings me straight back to my roots. I love this mash up of all the country songs of my youth, and it makes me happy. I can sing along, tap my toes and be transported back in time. It makes the list of blowing off steam because it is a great distraction. Its' time capsule abilities make it a great soothing track. The older I get, the more I stand up and embrace country music. I love many genres and I am a little tired of pretending to 'dis' country when I know its a big fat lie. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">5. Glen Stapleton - Tennessee Whiskey </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">OMG, what is not to like! This bluesy, laid back song is my current favourite piece of country music and I love, love, love it. As soon as the first chords ring out, I start to feel relaxed. I can almost imagine myself sitting down in front of a roaring log fire, in a Queenstown bar in the middle of winter with a class of 'smooth whiskey' or 'warm brandy'. Hmmm. Listening to it now and I can feel the knots in my shoulders start to unwind. This song is a pure indulgence and my advice to all you country haters is do not knock it until you try it! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">6. Disturbed - The Sound of Silence </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">This song is a little darker but for some reason, its darker tones make me feel lighter in my own soul, as if by singing its lyrics I can offload the baggage to someone else. As far as a remake goes, this is one of the best. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">7. Imagine Dragons and Lil Wayne - Sucker for Pain </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">What is not to love? This is a most definitely 'turn up loud and pretend you are a rapper of some note' song! I love the lyrics, the beat and the movies one of my favourites! As far as a stress release kind of song goes, this is one of the best. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">8. Muse - Uprising </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">This is my anti establishment song and when you hear this song belting out of my car stereo then you know its been a rough day and I am pretty mad at someone or something. This song came out during a particularly tough period of my career where it would be fair to say my distrust of bureaucracy was born, resulting in a certain aversion to risk taking (by that I mean messing with bureaucracy but that is another story for a more brave day). This song reminds me of what is important and that I need to have faith in myself - that it is ok to be an advocate and to stand strong, and not allow the scars to sway me. Avert eyes now if you are easily offended. It is my 'FU' song. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">9. Pentatonic - Hallelujah </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">Actually, I am usually a bigger fan of Stan Walkers version, but either way, this is the one on my music playlist right now, and one of my current favs. It could be because it coincided with the Christmas season, but regardless, I love this song and singing it loudly makes me feel less anxious and a whole lot more chilled. On the rare occasion when the universe aligns, I have been known to hit some of the tough notes; it has to be super loud and if I pull if off, I feel a sense of accomplishment that nothing in my office that day could provide. For that itself, it is priceless. It just makes me happy. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">10. Twenty One Pilots - Stressed Out </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">Kind of speaks for itself really. The lyrics really tickled my fancy. I Play it loud, sing with pride and let the music do its thing. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">11. Blake Shelton - Do You Remember </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">Yes, it is another country song, and in fairness to Blake, I could add most of his songs to this list. There is something about his music that makes me feel warm, safe and bundled up in a warm and comfy blanket. His voice has the power to relax and chill. I first heard his dulcet tones on a plane trip across the ditch on the way to a conference - I had finished my movie and was flicking through the music playlists and found his 'Based on a True Story' album and its been a love affair since. I did not notice the plane landing (and that is the bit I dislike the most) and to this day his music makes me happy. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">12. Siaa - The Greatest </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">Again, the lyrics speak for themselves. "I am free to be the greatest here alive...don't give up, I won't give up...I've got stamina'. It is a good reminder that we can do this, we can own this and we have the stamina to fail and stand back up! "Don't give up - no, no, no' </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Only twelve songs - but twelve songs that can revive me from a leadership low, and make me feel whole again. I have more, but for the time being, these are my top (as witnessed by the 'recently played' playlist on my phone!!) I have always found music to be one of my biggest sanity savers, and I have noticed over the years that the music I love at the time, relates a lot to where I am at. I note that, for the most part, most of this playlist is about being strong, holding on and believing in your own strength and resilience. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">I guess, at the end of the day, it is not important whether you like my playlist but if you have your own things (it may or may not be music) that help you 'blow off steam'. I have colleagues that like to run, and others that are Jazz aficionados (not my cuppa tea by any means), so what is yours?</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Whatever your blower of steam is - may it be the magical antidote to any leadership lows you may have! </span><br />
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<br />Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com2tag:blogger.com,1999:blog-2372872358103910013.post-41568808612650020422017-01-02T21:57:00.000-08:002017-06-11T14:00:05.798-07:00Beware the 'Creep Up' <a href="https://www.bloglovin.com/blog/18425177/?claim=yavnde5f6h2">Follow my blog with Bloglovin</a>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMAoSNcvQ_fKbd7f5IgGkZXFZABsb-2KLHnwI_nTCHf1hqNc4gNcg6l-DAHWy7Wlu5GSEdmeg0ukmeHJcuE7Q-FSd078GvHsZtfqANoAaboQUqfU2KAxtYQNMoc2kdtkgKW7CqBZBGzKY/s1600/Screen+Shot+2017-01-04+at+11.28.23+AM.png" imageanchor="1"><img border="0" height="502" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiMAoSNcvQ_fKbd7f5IgGkZXFZABsb-2KLHnwI_nTCHf1hqNc4gNcg6l-DAHWy7Wlu5GSEdmeg0ukmeHJcuE7Q-FSd078GvHsZtfqANoAaboQUqfU2KAxtYQNMoc2kdtkgKW7CqBZBGzKY/s640/Screen+Shot+2017-01-04+at+11.28.23+AM.png" width="640" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Let me begin with a clarification. By bewaring the 'creep up' I am not referring to your underpants or the weird fella down the street with the dodgy van. By 'creep up' I am referring to those things in life that sneak up on us, practically unexpected (I would like to say completely unexpected but if we were to be honest with ourselves, we are given signs we are more than likely to just be in denial about them). </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The life of a busy person is an interesting thing. Sometimes it is in our 'busyness' that we fail to see things creep up on us until it feels like they have smacked us on the side of the head with the full force of a pro boxer! Sometimes this 'busyness' has the by product of the above denial! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One thing I like about this time of the year (Summer holidays) is that it is the only prolonged 'time out' that gives me enough breathing space and navel gazing opportunities to rediscover who I am, WHY I am and it gives me the time to do a bit of a stock take of my life; especially my health and general wellbeing (physical and mental). </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I have noticed a few things that have 'crept up' on me, which I am working to rectify (or have peace with, as the case may be). Here are my top 5. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Middle Age </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Actually, this is just a simple case of denial really. I know how old I am, and soon, I will be half way to ninety, which, because my brain has not caught up or gotten the memo, seems a bit surreal really. We spend most of our younger years pretending we are older than we actually are, and our middle years pretending the opposite. No wonder our brains get confused! I am not sure about this middle aged thing - nor am I confident I understand the rules! So sod it, I will just have to do it my way. I read the other day that the new phrase for middle aged women is Midult (which Collins dictionary defines as the 35-55 year old, digitally literate female Gen X with a disposable income, demographic) and I LIKE it. Pretty much sums me up nicely (not so sure about the disposable income bit - that gets eaten up by Miss 13 who can consume disposable income faster than a starving puppy). So, in order to make peace (because I can not really rectify it) with 'middle age' this Midult is going to own it her way! (sounds great - unsure what it actually looks like but watch this space anyway) </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Winter Padding </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Oh alright, by winter padding I mean those extra kilograms that snuck up and attached themselves to various parts of my body when I wasn't looking. Yes, you are correct dear reader, this is yet another example of denial in action. Lack of self control on the 'delicious but should not put it into my mouth so often' front, combined with a job that has lots of pressure (I am refraining from using the S word in an attempt to take some of its power off it, much like in Harry Potter where they say "he who shall not be named') and a bad habit of leaving work too late and too tired to go to the gym! (yes, that was an excuse - soz) My gym gear travels to work with me every day, but alas, that is mostly all it has done - come for a free ride! On the plus side, several layers of padding have been dealt with already and the basis of good habits are being underwritten each day. The added bonus will be that the the health effects from the 'S' word will also be minimised - so theres that to look forward to! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>The Impact of Clutter </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">This was a legitimate creep up - promise! On the last day of term I looked at my desk/office/laptop desktop and wondered how on earth I had managed to let it get so BIG. I notice that when I am juggling many things, I have a bit of a terrible habit of putting something into what I affectionally call the 'when I am not so busy' pile. Ha. That is a bit of a joke, because the kicker is that I am always busy! This term 4 was a particularly harrowing and frantic term, and I ended up with quite a few of these piles - digital and real life. The digital piles have been cleared - I had to migrate to a new computer (which I should have done A LONG time ago but the job was too big for the schedule until now) and migrating a new laptop is a great opportunity to clean up. The physical piles have been attacked a few times - I try and leave the term 'tidy' but with all the dramas of the last few days of school never quite finished so came in prior to Christmas and attacked them then. Sadly this clutter is not confined to just my office, but had invaded parts of our home. This is still a work in progress! Every summer holidays I clear out the 'plastics' cupboard - how the heck does it even keep growing? As for those lost socks - resistance is futile - you will be found and assimilated! Sigh. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Things don't work like they used to</b> </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Your limbs don't move the way they used to, things hurt at random times and for random reasons, and your eagle like eyesight is less reliable than it was. All key features of being Midult and not something that should really come as a surprise, but when somethings refuses to work the same efficient way it used to, it really does feel like it has crept up in some nasty game of 'surprise, guess what doesn't work now'. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Being a Midult with a Teenager</b> </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Like Middle Age, your child becoming a teenager shouldn't be a surprise, but for some reason, this has felt a bit like it has crept up on me. One of my areas of expertise in Education is behaviour management (I've even written the books - true story) but all those things go out the window when you have one living in your house. It is amazing how your own child can render you from competent to incompetent in a matter of moments. Sometimes, It is a little like living with a mercurial nuclear weapons operator (in fairness this could describe either of us). One moment, you see glimpses of the beautiful adult they are blossoming into, the next, the crazy 'could push the nuclear button that will annihilate the world' mad person emerges. Goodness knows how difficult it is navigating the murky waters of being a 21st Century teenager, best we can do is be there as they make the journey and hope you don't get driven to sample the special 'lemonade' too often! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Overcoming or rectifying the 'Creep Ups': </b></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Whilst I would love to offer you all some wonderful and sage advice, if we were to be honest wiht ourselves, overcoming the 'creep ups' is really about employing some basic time management tools and a little bit of common sense. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">1. Read this post. Some of these ideas can be found in a previous post '<a href="http://fourseasonsinonekiwi.blogspot.co.nz/2014/05/confessions-of-procrastinator.html" target="_blank">Confessions of a Procrastinato</a>r' which includes some handy hints that will help you avoid a 'creep moment'. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">2. Be mindful - obviously if you feed yourself too much of the not so good for you foods, fail to look after your health and keep fit, then you are going to have some issues. Live in the present!</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">3. Remind yourself that sometimes life is messy, try not to dwell on it, learn from it and move on. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">4. Be kind to yourself. You are human - see number 3. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">5. Embrace the unexpected - see if you can find the sparkle in the dark and chalk it down to the beauty that is the journey of life. If you can reflect on it and find the lesson, then all the more for it! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">6. Develop the growth mindset of a warrior. Get up, brush yourself off and own it! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">7. Breathe! Take a break, and remember, you have got this!</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">8. Ask for help - from a friend, family, colleague or a professional. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">These are my top 5 'creep ups' and some ways to overcome them. What things creep up on you and what solutions do you use? </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com1tag:blogger.com,1999:blog-2372872358103910013.post-79837476886056323552016-12-31T01:50:00.000-08:002018-10-14T20:03:51.880-07:00Sayonara 2016 - Don't let the door hit you on the backside as you leave...<script async src="//pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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<span style="font-family: "georgia" , "times new roman" , serif;">It is amazing how fast 2016 has zoomed by. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">It seems only months ago we were raising our glasses to toast it in - but here I am, a year later, on New Years Eve, taking a few moments to reflect on what I can only describe as a bit of a strange year. </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">Strange does not really do it justice - it has, in fact, been a crazy ole year. For me, and I would hazard a guess, for much of the world, it has had as many ups as it has had downs. One thing I am confident of is that there have been plenty of things (cough Brexit, cough the Presidential outcome) that will no doubt be considered, later in our worlds history, as the catalysts that led to the unfolding of some fundamental world changing events; events that are yet to be seen. Yay, something to look forward to... (insert sarcastic face)</span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">More often than I am comfortable with, especially in the second half of this year, I have wondered if the earth has been a little off its axis and a little off kilter with humanity. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">As the neighbourhood resounds with the loud cacophony of left over Guy Fawkes fireworks, and end of year parties, I can not help but reflect on the things I am grateful for, and the things that I have to look forward to. </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">I am not a big fan of setting arbitrary resolutions, because I am more of an ongoing goal setting kinda gal,</span><span style="font-family: georgia, 'times new roman', serif;"> but I do acknowledge that the promise of fresh starts and clean slates that hangs around like a whisper, ready for us to grab, as a new year approaches, has a certain appeal. </span><br />
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<span style="font-family: georgia, times new roman, serif;">As the new year countdown beckons, I am curious about what the next 12 months holds in store for us all. Each of us has been gifted with 52 new weeks, 365 fresh and clean days, made up of 8760 hours, a little over half a million (525,600 to be exact) minutes untainted by experiences (bad and good) and 3,1536,000 seconds. How we choose to use this time will be within our power. We can choose to be successful, and fill them with love, peace, laughter, fun, joy, happiness and good fortune. Or, we can waste them. The choice is ours. </span><br />
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<span style="font-family: georgia, times new roman, serif;">For you and yours, I wish you a year of all the wonderful things that life has to offer, and a reminder that for the times that are a little darker and stormier, to keep the faith. For those difficult times, never forget that the dark allows us to appreciate the light, and the stormy weather give us a chance to welcome the warmth of the sun. Be kind to yourself, embrace change and enjoy the ride! Make the most of the time you are gifted with in 2017, because you just never know what tomorrow will bring. The fact it is not promised and guaranteed is in itself like a gift. A timely reminder to be grateful, and to live in the moment. (note to self - put the phone down more) </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;">If I was to be honest, I will not be sorry to see the backside of 2016 as it slinks out the door and I am open to the opportunities and changes that a fresh and shiny new year has to offer! I think the following short visual best sums up 2016 - in the style of a horror movie trailer! </span><br />
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<span style="font-family: "georgia" , "times new roman" , serif;">SO, sayonara 2016 - thanks for coming, your time is up, make sure you don't let the door smack you on your backside as you leave! </span></div>
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<span style="font-family: "georgia" , "times new roman" , serif;"><br /></span></div>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com1tag:blogger.com,1999:blog-2372872358103910013.post-21839493357332803222016-11-12T22:32:00.001-08:002016-11-12T22:32:43.994-08:00The Fear in the Belly - 11 Leadership Hacks to Control It<h3 style="text-align: center;">
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<span style="color: #454545; font-family: Arial, Helvetica, sans-serif;"><i>"Without the darkness, how can you recognise the light" Tuvok </i></span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #454545;">Ever had one of those moments where you feel a little </span><span style="color: #454545;">queasy</span><span style="color: #454545;"> and the queasiness is not related to what you ate, but what you experienced?</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">It's that little ball of fear that makes your tummy twist and recoil, almost in an attempt to run away and hide. It is a visceral response, and because it is not your intellect that controls it, but something far more primitive and raw, keeping it under control when you are facing 'those' situations (you know the ones, quite often they blindside us and proceed these dreaded little words '<a href="http://fourseasonsinonekiwi.blogspot.co.nz/2015/06/those-dreaded-few-wordsdo-you-have.html" target="_blank">have you got a minute</a>') is no easy task. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">I know that feeling in the pit of my belly well - too well. I suspect, if you are in leadership, especially educational leadership, you know it well too! </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><i><b>This post is as much as a reminder to myself, as it is a way to support others. </b></i></span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">Leadership is mostly rewarding, fulfilling, and an opportunity to make a difference. As with all bright moments, there are also some darker times, and the flip side to the great is that leadership can also be challenging, hard work, dark and unforgiving. Some days, weeks and months are amazing and other times, not so much. Sometimes you are faced with situations that bring about that uncomfortable feeling of fear in the pit of your belly, and the key to walking away mostly unscathed is in how you manage yourself and your reactions during the 'fear in the belly' moments. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">The following 11 suggestions/leadership hacks are by no means a definitive list, but they are things that can help, and things that I have been honing myself, over the years. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">1. Disconnect - take time out and leave work at work </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">I know what you are thinking, "but I have ... (insert whatever seems important, files to file, Charters to write, data to analyse - the list is endless) to do..." I have a revelation to share with you - disconnecting for a weekend - and I mean the WHOLE weekend, from when you leave on Friday and return on Monday, will NOT - I repeat - will NOT, make the world end. You are of absolutely no use to anyone, family or colleagues, if you do not take some time for yourself. You work hard - really hard. You are the person that everyone wants a piece of, and quite frankly, if you do not keep some aside for you, you will falter and fall. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">2. Do what brings you joy </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">This is related to number one. (can you see a pattern emerging here? Good) What makes you happy? And for this, I mean both at work and at home. For example, my batteries are recharged at work by going and working with, and talking with students. They are why I went into this career - they are who I want to be great for, and they make my heart sing because they are such great role models of resilience and joy. Getting unstuck from my office to spend time with our students is a highlight and no matter how much fear might be swirling around the pit of my belly, our students remind me of the WHY. Every time. To recharge my batteries at home, I love to walk on the beach - the beach is like a stress soother. It doesn't even matter what the weathers like - there is just something very healing and powerful about the ocean. It reminds me that the world is a wonderful, changing place to explore, and life is an adventure just waiting for me to go and seek it! Those are just two examples - what are yours? </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">3. Get your 'ducks' in a roll </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">Make your lists, get your systems out and be organised. When things are difficult, it could be all too easy to slip into a state of darkness, and let the organisation systems slip. Don't fall for that! When things seem out of control, getting back on top of the chaos is a priority and will help you feel more organised and in control. Be systematic, think like a Start Trek Vulcan and allow logic and reason a chance to flourish. You can read more about things to slow down the 'roller coaster' in my recent post <a href="http://fourseasonsinonekiwi.blogspot.co.nz/2016/10/the-leadership-roller-coaster.html" target="_blank">'The Leadership Rollercoaster'</a>. Suffice to say, getting your 'ducks' in a row is the equivalent of your own leadership security blanket. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">4. Blow off the steam </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">Something I find very helpful in combating the fear in the belly moments is letting off some steam. We all have a variety of ways to do this, but my two favourites are either a hard out gym session (the older I get the more these seem to nearly kill me) or a super loud 'pretend I am a rock star' session in my car on the way home. When I say loud, I do indeed mean loud. One of the things I like about my car is that it has a fantastic sound system. I have a number of songs that I LOVE to sing loudly (most likely badly but thats not important) and there is something very cathartic about doing this. I imagine I must look like a bit of a twit (and goodness knows how bad it sounds) but, that is a small price to pay for regaining my sanity. I hope to put together a post with some of my favourite songs shortly. Watch this space. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">5. Become intimate with your stress response</span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #454545;">How well do you know yourself? Do you understand the symptoms of the 'fear in </span><span style="color: #454545;">the</span><span style="color: #454545;"> belly' moments? There is a difference between situational sickness and actually being unwell. Each of us 'feels' our emotions in our belly differently, and only you know what your response is. Some people feel nauseated, others feel 'off colour', some feel tendrils of cold running through their veins and others might feel flu like symptoms. Get to understand your own </span><span style="color: #454545;">responses to stressful situations so that you can find which of these strategies (or others) might help you keep them under control. </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">6. Know your triggers </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">Do you know what makes you feel that 'fear in the belly'? Similar to the one above, this is about understanding what causes it. For example, one of mine is feeling out of control. By that, I mean encountering one of 'those' moments that I have never encountered before because often fear has at its core, the notion that 'I don't know what to do'. Unfortunately, or perhaps from a growth mindset point of view, fortunately, the Universe has provided me with numerous such encounters which has given me a system to help bring some control to it. Part of my 'system' is to do some of these very hacks. I always start with trying to bring some perspective and control back to the situation by asking myself, <i><b>who can help, what steps need to be taken, who needs to be informed, where does it fit into our policies, and what have I missed</b></i>? I wrote above about getting your 'duck's' in a row and being organised - tapping into the logical and analytical part of your brain helps to bring some perspective and calm to the situation, giving you a chance to take some control. My brain doesn't function well when it is stuck in flight or fight mode, and having a system to calm it down helps. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">7. Debrief - you are not alone!</span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #454545;">This is a big one. Who do you go to debrief? Who is your confidante and 'wise shoulders'? I am fortunate in that there are a few people I trust to discuss 'hairy' things with. Knowing who to go to to get the correct advice (such as School Trustees Association) is also crucial. They know what you need to do, who you need to contact and what process you need to follow in order to ensure both natural justice and as a safeguard for yourself and your school. I am in no doubt that the person I use is outstanding and without their help would have struggled. Then there are the awesome people in your professional learning network (if you are one of mine, and I am sure you know who you are, know that I love you to the moon and back, am terribly grateful to have you and you are fabulous). Know who your people - your tribe - are. They are literally your sanity savers! </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">8. Practice Mindfulness and Gratitude</span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">This one is hard when the going is tough. Our brains seem to be predisposed to sinking into the doom and gloom, but if you can shake that old dark dog off your shoulders long enough to appreciate those things that do go well, the people in our life that make it all worthwhile and the small things that we can be grateful for, then it is helpful. At a recent leadership group meeting, we went around the room and for some of us, the term has been a little tough, all we could find to be grateful for was that we made it to the meeting! Whilst that might seem sad, actually, it is a huge testament to the knowledge that somedays, it is the small things that make the big difference, and on that particular day, just getting there meant the world to us. So, being grateful might just be a list of the little things (my car got me to work in one piece, the coffee was hot, the breeze from the window is fresh, the little picture of New York on my journal makes me feel hopeful I will get there and motivates me to keep on going, etc). I would suggest meditation as another useful tool, but that is not something I am particularly skilled at - yet. (Keeping my brain silent for more than a moment is always a victory) </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">9. Affirmations </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">Bare with me, because I know this is going to seem naff, but if it really helps me! Think growth mindset! How you talk to yourself matters. I know it's easy to fall into the 'I hate my job' mantras when a situation occurs, and because I have had moments where I have felt like this, or where I've lain in bed in the morning reluctant to get up because, for that moment, it's just too hard! (I may have burst into tears once or twice, much to the horror and concern of Technoman). So, I combat this with a positive mantra or two (or fifty - some days are harder than others). I've been doing this leadership job for over 15 years, and some of my experiences as a school principal would make your toes curl. If my naff solution around affirmations to calm the fear, and soothe the turmoil in the tummy are of any use to anyone else, I can surely overcome my own insecurities to share them. I've set my phone to send me a reminder in the morning, and again before bed, with a little private message that reminds me that I'm doing a good job, and that I'm enough. In addition, I have an app on my phone that if my day has been particularly rough, I can press a button and read some positive, random affirmations. If you're interested, the apps called '<a href="https://itunes.apple.com/nz/app/affirmations!-daily-self-esteem/id328011102?mt=8" target="_blank">Affirmations</a>' and you can download it from iTunes and Amazon. It's a resiliency tool that helps keep me feeling in perspective. What I have found, is that rewiring my inner voice to say 'I love my job, I love my job' instead of 'I hate my job' just takes the edge off the dark moments by shinning a little light of positivity. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">10. Breathe! No seriously, breathe! </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">When I encounter the 'fear in my belly' I automatically work to calm my fear by breathing. There are many many ways to do this, and I have now got it down pat (I think) in that I can take some deep breathes to collect my thoughts and most of the time, you would not even notice that I am doing it. Google breathing exercises to get anxiety under control and have a go at practicing this for yourself. Never underestimate the soothing way some good deep breathes in and out, help to bring perspective and allow you to take back some of the control on your emotions. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">11. Finally, remember 'she'll be right' </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">By this I mean, a bad situation doesn't mean you are a bad leader, or that things won't get better. It doesn't rain forever, right? So pull out your umbrella, face the rain with courage and strength and hold onto the faith that the sun is coming! You have got this, you are quite capable of sorting your way through these situations, and remember, you are not alone! </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Please NB: If things are overwhelming you, please seek help - see your GP or seek guidance from a support specialist (see below for kiwi links - if you are from another country, find your countries equivalent). </span></div>
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<div style="color: #454545; line-height: normal; margin: 0px; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://depression.org.nz/help-someone/">https://depression.org.nz/help-someone/</a></span></div>
<div style="color: #454545; line-height: normal; margin: 0px; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://www.mentalhealth.org.nz/get-help/in-crisis/helplines/">https://www.mentalhealth.org.nz/get-help/in-crisis/helplines/</a></span></div>
<div style="color: #454545; line-height: normal; margin: 0px; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.nzsta.org.nz/">http://www.nzsta.org.nz</a></span></div>
<div style="color: #454545; line-height: normal; margin: 0px; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="https://www.eapservices.co.nz/">https://www.eapservices.co.nz</a></span></div>
<div style="color: #454545; line-height: normal; margin: 0px; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif;"><a href="http://www.nzei.org.nz/">http://www.nzei.org.nz</a></span></div>
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Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com3tag:blogger.com,1999:blog-2372872358103910013.post-45827577780756634792016-10-29T22:14:00.001-07:002016-10-29T22:14:01.672-07:00The Intuitive Educator <br />
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I have been wondering about teacher intuitiveness, in particular, why some teachers seem to be able to tap into their intuition and employ it more, and why some teachers appear reluctant and less likely to follow their intuition. <br />
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I am confident that I am an intuitive educator. As a classroom teacher I rely on my intuition to guide me, and I am hopeful I do the same as a leader. I know this, because I have spent the majority of my career digging deep into my my practice, analysing what I do, why I do it and what makes something more successful than other things. When I haven't done something so well (as in, when I screw something up), either in the classroom or in the office, then I run my eyes over those situations as well - I suspect with a too critical eye sometimes!<br />
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It is from this behaviour of stopping and analysing what I do, that I have discovered that my intuition derives from a mix of tapping into a variety of resources. My intuitive formula is made up of a mix of experience, strategy, what I like to call 'reading the emotional barometer', and a variety of tools. These resources support and supplement my intuition as a teacher and as a leader.<br />
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<b>Experience</b></h4>
I consider experience as a process one might have of getting knowledge, skill and (fingers crossed) mastery/wisdom from participating in, or experiencing events, or from the day to day accumulation of 'doing'. When I apply it to myself, I am meaning experience as a classroom teacher, within leadership and across all aspects of my life. Mostly, for me, it is from first hand experiences (meaning, I was there), sometimes it is from the stories of others (I may not have been there but I played some role in supporting the situation from the sidelines), sometimes it is from physically doing or participating it something, and sometimes it is a more academic experience, where I have studied, read and learnt about things. <br />
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<b>In Practice:</b><br />
Tapping into my experiences forms the backbone of how I tap into my intuition. For example, throughout my career, I have worked extensively with students who might be classified as 'challenging'. There are very few behavioural experiences I have not 'experienced' first hand - from the psychologically alarming to the physically dangerous. All of these collective experiences have allowed me to hone my intuition (some might call it '<a href="http://onlineslangdictionary.com/meaning-definition-of/spidey-sense" target="_blank">spidey sense</a>') in such a way that I am able to head most potential disasters off at the pass, before they come crashing down into an almighty version of the next apocalypse. Sometimes, the warning signs might appear minor (to the uninitiated), but experience gives you tools and strategies you can use, and for the most part, mine will alert me of impending disaster. <br />
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Strategy</h4>
By strategy, I am talking about using strategies like problem solving, thinking skills, a variety of behaviour management techniques (like restorative justice), numerous leadership theories, practices and styles (such as agile leadership and transformational leadership), coaching, and perhaps one of the most important - the strategies of instructional practice (including understanding a wide range teaching strategies such as problem solving and being able to tap into student voice and agency). <br />
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<b>In Practice:</b><br />
Understanding a wide range of strategies that can be utilised as both a teacher and leader is critical because it means that your intuition has a repertoire of tools to reach for. Imagine the behaviour management scenario above - your 'spidey sense' has warned you of a potential situation about to unfold, experience has helped hone that 'spidey sense' but because you also have a wide range of strategies to call upon, you are not stuck wondering what to do - instead you are able to work through options. <br />
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Reading the Emotional Barometer:</h4>
This is about your emotional intelligence (EI). In this case, its about your ability to identify, monitor, and use your own emotions (intrapersonal intelligence) in a productive and positive way as you interact with others and with situations within life. The more you understand your own reactions and emotional responses, the better able you will be to understand and see it in others (interpersonal intelligence). This is about four key attributes, your self awareness, self management, social awareness and relationship management. Your EI plays a big part in your intuition as the better able you are to tap into and sense your EI, the more able you are to tap into your subconscious and be aware of the subtleties of others emotions. <br />
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<b>In Practice:</b><br />
During any interaction you might have, being able to 'read' the situation is vital. As a teacher (or leader) there are many examples where it is easy to become frustrated. When you are working with students (or adults), being able to turn that frustration into a positive pathway by managing your emotions shows the other person that you value them and that you have control over your frustration and anger. Using 'I', rather than 'you', statements will avoid all involved heading into the territory of the 'defensive'. Using your EI to validate others by acknowledging how they feel helps you walk the talk by valuing others. <br />
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Tools:</h4>
In this case, I am referring to tools such as your mindset (growth vs fixed), resiliency - how able are you to bounce forward after any situation unfolds, 'bloody mindedness' (being determined to reach a goal) and your moral purpose - knowing your WHY. There tools are all things I use to sharpen my intuition.<br />
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<b>In Practice: </b><br />
What you focus on is what you most often manifest - do you have a growth mindset where you see an opportunity in difficult situations or do you stuck in a mire of negative self feedback? Rewiring how you talk to yourself, being able to bounce forward from setbacks by learning from them, and tapping into your reasons for being an educator gives you a greater control over the days where educating is hard work! It gives your intuition a more positive and powerful narrative to tap into. <br />
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6 Tips to Hone your Intuitive Educator</h3>
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1. Reflective Practice </h4>
Reflect, reflect and reflect again. The more you know about what is working, what is not so successful and why this is the case, the better you are able to grow your experience and strategy base. <br />
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<b><i>Ask Yourself:</i></b><br />
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What was it about this lesson/day/situation that was successful? Can you replicate it?<br />
Am I excited to go to work today? Why/Why not? What would make me excited?<br />
What evidence do I have that my students are succeeding? (Soft and hard data)<br />
Are my students/teachers thriving? How do I know?<br />
In what areas can I improve professionally? How can I share my skills with others?<br />
What new ideas have I implemented lately that keep me on 'top of my game'?<br />
How well balanced is my life - and how do I know?<br />
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2. Data </h4>
Data, soft and hard, is a great way to know you impact. <br />
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<b><i>Ask yourself:</i></b><br />
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What does the data tell me (soft and hard)? <br />
Which data paints the picture of success? <br />
Do I teach my students they way they are predisposed to learn or in the way I teach? <br />
What does student/teacher/parent voice say?<br />
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3. Observe: </h4>
Paying attention (being mindful) of the world around us is a rich source of information. <br />
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<b><i>Ask yourself:</i></b><br />
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What did I notice today?<br />
What is new or different in my environment, and what might have caused that?<br />
What is the emotional temperature today, and what impact dd I have on that?<br />
How do my interactions change things - for the betterment of others, or not?<br />
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4. Read: </h4>
Reading about new methodologies or practices is an important part of being an educator. Information is awash in our world, tapping into this to improve our practice should be second nature. <br />
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<b><i>Ask yourself:</i></b><br />
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What new things have I learnt today?<br />
Where do I source new information (twitter, social media platforms, blogs, research) and interact with others to learn new things?<br />
How do I keep up to date on current pedagogies? <br />
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5. Inquiry: </h4>
Teacher as Inquiry should be a core part of being an educator - investigating into practice is always going to result in better practice. Try things out, experiment and reflect on what you do. <br />
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<b><i>Ask yourself:</i></b><br />
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How do I inquire into my own practice? <br />
What resources and evidence will I need to ensure my inquiry will result in improved outcomes?<br />
Who is the inquiry for? <br />
How often do I ask 'why' about my practice?<br />
Do I really understand why something is successful or not? <br />
What do my students say about our classroom -how much voice, choice and agency is there?<br />
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6. Observe others: </h4>
Getting outside of our own classroom or office to observe what and how others do things is important. <br />
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<b><i>Ask yourself:</i></b><br />
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How does my practice improve by observing others?<br />
Why does the teacher/leader I am observing do things that way, how might I learn from this?<br />
What did I notice?<br />
Do I understand what effective practice is - how?<br />
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...........................................................<br />
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Tapping into your educators intuition is a key tool in your tool kit. Because my own intuition arises from the intentional growing and modifying of the above attributes, it is something I rely on every single day - not just in my leadership but in my life. I am now left wondering how I might help my own team sharpen and strengthen their own intuitive practice because the more I reflect on it, the more certain I am that it is in this intuitive practice where we find where the real magic lives! Think about it - who are the best teachers and leaders you know? For me, the more I think about it, it is the teachers and leaders who know how to tap into this intuitive resource that are the most successful. <br />
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How is your own intuitive educative ability? <br />
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<br />Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com4tag:blogger.com,1999:blog-2372872358103910013.post-91663573916681877952016-10-11T21:43:00.001-07:002016-10-11T21:43:11.051-07:00The Quality of the Noise <div class="MsoNormal">
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Several weeks ago I attended an ACEL
(Australian Council of Education Leadership) conference.<span style="mso-spacerun: yes;"> </span>Dr Tim Watterson, who is the Director-General
of Education and Training for Queensland, delivered the opening keynote.<span style="mso-spacerun: yes;"> </span>I confess that my initial ‘judging a
book by its cover’ reaction was not particularly complimentary, and I did
wonder how I, as a Kiwi Leader, might relate to an Aussie Director-General.<span style="mso-spacerun: yes;"> </span>I do however; stand to be corrected, because
in actual fact, it was ok. <span style="mso-spacerun: yes;"> </span>It was more
than ok it was actually very ok.<span style="mso-spacerun: yes;"> </span></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;"><br /></span></span>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;">There were two key takeouts for me, this post is about the first one. </span></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Noise: </span></h4>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">I was
particularly taken with one of his opening comments, about how the quality of
the noise in your classrooms, playground or staffroom is what gives away the
quality of your school.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Let that sink in for a moment, as it has
for me over the last few weeks.</span><br />
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<h4>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">THE QUALITY OF THE NOISE IN YOUR
CLASSROOMS, PLAYGROUND, MEETINGS OR STAFFROOM IS WHAT GIVES AWAY THE QUALITY OF
YOUR SCHOOL.</span></h4>
</div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">I have always been a firm believer that you
can ‘feel’ a school from the moment you walk into it.<span style="mso-spacerun: yes;"> </span>The same goes for any classroom or any
staffroom.<span style="mso-spacerun: yes;"> In a high functioning school </span>here is a hum about the
place, a sense of purpose and a welcoming atmosphere. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">There are many examples of when the ‘noise’
reflects a less than high quality school.<span style="mso-spacerun: yes;">
</span>Some of us have had the misfortune of walking into ‘that’ staffroom where
seats are allocated to a particular person or group, and woes betide anyone who
tries to sit there.<span style="mso-spacerun: yes;"> </span></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Sometimes the
conversations in the staffroom involve unprofessional discussions of students. You know they are unprofessional because they make you feel uneasy and uncomfortable, and you would never allow
someone to speak that way about your own child.<span style="mso-spacerun: yes;"> </span></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Or perhaps you have walked into a schools front reception office, only
to be briskly dismissed by an unfriendly grimace, or been completely ignored
while the people behind the counter continue with their own conversation.<span style="mso-spacerun: yes;"> </span></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Perhaps you have sat in a meeting where
people are disinterested, talking over each other being rude and disrespectful. </span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Or maybe you have been in a classroom where the tensions are high and the
feeling of disorganized chaos reigns supreme.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">The above examples are not indicators of a
quality school but of one where the school culture needs some work.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">I have been reflecting on what our noise is
at our place, and as a result I have pinned down some of the key things that I
think indicate what a ‘quality noise’ might be.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<h3>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Characteristics of Quality Noise</span></h3>
</div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><b><br /></b></span>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><b>People respect each other.</b><span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">You can hear it in the day-to-day
interactions, in the playground and during meetings.<span style="mso-spacerun: yes;"> </span>Teachers respect students and students
respect other students and teachers.<span style="mso-spacerun: yes;">
</span>Parents are a valued resource not a pesky nuisance. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><b>Questions are more important than
answers.<span style="mso-spacerun: yes;"> </span></b><o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">You can hear questions being used all the
time by teachers and learners. <span style="mso-spacerun: yes;"> </span>A sense
of curiosity exists. Voice and agency is fostered for both students and teachers.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><b>Ideas and Wonderings are welcomed. </b><o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">People are allowed to challenge/question
the status quo, and ideas like <a href="http://fourseasonsinonekiwi.blogspot.co.nz/2016/08/at-my-old-school-enter-amos.html" target="_blank">AMOS</a> are welcomed and encouraged because the sum
of all of us is better than the one.<span style="mso-spacerun: yes;">
</span>Students and teachers have ownership of what is happening in the school
and you can tell because they can talk about what is important to them.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><b>Learning is not a one size fits all.</b><o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Teachers are free to explore pedagogy and
learning processes that respond to the needs of their classroom.<span style="mso-spacerun: yes;"> </span>Differentiation and personalization is
encouraged and evident for both student and teacher learning.<span style="mso-spacerun: yes;"> </span>Teaching programmes are creative and not
mandated.<span style="mso-spacerun: yes;"> </span>Leaders trust their teams to
innovate and explore the best ways to support learner diversity in their
classrooms, and do not micro manage this.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><b>Teaching as Inquiry is evident.</b><o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Teachers are keen to inquire into what is
happening in classrooms and you can hear teachers sharing best practice with
colleagues.<span style="mso-spacerun: yes;"> </span>The notion of deprivatised
practice is lived and there is a collective efficacy in place.<span style="mso-spacerun: yes;"> </span>Teachers know that what they do impacts on
the next class, and it is not a matter of ‘my children’ but ‘our
children’.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><b>The school is inclusive.</b><o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Everyone is welcome and feels a part of the
school.<span style="mso-spacerun: yes;"> </span>Cultural competencies are lived, and students and teachers feel a sense of belonging.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><b>Self-Review informs practice and decisions.</b><o:p></o:p></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">People delve into what it is they do, and
find out if it is working, and if not, why not, and where to next.<span style="mso-spacerun: yes;"> </span>Data, soft and hard, assists this process and
the soft data is valued highly.<span style="mso-spacerun: yes;">
</span>Discussions around the school about evidence are used to check that what
we say we are doing is what we are doing, and support growth and capacity
building.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;"><br /></span></span>
<div style="text-align: center;">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;">....................................</span></span></div>
</div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">These are just a few of the characteristics
I have been reflecting on.<span style="mso-spacerun: yes;"> </span>I would like
to say we are all these things all of the time, but I am not so confident.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Sometimes I am sure we slip, and sometimes I
am sure (in fact I know) we do not always get it right for everyone.<span style="mso-spacerun: yes;"> </span>The real treasure is found when you know,
through your self review and feedback processes, that things need to be
improved, and you put in place a plan to address any areas that are lacking. <o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">In case you are wondering, like I have,
what the noise of your school is and if it is a true indication of the quality
of your school, perhaps these questions might be of assistance.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<h4>
<span style="font-family: Arial, Helvetica, sans-serif;">Questions to assist Self Review: </span></h4>
</div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i><br /></i></span>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i>What language do you notice people using in
meetings and in the staffroom?<span style="mso-spacerun: yes;"> </span>Is it
strength based, positive and professional?<span style="mso-spacerun: yes;">
</span><o:p></o:p></i></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i><span style="mso-spacerun: yes;"><br /></span></i></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i>What things do the professionals in the
school talk about?<o:p></o:p></i></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i><br /></i></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i>How do your teachers share practice?<span style="mso-spacerun: yes;"> </span>Do teachers visit each others classroom?<o:p></o:p></i></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i><br /></i></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i>What are teachers inquiring into? <o:p></o:p></i></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i><br /></i></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i>Are relationships respectful?<span style="mso-spacerun: yes;"> </span>How do you know – what does the evidence look
like? <o:p></o:p></i></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i><br /></i></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i>Do people feel welcomed at your place?<span style="mso-spacerun: yes;"> </span>How do you know? <o:p></o:p></i></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i><br /></i></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i>How do you use data and self review to
improve?<span style="mso-spacerun: yes;"> </span>Which data do you value and how
do you talk about it? <o:p></o:p></i></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i><br /></i></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i>Can students talk about their learning? Do
they own their goals and do they know where they are going?<span style="mso-spacerun: yes;"> </span><o:p></o:p></i></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i><span style="mso-spacerun: yes;"><br /></span></i></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i>What does student and teacher voice and
agency look like at your place?<span style="mso-spacerun: yes;"> </span><o:p></o:p></i></span><br />
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i><span style="mso-spacerun: yes;"><br /></span></i></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;"><i>Is there a culture of ongoing improvement and
how do you know there is?</i><o:p></o:p></span><br />
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><i><br /></i></span></span>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><i>How does leadership support teachers? </i></span></span></div>
Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com1tag:blogger.com,1999:blog-2372872358103910013.post-85087451137232763212016-10-09T01:30:00.000-07:002016-10-09T01:57:24.203-07:00The Leadership Roller Coaster<div class="separator" style="clear: both; text-align: center;">
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Forgive me dear reader, for I have been remiss. (If you are not a regular reader you may not have noticed, incidentally why are you not a regular reader? Do be a dear and go sign up - somewhere on the sidebar there is an email link and then you won't miss out!) Now the plugs out of the way, back to why I have been a little remiss. It has been a little while since I last blogged. <br>
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In fairness, there has been a reason. I have put myself into a digital time out. <br>
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I have purposely given myself a little bit of time away from Four Seasons - not because I do not want to blog anymore or because I have nothing to say (quite the contrary), but more because my life has been a little hectic and between the hectic moments I have been suffering a bit of an identify and self doubt rut. In some respects, it is similar to being in a style rut but instead, it is more of an identify come professional rut. <br>
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Ironically, I have more partially written blog posts and ideas for posts, recorded in my notes app on my phone than you can shake a pen at, and I have written the best posts you will never read pretty much every night as I lie in bed seeking the solace of sleep. Last night I 'ghost wrote' three fabulous and profound posts that alas have escaped me in the wake of a fast approaching day. So, if thinking and crafting in my head was a paid job, I think I would be quite self sufficient.<br>
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It is not just one thing but a series of little things that have found themselves snowballing. Life in the leadership fast lane can be fabulous, but it can also be an all consuming, draining and not always fun roller coaster of 'things'. Somedays it feels like everyone wants a piece of you (not necessarily in a bad way) and finding the space to look outside your own reality to see the bigger picture can be a chore. It is important to look beyond your own small seat on the roller coaster to survey the whole track, because the ability to do so gives you a perspective that is not found from a merely narrow place. Term three felt a little bit like the roller coaster just kept on speeding up, and finding the time (actually, it is not time so much as space) to blog made it feel like an accelerant the roller coaster just did not need! Blogging here is my way of debriefing, and making sense of the wonderings. For the most part, it is my reflective space. Writing the posts in my head whilst lying in bed, irrespective of how amazing I imagine them to be, is a little less helpful than actually writing them here!<br>
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I have found this term break to be one of much reflection. In the first week I was fortunate to attend the ACEL (Australian Council for Educational Leaders) conference in Melbourne and I have come away from that with some big wonderings (I will blog about some of those in due course). Being away from home and outside your own country, makes your realise a few things and it gives you a space to reflect on things that weigh you down as a leader. There were several difficult leadership moments in term three that left me in a place of 'leadership self doubt'. <br>
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In times like that I try to remember my WHY. I went into education wanting to make a difference, and I went into educational leadership in order to make a wider difference to that which is just within a class. When you hit a bit of a professional rut you start to wondering about the why. I have been wondering a lot about if I have been making a difference, and what more I need to do to ensure my leadership is effective, wondering if it is effective and how do I know it is. At ACEL, John Hattie spoke about how teachers need to 'know thy influence' but I think it is the same for leaders. Yes, I have my 360 appraisal process, but for me, its much deeper than that. When you hear all the expectations leaders have on them (from academics presenting at conferences, Boards of Trustees, parents and teachers - heck - everyone has an opinion) you can feel a little overwhelmed. <br>
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With all these things adding to the roller coaster of leadership self doubt, a bit of a digital blogging time out seemed in order. I am pleased I did. I feel like I am heading into term four a little more grounded, with a roller coaster that has had the breaks applied. I am looking forward to being open to what opportunities term four brings with it, and I am looking at ways to ensure the roller coaster remains balanced so it does not derail itself. In addition I am exploring a few options to expand my creative side. When I started Four Seasons it was meant to be more lifestyle than Leadership focused, and I am at a bit of a cross roads regarding whether to merger Four Seasons into what it was intended for (because the creative side spins my personal wheels) or leave as is, and start a different one. I imagine I will still be wrestling with this come Christmas - happy to have your thoughts. (For example, I am pretty sure none of you who are reading this would be remotely interested in topics such as 'Parenting a Preteen - what not to do' or 'What I bought in Melbourne - the best leather shop ever'). <br>
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In the meantime, if you find yourself in your own leadership self doubt rut, don't despair. There is always light at the end of the murky tunnel. Here are my top 4 tips.<br>
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<i><b>1. Find your WHY. Recall what it was that bought you into leadership, reach down deep and bring it back to the forefront. It is the WHY that drives us, and sometimes in the midst of a self doubt moment we can forget it. Don't let the roller coaster run over your WHY. Let it be the driver. </b></i><br>
<i><b><br></b></i>
<i><b>2. Find your TRIBE. Leadership can be lonely but it doesn't have to be. You can read more about that in my blog post "Leadership Loneliness'. Talk to someone - a trusted colleague or your partner, and remember, you are not the only person who feels this way. That is why there are multitudes of things written about this stuff. All of us have felt it sometime - that is why your TRIBE is important. I have written before about how important my coffee sessions with my colleagues are. They are essential. Do it - you will not regret it. </b></i><br>
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<i><b>3. TRUST in yourself - you have this. Yes, there are times when it is hard or the roller coaster is flying at top speed, but remember - you have got this! Trust yourself, trust your moral compass and believe in yourself! </b></i><br>
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<i><b>4. Set some GOALS - chunk it down, set some goals and see number 3! I have always found a good list of proactive things to work on help me sort things into perspective. </b></i><br>
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Have a great term everyone - heres hoping the roller coaster ride is a manageable one - and remember the only person who gets hurts on a roller coaster is the one who jumps off! <br>
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You have got this!<br>
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<br>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com0tag:blogger.com,1999:blog-2372872358103910013.post-31116890060615771562016-08-27T17:51:00.000-07:002016-08-27T17:57:13.653-07:00Proposed Funding Changes: Part Two - Key Themes<div class="separator" style="clear: both; text-align: center;">
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">This post is part two in the series <a href="http://fourseasonsinonekiwi.blogspot.co.nz/2016/08/proposed-funding-changes-part-one.html" target="_blank">ProposedFunding Changes.</a><span style="mso-spacerun: yes;"> </span>Part one looked at the
seven key aspects of the proposal, and this post is a brief outline of some of
the key themes that arise from these key aspects of the funding proposal. NB: It is another longish post - so feel free to skim and scan the bolded bits. <o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">A Quick Reminder</span></span></h4>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Earlier this year the Government announced
a major change in the way it intended to fund schools.<span style="mso-spacerun: yes;"> </span>It proposes to replace the decile funding
system, which it considers to be a ‘blunt instrument’, with a more layered approach.<span style="mso-spacerun: yes;"> </span>The Government believes this will allow
schools more flexibility.<span style="mso-spacerun: yes;"> </span>It is hoped
that this flexibility will be better suited to meet the challenges with the
size of the achievement challenge.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>In post one I highlight what each of the seven
aspects of the changes are, and include my wonderings and concerns with the
proposal.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">What I noticed as I read, re read and read
again the background papers that sit behind the proposal, was that there are a
series of themes that keep emerging.<span style="mso-spacerun: yes;">
</span>Todays post intends to explore those themes a little further, and the
wonderings I have as a result.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Other Wonderings </span></span></h2>
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">(from the background
reading and Minister on the Nation)</span></span><br />
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Theme Based:</span></span></h3>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">School Choice and Demonstration/Model Schools</span></span></h4>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Of interest was the section on ways to
promote competition within our current <span style="mso-spacerun: yes;"> </span>system by creating a greater role for the
private section.<span style="mso-spacerun: yes;"> </span>This would be done by providing
additional public funding, controlling schools enrolment choices (without
saying how), restricting the fees charged and tagging funding to improved
student performance (by using valued added data). <o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">In one of the reports it talks about
diversity of provision and how there is limited evidence that parents demand
more but instead, we (as a country) could use schools set up under section 156
of the education to act as models of key features they (the Ministry and Government) want to see implemented
across the whole system (bulk funding, value added data and improved teacher
appraisal were mentioned but with little information about what that might look like).<span style="mso-spacerun: yes;"> </span>It is interesting that just
this week one of the changes in the Education Act has allowed for this, with the
introduction of CoOL schools (<a href="http://m.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11699382" target="_blank">Community of Online Learning</a>).<span style="mso-spacerun: yes;"> </span>More about my thinking on this another
time.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Further discussion about diversity of provision focuses on introducing Demonstration and Model schools
and that these would be a possible mechanism for implementing change.<span style="mso-spacerun: yes;"> </span>With a little research, it would appear
that this is yet another process ‘borrowed’ from the US. <span style="mso-spacerun: yes;"> </span>One of the reports outlines how a select
group of schools (or volunteer schools) could be used to trial some of the
changes such as funding flexibility with a total resourcing model, in
return for higher accountability and value added data (performance pay perhaps?).<span style="mso-spacerun: yes;"> </span>The authors discuss how this could be a trial but
if successful the school could be provided with additional autonomy (although I wonder what that looks like) that they
would earn when demonstrating success.<span style="mso-spacerun: yes;"> (Does this sound like a Charter model?) </span>However they add the caveat that it is important not to ‘overfund’ these schools so that any
effective change is attributed to practice, not funding.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">I wonder, what exactly are </span><span lang="EN-US"><span style="color: #353535;">Demonstration and
Model schools - what's the plan for these? They are meant to help all schools ‘lift
their game’ (yes that is what the report actually said) but it is really unclear what they are and if the intention is to
slip these into the current network.</span><span style="color: #353535;">
</span><span style="color: #353535;">Much is written in the briefing documents about how there is space in
our current system for such schools (and more Charters) but the detail about
this is either withheld or purposefully vague.</span><span style="color: #353535;"> </span><span style="color: #353535;"> </span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US"><span style="color: #353535;">Given the introduction of the CoOL's which came out of the proverbial 'blue' this week, I would guess that that idea is just one of many new ideas we will be barraged by. I would also wonder if this is a deliberate tactic. A <o:p></o:p></span></span></span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">tsunami of ideas is an effective tool to undermine and shake up current status quo. </span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Competition </span></span></h4>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Competition in NZ, according to one report,
takes place in the context of parents having poor information on which they
base their choice of school, and that evidence shows that competition garners
minimal gains.<span style="mso-spacerun: yes;"> </span>Given schools often
market themselves on non academic features, which can mask performance, the MoE
propose developing a ‘value added’ data process to help inform parents.<span style="mso-spacerun: yes;"> </span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">There is very little information on what this
actually is although it does appear to come under the improved accountability stream.<span style="mso-spacerun: yes;"> </span>One report outlined areas the authors felt
could be ‘pushed harder for contestability’ included the 'measurement and
management of performance' to put competitive pressure on schools to raise
student achievement.<span style="mso-spacerun: yes;"> </span>The report outlines
how the MoE has an opportunity to develop value added data which would better inform
parents when they make a choice of where to send their children.<span style="mso-spacerun: yes;"> </span>The report does outline skepticism toward introducing a more actively competitive model that would include vouchers, removing
zoning and increasing support for private schools (interesting given this is in
the proposal released by the Minister) as there is limited evidence that there
are gains for student achievement. <o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">So I wonder, how will putting competitive pressure on schools around data improve outcomes for students? What about all the </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;">variables? How does pressurising schools assist things? Why not work alongside schools and actually ask the Education sector what they think will make a difference? I appreciate that this suggestion is lacking details (much is blacked out under OIA which makes my mind boggle about what it actually says - I assume its pretty controversial) but I wonder what evidence and research sits behind such a proposal? I have not seen anything that shows increased pressure improves outcomes. If we look to models offshore I think we can see the damage done under a competitive (data based) model. </span></div>
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<span lang="EN-US"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></o:p></span><span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Communities of Learning (CoLs)</span></span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;"> </span></h4>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">All through the papers there is constant mention of CoLs. Unfortunately there is actually little detail about
what this looks like, with quite a few things blacked out under OIA. I do wonder what is so 'secret squirrel' that the public can not be privy to - is it not the publics' tax dollars? Is it not the publics' children? </span><span style="color: #353535;"> </span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">In terms of what was available to read, my wonderings are;
</span><span style="color: #353535;"> </span><span style="color: #353535;">What will bundled support packages for
CoLs and property actually look like?</span><span style="color: #353535;"> </span></span></span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">Does that mean that one school in your
cluster will build a ‘Math hub’ and the other schools ‘borrow’ it?</span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">Will it mean that we share support and
caretaker staffing?</span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">Heaven help it if
two windows break at the same time!!</span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">My wondering is – is the CoL the first step
in seeing if multiple Boards overseeing one principal is feasible?<span style="mso-spacerun: yes;"> </span>The papers seem to indicate so.<span style="mso-spacerun: yes;"> Will administrative support (which is mentioned as something that CoLs will have) mean one super board, one super principal and one super PA? Do we give them capes?) </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">What will happen to schools that do not
join a CoL?<span style="mso-spacerun: yes;"> </span>–Will they miss out on
special education and professional development funding and opportunities?<span style="mso-spacerun: yes;"> It is unclear what will happen for students with special needs but it looks like funding for special education will be linked to CoLs. What will that actually mean for schools and most importantly, individual students? Does that mean the RTLB (Resource Teachers of Learning and Behaviour) will be linked to CoLs and due for yet another shake up? </span><o:p></o:p></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US">It is expected that all schools will be in
a CoL by 2018 – that is only 18 months away.<span style="mso-spacerun: yes;">
</span>What will happen to those who are not in one?<br style="mso-special-character: line-break;" />
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<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Staffing and Base Funding</span></span></h4>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">Once again there are more questions than there are answers. Nothing I have read or attended, has been able to clear this up. My questions are: </span></span></span></div>
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<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: "arial" , "helvetica" , sans-serif;">What about hard to staff areas and supplementary funding? <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: "arial" , "helvetica" , sans-serif;">What about the Auckland crisis?<span style="mso-spacerun: yes;">
</span>What’s being planned for that?<o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: "arial" , "helvetica" , sans-serif;">How much would base funding be? What do they consider a minimum
level? <o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Property </span></span></h4>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif;">There seems to be (you just need to read the background papers) an assumption that all schools have mismanaged the property portfolio and that is why the state of the property assets are in such a mess. Just on that, I would like to point out that it was not schools that changed the laws that allowed for substandard building practices that led to all the leaky buildings! It was also not the previous Government that made the building standards slip. </span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">In addition, the Ministry signs off every property plan, and every school has a property advisor. Blaming schools for the property stock mess is a little uncalled for. Might I suggest some navel gazing? There has been issues with the MoE property department for many years, including a long report indicating concerns from the Auditor General. </span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">One colleague made the point that to remove property from schools would lead to the days where all schools were painted in the same batch of ugly green, and that in fact, schools look better loved and cared for now then when they were under the 'education board' of the past. He further pointed out that this was because we make the decisions on what happens in our school so we have a higher personal investment in making sure our schools look loved and cared for. I tend to agree - we take great care of our school because we have a vested interest - if that vested interest is replaced by no say in what happens, I believe we will become complacent. This is not a step forward but one back to the 'dark ages'. </span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Re Class Sizes</span></h4>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Currently schools are funded on a staffing ratio – and principals decide how many students they place in each class.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="font-family: "arial" , "helvetica" , sans-serif;">Under the new system the Minister could not guarantee that classes would not grow.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="font-family: "arial" , "helvetica" , sans-serif;">The Minister outlined to the media and public that it already happened now because principals decided how many students went into a classroom and that this funding would allow schools to continue to decide class numbers.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="font-family: "arial" , "helvetica" , sans-serif;"> She o</span><span style="font-family: "arial" , "helvetica" , sans-serif;">utlined that the things people are concerned about already happen in the system.</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It is a little disingenuous to say this as classroom ratios are a very complex beast. The decisions we make have to be made by taking into account many variables. Class numbers might seem high in a year 4, 5, or 6 class, but the ratios are 1:29, and if 8 year 6 students walk in they need to be housed - whilst that many students will generate some funding it is not enough for a new class to be set up in that area of the school. </span><span style="font-family: "arial" , "helvetica" , sans-serif;">To tell the public that the reasons class numbers in some schools are high is because I and my colleagues 'decide' is to only tell a tiny part of the story. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">A wondering that needs to be had is what will happen to specialist teachers? The Intermediate schools have already had several attacks on them, and the new proposed funding may be a new attack. What happens to the ratios for specialist teachers (think technology, music, art, food tech etc). I wonder if this is yet another way (add CoOL) to phase out Intermediate schools? Not the cheapest schools to run so when you look at economies of scale, one must wonder about the agenda. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Although, with this 'think' in mind in term of cheaper to run schools, I would think that smaller schools would be in the firing line but it seems mass school reorganisation is off the table (or at least for the moment in an obvious way). Mind you, the changes in the Education Act will make reorgainisation easier to instigate (cue CoOL - less actual students attending as 'bottoms on seats' means more chance of schools being unviable...). Cue also the changes to the Education Act that allow for more than one Board to appoint a principal between schools - this paves the way for mergers quite nicely. Well played Minister and associated minions - well played! I imagine there are more 'obstacle removers' my brain just has not made the connections - yet. </span></div>
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<span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">From the MoE (Ministry of Education) presentation</span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;"> </span></h4>
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<span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">At the presentation meeting it was stated that they were looking for ‘ideas’
– I wonder, what are all these magical 'ideas' coming out from the sector?</span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">Are they going to share them, so we can both applaud
and critique them?</span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">It was said that the ‘consultation’ was to seek our thoughts and
support for change, but I wonder, what if the sector doesn't want to change or
go that direction?</span><span style="color: #353535;"> </span><span style="color: #353535;">Then what?</span><span style="color: #353535;"> </span><span style="color: #353535;">How much buy in is enough buy in for this
proposal to progress? Is it one person, all educators or just a percentage? What is the magic number?<o:p></o:p></span></span></span></div>
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<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The roll out of the new funding proposal is due to come into
effect just before the new decile recalibration would take effect.<span style="mso-spacerun: yes;"> </span>I wonder, If the roll out is before the next
decile recalibration is that because with the state of poverty in our country
there is an expectation that there will be higher need? <span style="mso-spacerun: yes;"> </span>And actually, this will cost more?<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">Regarding the ‘consultation',</span><span style="color: #353535;"> </span><span style="color: #353535;">Apparently it is to determine the core rules that
will be determining the funding; this is the design phase and the details are
to come. </span><span style="color: #353535;"> We were told that the </span><span style="color: #353535;">Cabinet has agreed
to undertake a testing of the ideas, which</span><span style="color: #353535;"> </span><span style="color: #353535;">will then be tested in greater details.</span><span style="color: #353535;"> </span><span style="color: #353535;">Great pains were made to point out that 'nothing
is set in stone'. The adequacy question is to get addressed through the design
process. I am unsure if I fully understand how this will occur. What if it is shown to be highly inadequate? Then what?</span></span></span></div>
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<span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">When the Ministry was asked if the design process was looking at
other </span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">school models like middle schools,
the answer was no.</span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">Yet this would be
wise because middle schools have issues regarding funding and staffing that schools
like mine don’t face.</span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;"> </span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">It was stated that
the intent was to get the year design bit rights, but the point about how different
rules applying to the primary and secondary contexts was important, so I wonder what will happen around this?</span></div>
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<span lang="EN-US"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;"><b>Other Questions asked:</b></span></span></o:p></span></div>
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<span lang="EN-US"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;"><b><br /></b></span></span></o:p></span></div>
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<span lang="EN-US"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;"><b><br /></b></span></span></o:p></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">At our meeting the question of will the amount of staffing credits be enough to maintain what we
have now, was asked but there was no</span><span style="color: #353535;"> answer to this.<o:p></o:p></span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">When asked if staffing will be linked to at risk kids, the MoE replied that a</span><span style="color: #353535;">pparently this </span><span style="color: #353535;"> </span><span style="color: #353535;">could be cash or a percentage of teacher –
this detail is still to be ironed out. Hmm.<o:p></o:p></span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">When asked if this new process will allow us to increase funding and staffing as
our roll increases, the short answer was yes. Staffing will still be paid
centrally but charged as an average.</span><span style="color: #353535;"> </span><span style="color: #353535;">In
our accounts we will see the average but the Moe will pay the ‘bill’ for overs. But for how long, I wonder? </span><span style="color: #353535;"> </span><span style="color: #353535;"><o:p></o:p></span></span></span></div>
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<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Right now no schools know what the staffing entitlement will
look like – this is still to be determined.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-spacerun: yes;"><br /></span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">When asked if the number of staff a school is credited will be based
on student numbers as it is now, the answer was unclear.</span><span style="color: #353535;"> </span><span style="color: #353535;">Apparently this needs to be tested because the Ministry data shows that
schools fund an additional 900 teachers over entitlement now.</span><span style="color: #353535;"> </span><span style="color: #353535;">2019 will be when schools get the first
indicative staffing notice. So, if schools are already funding 900 over entitlement now, surely this shows the current system is inadequate - if I was to ask my colleagues (in particular those who can not <o:p></o:p></span></span></span><span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">afford to 'over staff' if they would overstaff if they had the money) - I am betting they would.</span></div>
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<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The best question asked was why not do a trail first? The
answer was that some bits, like the property aspects are already being trialed.
<span style="mso-spacerun: yes;"> </span>I wonder where and what does that look like? <span style="mso-spacerun: yes;"> </span>That’s the first I have heard.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-spacerun: yes;"><br /></span></span></span></div>
<h4>
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">Finally, Be Careful about what you wish for:</span></span></span></h4>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;"><br /></span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;">A final point and wondering I might make is about property and decile. For quite sometime the Minister has been telling the pubic via the media that schools and school principals constantly tell her that we hate property and it takes much of our time. We also (not me by the way) tell her and her officials that the decile system is unfair. Interestingly, I do hear this quite a bit from colleagues who tell me that it is unfair that their decile 10 students get far less per pupil funding than mine. When I ask how many 'at risk' students they have, or what kind of money they bring in from fundraising efforts or donations, or if they need to implement significant pastoral care programmes, or if they have ever had difficulties staffing (although all Auckland schools are now struggling in this area), or how much transiency is an issue for them etc (you can see where I am going with this) then the conversation shifts - sometimes. </span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #353535;"><br /></span></span></span></div>
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<span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">Whilst there is a truth to the issues we face regarding property, and sometimes the decile system is not as targeted for all students, the old adage of 'be careful what you wish for' applies here. Now, instead of asking educators what we want (or actually fixing the issues in the Ministry) we are instead going to get no say and lose the ability under self governance to make our own decisions about what our schools look like, and the funding mechanism is now likely to do less to ensure equitable outcomes. </span></div>
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<span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">In this situation, like the decile shake up, the Minister is using our own concerns against us in order to save money and set the agenda. In some respects, I feel we have been the catalyst of our own coming misfortune. Education should not ever be about 'one up man-ship' - instead there should be a collective efficacy from both educators and Boards of Trustees for the educational outcomes of our all our students. To do this schools need to acknowledge that there is not an equal playing field for all students and instead of being envious of the per pupil funding a school with many at risk students has, be looking at ways to share best practice across the system and be supportive of the challenges all our schools face. </span></div>
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<span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span style="color: #353535; font-family: "arial" , "helvetica" , sans-serif;">Remember, where there is disharmony in the hen house, the fox will find it easier to get in and to take charge. </span></div>
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<h3>
FURTHER READING: </h3>
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<br /></div>
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<a href="http://www.learningsciences.com/files/article-dujon.pdf" target="_blank">Demonstration and Model schools </a></div>
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<br /></div>
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<a href="http://www.treasury.govt.nz/publications/informationreleases/education/partnershipschools/pdfs/oia-20121116.pdf" target="_blank">Treasury Report </a>(mostly blacked out by OIA)</div>
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<br /></div>
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<a href="http://www.education.govt.nz/assets/Documents/Ministry/consultations/Ed-Funding-System-Review/1-Review-of-Funding-Systems-Cabinet-paper.pdf" target="_blank">Review of Educational Funding Paper</a> </div>
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<br /></div>
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<a href="http://www.newshub.co.nz/tvshows/thenation/interview-hekia-parata-2016062509" target="_blank">Interview with the Minister </a> </div>
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<br /></div>
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<br /></div>
Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com0tag:blogger.com,1999:blog-2372872358103910013.post-27441924190883119562016-08-23T02:17:00.000-07:002018-10-14T20:03:37.920-07:00Proposed Funding Changes - Part One: <script async src="//pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0nOlyRdQ4Ut_xzK1xaufxVs6h87UMGbA0FLEAr3bqsvEMqe662NOELq5NQNk6ZGnde2xklIQoIbX0NgAmUEi2Rv_sVq668OmhtcIdn5nCg_j6dLUABh8OkOXodzAMVDjqPo_uakRMs2U/s1600/Screen+Shot+2016-07-29+at+2.06.02+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="532" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0nOlyRdQ4Ut_xzK1xaufxVs6h87UMGbA0FLEAr3bqsvEMqe662NOELq5NQNk6ZGnde2xklIQoIbX0NgAmUEi2Rv_sVq668OmhtcIdn5nCg_j6dLUABh8OkOXodzAMVDjqPo_uakRMs2U/s640/Screen+Shot+2016-07-29+at+2.06.02+pm.png" width="640" /></a></div>
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<h3 style="text-align: center;">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><b>PART ONE: What are these 'proposed changes'?</b></span></span></h3>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><b><i><br /></i></b></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><b><i>WARNING:<span style="mso-spacerun: yes;">
</span>This is quite a long post – feel free to read the bolded bits! </i></b><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Earlier this year the Minister of Education
announced a radical shake up of how schools in New Zealand will be funded.<span style="mso-spacerun: yes;"> </span>I confess when I first heard the news my brow
furrowed and my eyes narrowed.<span style="mso-spacerun: yes;"> </span>My tendency
to be skeptical when faced with yet another major change to the system warred
ferociously with the strengths based side of my personality, who wants to see
what the ‘gems’ in any idea are.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>In fairness to the warring side, quite a few
changes that have been implemented in recent years have been more detrimental
to achieving successful outcomes for students than positive, so the track
record is not looking good! <span style="mso-spacerun: yes;"> </span>The
testament to this would be the growing number of wrinkles I am collecting from
the narrowing of the eyes and furrowing of the brow!<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">I have been percolating this post for some
time now, actually since the announcement.<span style="mso-spacerun: yes;">
</span>In the resulting months I have read, reread and read again the papers
that sit behind the proposed new funding model, sometimes shaking my head in a
mixture of disbelief and concern.<span style="mso-spacerun: yes;"> </span>I have
watched our Minister discuss the proposal with our countries media, and most
importantly, I have attended one of the ‘consultation’ meetings.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">I had hoped that all this reading,
watching, asking and participating would help ease my disquiet and answer some
of the many wonderings I have.<span style="mso-spacerun: yes;"> </span>Not
so.<span style="mso-spacerun: yes;"> </span>It also seems that the more I talk
with my colleagues, the less answers any of us have.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">So, where to start?<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The more I read the more I see reoccurring
themes emerge.<span style="mso-spacerun: yes;"> </span>The more I see these
themes, the more questions and wonderings I have.<span style="mso-spacerun: yes;"> </span>For the purposes of this post, I think the
easiest route is to do a rundown of what the proposal is (in case you have
been somehow out of the educational loop and it has passed you by), and then outline my wonderings. Part Two will then look
at each of the reoccurring themes that emerge from the background papers and the consultation meeting and what my subsequent wonderings are. <o:p></o:p></span></span></div>
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<h3>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">What is the proposal:</span></span><span style="font-family: Arial, Helvetica, sans-serif;"> </span></h3>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><i><b>That there be seven areas of change made up
of three main proposals and four supporting aspects.</b></i><o:p></o:p></span></span></div>
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<h2>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The Three Main Proposals:</span></span></h2>
<h3>
<span lang="EN-US"><o:p><span style="font-family: Arial, Helvetica, sans-serif;"> 1. </span></o:p></span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">Per-child funding – a magic
amount still as yet undetermined</span></h3>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">All indications are that
the current funding model looks like a U shape, with the most funding going to
the younger students and older students.<span style="mso-spacerun: yes;">
</span>The best description I have heard is that rather than seeing it like a U
shape, it is more like the Nike Whoosh.<span style="mso-spacerun: yes;">
</span>What the proposal aims to do is flatten out the funding.<span style="mso-spacerun: yes;"> </span>To do this would mean that some aspects of
school funding (either from the younger students or the older) would need to be
funded less. <o:p></o:p></span></span></div>
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<br /></div>
<h4>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">My Wonderings:</span></span></h4>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The message has been that
there is no more funding; instead it will be more of a reallocation.<span style="mso-spacerun: yes;"> </span>This message is not clear, as the MOE advisor
indicated that the review might (emphasis on might) show a case for further
funding and this would then be taken to the Minister of Finance.<span style="mso-spacerun: yes;"> </span>Given the ‘consultation’ documentation also
said that the scope of the review did not cover the adequacies of existing
funding, seems to me to be a ‘cart before the horse’ kind of review.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">I wonder, how can you
possibly review funding if you <i>a. don’t know how much it costs to run a school
and b. are not looking at if the existing funding is adequate or not </i>(I suspect
this is because if they do they will see gaping holes in equity and they will
be overwhelmed by how much money we need).<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></span></div>
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<div class="MsoListParagraphCxSpMiddle">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">To reallocate funding by
flattening out what is currently funded, it must come from within the current
system.<span style="mso-spacerun: yes;"> </span>This means there will be ‘losers’
in order for some age groups to be ‘winners’.<span style="mso-spacerun: yes;">
</span>Whilst the official documents suggest that this is about aligning the
funding to the challenges within each year group, and making sure there is a
shift to more funding per child, and it suggests that this will be the foundation
for further funding. I remain skeptical.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></span></div>
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<div class="MsoListParagraphCxSpMiddle">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">My wonderings are, what research
did they use?<span style="mso-spacerun: yes;"> </span>If they used the early
intervention research then they would be making a case for lifting funding for
little people, not flattening it out.<span style="mso-spacerun: yes;"> </span>I
wonder, which child will they take that funding off – your preschooler and five
year old, or my preteen?<span style="mso-spacerun: yes;"> </span>How will they
decide?<span style="mso-spacerun: yes;"> </span>They say it is to address the educational
challenge at each area, so given the dip in achievement in year 4 (thanks
National Standards) I would imagine that this year group might get funded
more?<span style="mso-spacerun: yes;"> </span>But who will lose?<span style="mso-spacerun: yes;"> </span>Fun times ahead sorting this out! <o:p></o:p></span></span></div>
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<h3>
<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"><span style="line-height: normal;">2. </span></span><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">Additional funding for ‘at risk’
students </span></h3>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">This is designed to replace the decile funding we currently have,
under the guise of readdressing the stigma attached to decile. A series of criteria will be used and it is
hoped this will align with the Governments current Investment Approach. </span></div>
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<h4>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">My wonderings:</span></span></h4>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Apparently the ‘at risk’ funding will be
judged on criteria that look a little like the following (although this is up
for debate under the consultation):<o:p></o:p></span></span></div>
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</div>
<ol>
<li><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">-<span style="line-height: normal;">
</span></span><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">Maternal parents educational
background</span></li>
<li><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">-<span style="line-height: normal;">
</span></span><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">Incarceration rates</span></li>
<li><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">-<span style="line-height: normal;">
</span></span><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">Child, Youth and Family
involvement (although it will be under a new name)</span></li>
<li><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">-<span style="line-height: normal;">
</span></span><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">Benefit dependent families</span></li>
</ol>
<!--[if !supportLists]--><br />
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Schools will then receive funding for ‘at
risk’ students based on the criteria.<span style="mso-spacerun: yes;">
</span>This funding will not be identified by student name, and if students
that would attract the funding leave during the year, it will not follow the
student.<span style="mso-spacerun: yes;"> </span>This is because at the moment,
the anecdotal evidence is that where one ‘at risk’ student leaves, another will
take its place.<span style="mso-spacerun: yes;"> </span>Several wonderings arise
from this.<span style="mso-spacerun: yes;"> </span>Firstly, although the
Ministry say that we wont know which students are attracting the funding, I do
wonder how they will know if the targeted funding is making a difference if we
are unable to know who it is we are targeting!<span style="mso-spacerun: yes;">
</span>Sure, we will have a rough idea, but actually, it’s a little hit and
miss the way it is being proposed.<span style="mso-spacerun: yes;"> </span>Do they
not trust us with sensitive information?<span style="mso-spacerun: yes;">
</span>Apparently the ‘bigger brother’ system will know who these kids are, and
we will just get a dollop of money in.<span style="mso-spacerun: yes;">
</span>On one hand that means we wont have to add the criteria to our enrolment
forms but it does raise some bigger questions about why we cant be told who
they are targeting – who are we going to tell?<span style="mso-spacerun: yes;">
</span>Surely the more information we have the better equipped we are to make
choices and ‘meet the challenge’ – time the Ministry walked the talk!<o:p></o:p></span></span></div>
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<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">It is great that they want to take the
stigma of the decile away but lets be very clear, it is only a placebo.<span style="mso-spacerun: yes;"> </span>Prospective parents will change from asking ‘what
decile are you?’, to ‘How much ‘at risk’ targeted funding do you get?”.<span style="mso-spacerun: yes;"> </span>Same thing, just a different language.<span style="mso-spacerun: yes;"> </span>The community is not silly. </span><span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><o:p></o:p></span></span></div>
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<h3>
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">3. Supplementary funding </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">To support
isolated schools and services, provide more funding ‘per child’ and to help
maintain a network of schools and ECE providers across the country.</span></div>
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<h4>
<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: Arial, Helvetica, sans-serif;">My Wonderings:</span></span></h4>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: Arial, Helvetica, sans-serif;">If there is no more funding, where does the supplementary
funding come from? <span style="mso-spacerun: yes;"> </span>Is this another ‘Rob
Peter to pay Paul’ situation?<span style="mso-spacerun: yes;"> </span>Who shall
we take it from?<span style="mso-spacerun: yes;"> </span>Perhaps Special Needs –
there is no mention of that in this review or how this area will be funded –
or ESOL for that matter – perhaps those areas are being dissolved to make way
for the ‘supplementary’ funding.<span style="mso-spacerun: yes;"> </span>Given
the rising level of Special Needs in our schools, and an increasing population that
does not speak English, this area surely should be under scrutiny.<span style="mso-spacerun: yes;"> </span>How does the Special Education review fit in
here?<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<h2>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Four Supporting Funding Ideas:</span></span></h2>
<h3>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">1. The Global Budget </span></span></h3>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">This is one of the
most controversial aspects of the funding proposal.<span style="mso-spacerun: yes;"> </span>The purpose is touted as the ability to
provide schools with greater flexibility around staffing, in order to meet the
educational challenges within each school.<span style="mso-spacerun: yes;">
</span>Under this proposal, teaching staff will be issued as staffing credits
and this will enable schools greater flexibility around staffing, in order to
meet the educational challenges within each school.<o:p></o:p></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;">Teaching staff will be charged at the ‘average
rate’ (although there are no details about how this looks yet) so that a school
can determine how they resource staffing in their school and so BoTs can make
decisions based on the challenges within their schools.<span style="mso-spacerun: yes;"> </span>Schools will be bulk funded although
initially this is issued as a credit, any unused staffing credits will be
provided to the school at the end of the year.<span style="mso-spacerun: yes;">
</span>At the Ministry meeting it was made clear that if a schools allocated staffing
cost more than the ‘average’ (due to experience and qualifications of teachers)
then this cost would be worn by the Ministry.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;"><br /></span></span></span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;">Once of the concerns is that class size will be impacted upon, as schools make decisions based on staffing. The Minister often says school principals make these decisions already. This is true, but the concern here is that we will have to lift ratios in order to ensure we fit within the funding provided. Thus far there is too </span></span></span><span style="font-family: Arial, Helvetica, sans-serif;">little information to know what impact this will have. </span></div>
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<h4>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">My Wonderings:</span></span></h4>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">I am assuming (but by no means will I be
surprised if it does not work out this way) that staffing credits will be
allocated to schools in a similar way to how it currently works, based on
student numbers.<span style="mso-spacerun: yes;"> </span>However, given the ‘flattening’
out of funding for year groups, I wonder if student ratios will also be ‘quietly
reviewed’ with the outcome being higher numbers (to offset costs).<span style="mso-spacerun: yes;"> </span>There was no answer to this query.<span style="mso-spacerun: yes;"> This is where schools will be forced to increase ratios and class </span><o:p></o:p></span></span><span style="font-family: Arial, Helvetica, sans-serif;">size will grow. </span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">There has been comparisons to bulk funding,
which the Ministry is taking great pains in assuring all and sundry that it is
not, but there are scary similarities.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Once again, schools are being incentivized to
buy in ‘cheaper’ teachers – for my school that would mean less
experienced.<span style="mso-spacerun: yes;"> </span>If I want to receive some
of the ‘bulk funding’ from unused teacher credits (not that dissimilar to how
banking staffing works now, only in that case one is incentivized to understaff)
then I am encouraged to employ cheaper teachers.<span style="mso-spacerun: yes;"> </span>Sounds ok on the surface?<span style="mso-spacerun: yes;"> </span>By doing so I would be able to employ more
teachers right?<span style="mso-spacerun: yes;"> </span>We could fund additional
support programmes with the extra money right? <o:p></o:p></span></span></div>
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<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Not really – lets look at that a little
deeper.<span style="mso-spacerun: yes;"> </span>If we were to all only employ
inexperienced, cheaper teachers, who will mentor them?<span style="mso-spacerun: yes;"> </span>What will this mean to our students if they
keep on having inexperienced beginning teachers?<span style="mso-spacerun: yes;"> </span>What will happen to the ‘tail’?<span style="mso-spacerun: yes;"> </span>Might work in schools where there are less ‘at
risk’ students, but I am doubtful.<span style="mso-spacerun: yes;"> </span>Why
would we shortchange our students and the teachers starting their careers with
substandard support? <o:p></o:p></span></span></div>
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<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">We want good outcomes for students, so why
am I not being incentivized to ensure my teachers have mentors/coaches and to develop
them professionally?<span style="mso-spacerun: yes;"> </span>We will do it
anyway, because that is the ethical and professionally responsible thing to do,
but I do wonder if schools will be tempted to scoop up some funding to use
elsewhere?<span style="mso-spacerun: yes;"> </span></span><span style="font-family: Arial, Helvetica, sans-serif;">Some schools may also be tempted to increase class levels in order to balance the books.</span><span style="font-family: Arial, Helvetica, sans-serif;"> 'At risk’
students need a range of teaching experience, especially teachers who are
skilled in acceleration and engagement.<span style="mso-spacerun: yes;">
</span>Employing inexperience will not ‘fix’ the tail.<span style="mso-spacerun: yes;"> </span></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">There are big worries about the Global
Funding aspect.</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;">It comes from Australia and indicators
from the Northern Territory are that it has left schools understaffed and very
much in significant debt.</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: Arial, Helvetica, sans-serif;">I am also wondering how will staffing allocation work? Is that
under review as well? <o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: Arial, Helvetica, sans-serif;">Then there are contractual aspects that need to be considered – because
although the paperwork at the consultation meeting said that current
contractual things would not be impacted upon, I do wonder about what will
happen to allowances such as the Mita allowance, and what about decile
allowances? <span style="mso-spacerun: yes;"> </span>If you do away with the
decile funding approach then you can’t give out allowances for decile?<span style="mso-spacerun: yes;"> </span>Do these get replaced by an ‘at risk
allowance’?<o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: Arial, Helvetica, sans-serif;">How about staffing in relation to support staff? <span style="mso-spacerun: yes;"> </span>Are they finally reviewing what schools pay in
this area so they can make an informed decision before funding for support
staff? <o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">Finally, mention was made about </span><span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;">Staffing credits
being based on the size of achievement but what actually does that mean?<span style="mso-spacerun: yes;"> </span>I remain unclear!<o:p></o:p></span></span></div>
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<h3>
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">2. Greater Accountability </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">(to show the correlation between funding and
outcomes).</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"> </span></h3>
<div class="MsoNormal" style="text-indent: 0px;">
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">The purpose for this proposal
is to have more accountability and transparency and achievement for individual students,
and to ensure more effective support and interventions.</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">This would be done by using common
information and making it freely available to parents and communities.</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">ERO would be the group tasked with considering at
risk students as part of their role.</span></div>
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<h4>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">My Wonderings:</span></span></h4>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">How?<span style="mso-spacerun: yes;">
</span></span><span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;">What
does clear expectations and greater accountability look like?<span style="mso-spacerun: yes;"> </span>What will they use?<span style="mso-spacerun: yes;"> </span>I suspect PACT will be the tool of
choice.<span style="mso-spacerun: yes;"> </span>It is interesting that they talk
about using a common language – so far that common language is via National
Standards, but the data for that is showing that it is not working.<span style="mso-spacerun: yes;"> </span>So what does that mean?<span style="mso-spacerun: yes;"> </span>Where does the front end of the Curriculum
(things like Values and Key Competencies) fit into this?<span style="mso-spacerun: yes;"> </span></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><br /></span></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;">If I was being skeptical I would say this
might be the catalyst for National Testing (bare with me – is that not the
easiest way to get common language and assured accountability?) and from there,
it is just a short skip to performance pay based outcomes.<span style="mso-spacerun: yes;"> </span>When you read the documents that lead into
the funding proposal you can see this is where the conversation is
heading.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: Arial, Helvetica, sans-serif;">At the consultation meeting, data was discussed and the point was made that
National Standard and NCEA data was good data but that it was not enough.<span style="mso-spacerun: yes;"> </span>They emphasized that it was not about
introducing funding to punish under achievement, but I will sit on the fence
around that until I see more about how this is meant to look.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"><br /></span></div>
<h3>
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">3. Separating out property funding </span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">Touted as a way to support schools with property and ensure the property
network is looked after properly and that funding for property is used for only
property.</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"> </span><span style="text-indent: -18pt;"><span style="font-family: Arial, Helvetica, sans-serif;">It will provide the
opportunity for a more centralised approach.</span></span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"> </span></div>
<div class="MsoNormal">
<br /></div>
<h4>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">My Wonderings:</span></span></h4>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Where do I start?<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;"><br /></span></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: Arial, Helvetica, sans-serif;">Will it remove all property funding?<span style="mso-spacerun: yes;"> </span>Indicators seem to suggest so.<span style="mso-spacerun: yes;"> </span>If it removes all property from the funding hat,
then what happens to Maintenance?<span style="mso-spacerun: yes;"> </span>For example,
if we have a broken window are we meant to get ‘permission’ from the centralized
property department before we get the window fixer in?<span style="mso-spacerun: yes;"> </span>Do we then send an invoice to the
Ministry?<span style="mso-spacerun: yes;"> </span>Did anyone consider how
overworked our property advisors are already and how hard it is to nail one
down for a meeting?<span style="mso-spacerun: yes;"> </span>I wonder if there is
capacity and capability within the Ministry to pick up this level of
micromanagement! <o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"><span style="font-family: Arial, Helvetica, sans-serif;">I then wonder about staffing – what happens to my
Caretaker?<span style="mso-spacerun: yes;"> </span>Is this a part of my staffing
credit?<span style="mso-spacerun: yes;"> </span>Who funds it?<span style="mso-spacerun: yes;"> </span>Apparently staffing credits will include
support staff like the caretaker and secretary but there are very little details
around this (I asked the Ministry person directly and it was a little vague, he
did say that it would be part of the credit but you pay the actuals).<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<h3>
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">4. Further support for Private
schools </span></h3>
<div class="MsoNormal" style="text-indent: 0px;">
<span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">By setting the existing subsidy as a fixed percentage.</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"> </span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;">This would give private schools greater
certainty and support for ongoing viability.</span><span style="font-family: Arial, Helvetica, sans-serif; text-indent: -18pt;"> </span></div>
<div class="MsoNormal">
<br /></div>
<h4>
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">My Wonderings:</span></span></h4>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">The reports to Treasury outline how
students that go to private schools are our ‘cheapest students’.<span style="mso-spacerun: yes;"> </span>That there should be more public money for
private schools so that parents who are taxpayers can expect to get some
support for their choice for their children.<span style="mso-spacerun: yes;">
</span>As these students are the cheapest, setting a per student amount is
something the Government can set aside for private education.<span style="mso-spacerun: yes;"> </span>When the Minister was asked it this was a
bail out because private schools were struggling, she stated NO, it was just
about supporting parental choices and giving private schools more predictability
on funding and that as tax payers they (parents) should get more money to support the
choice they make for their children’s education.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">Where do I start?<span style="mso-spacerun: yes;"> </span></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">If you want your child to get a private education
because you feel the public one is not good enough, then I should not be
subsiding your choice!<span style="mso-spacerun: yes;"> </span>I don’t expect
anyone to offset my private health insurance because it is my choice.<span style="mso-spacerun: yes;"> </span>Ideally the Government should be making sure
that everyone’s tax dollars are paying for a high quality public system.<span style="mso-spacerun: yes;"> </span>Not subsidizing those who can afford ‘choice’.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>It is
inequitable to prop up a private system by taking it away from our most at risk
students – this is counter-intuitive.<span style="mso-spacerun: yes;"> </span>If
the private system is so great it should be self-funding.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="mso-spacerun: yes;"><br /></span></span></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">I also wonder about</span><span lang="EN-US" style="color: #353535; mso-bidi-font-family: Times;"> what the
accountability will look like for them? If you get more public money then you
should be accountable for it just as I am.</span></span></div>
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..........................................................</div>
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<br /></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Arial, Helvetica, sans-serif;">In summary, this is the proposal as it currently stands. Part two will outline what some of the key themes are that emerge from the background readings. As a starting point to understand the bigger picture behind the proposed funding changes I recommend you read the NZEI '<a href="http://www.nzei.org.nz/documents/Join%20the%20Dots%2020160627-v2.pdf" target="_blank">Connect the Dots</a>' handout as it puts everything into perspective. This handout is particularly good as it
shows all the reforms in one place, ones we already have and ones waiting to be
enforced. Some of the changes are quite
radical. It is important to read through
this document as it makes it simple to see how each reform is related. Of particular note is how often Communities
of Schools are mentioned (CoLs) and how often funding and professional
development opportunities are linked to schools being in a CoL. When you look at the Governance Bill, you can
see how having several Boards of Trustees employing one Principal across several schools
syncs nicely with the concept of CoL. As
a cost saving mechanism, having one principal overseeing several schools could
end up being quite a money saver. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></div>
<div class="MsoNormal" style="mso-layout-grid-align: none; mso-pagination: none; text-autospace: none;">
<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>In Part Two I will be exploring the link with the proposed funding and the themes of school choice/demonstration and model schools, competition, CoLs, staffing and base funding, information from the MoE presentation, property class sizes, and random other thoughts. </i></b> </span></div>
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<br />Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com12tag:blogger.com,1999:blog-2372872358103910013.post-28871305023435977502016-08-18T01:20:00.001-07:002018-10-14T20:04:04.688-07:00At My Old School - enter AMOS <script async src="//pagead2.googlesyndication.com/pagead/js/adsbygoogle.js"></script>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2LmhwkAUp4Nca1PMrwNL47mV03czM5OqnBmbFCoMErqBukLrsYgN62QaXMrrLEKtGnF3_hzFJRhsodYE3dhDM9zk8KBnnyxiPCi6HJ6W7-vcorYr-jQZA7BPsEetm0gPaG6a7edc97lo/s1600/Screen+Shot+2016-08-18+at+4.41.50+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="538" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2LmhwkAUp4Nca1PMrwNL47mV03czM5OqnBmbFCoMErqBukLrsYgN62QaXMrrLEKtGnF3_hzFJRhsodYE3dhDM9zk8KBnnyxiPCi6HJ6W7-vcorYr-jQZA7BPsEetm0gPaG6a7edc97lo/s640/Screen+Shot+2016-08-18+at+4.41.50+pm.png" width="640" /></a></div>
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Has AMOS been a visitor at your school?<span style="mso-spacerun: yes;"> </span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-spacerun: yes;"><br /></span></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-spacerun: yes;">When AMOS appears, do you instantly worry about where it will take you, or do you find ways to embrace AMOS? </span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">AMOS is the acronym for what it is most
commonly known as ‘ At my old school’.<span style="mso-spacerun: yes;">
</span>New teachers in schools are often aware that AMOS can strike at any
moment, and teachers who are established within their school can be ‘wary’ of
AMOS.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">All of us have been in the AMOS
situation.<span style="mso-spacerun: yes;"> </span>We have either taught at
other schools and been the ‘new person’ when we have shifted, or, we have had
practicums and placements at schools during our training.<span style="mso-spacerun: yes;"> </span></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">When we have taught at schools other than our current one, we are lucky enough to see different ideas that we can adapt, borrow or
adopt.<span style="mso-spacerun: yes;"> (and sometimes ones we might avoid like the plague, but that is another post!) </span><o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">New teachers into our schools bring with
them a rich resource of ideas and other ways of doing things.<span style="mso-spacerun: yes;"> </span>It seems to me that capitalizing on this
resource to improve and innovate on a schools journey seems like a sensible
thing.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Some new teachers can feel very conscious
of the fact that saying ‘at my old school we…’ may not be warmly embraced or
welcome.<span style="mso-spacerun: yes;"> </span>Even if it is just a matter of
perception vs reality, it is an issue that leadership teams in schools grapple with all over the
world.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">With this in mind, it is important to
remember that for new teachers, it is not easy shifting schools and starting
new – it can be quite disconcerting leaving behind your comfort zone to
start fresh and this can challenge the most resilient!<span style="mso-spacerun: yes;">
</span>Learning all the new ways your school does things, comparing how you
used to do it and working hard to not ‘rock the boat’ whist you get to know
your new team can be quite a juggle.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Sometimes
the establishment (and by this I mean the teachers who are not new to the
school) are not very welcoming of AMOS, which will no doubt be for a number of
reasons, including concerns about what change might mean for them. <o:p></o:p></span></span></div>
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<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">I am very aware of AMOS right now, because
we have quite a few new teachers in our school (thank you Auckland housing
crisis, she muttered under her breath).<span style="mso-spacerun: yes;">
</span>Today in a discussion with one of my SLT (senior leadership team) about
some great new ideas that have come from some of our new teachers, a comment was made that several of them were worried they might be saying ‘at my old
school’ too often, and I had a small epiphany.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></span></div>
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<br /></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">It started with a wondering about how we
might embrace the ideas of our new teachers in a way that will help us move
forward as a school, without taking away from the hard work and vision that has gone into some initiatives prior to our
new teachers joining the team.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></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;">I love having new people on the team – I love
their fresh ideas, and I believe their strengths add to the total of all our
strengths!<span style="mso-spacerun: yes;"> </span>But, it does worry me that
they might be concerned about AMOS.<span style="mso-spacerun: yes;"> </span>So, I
wonder how we might introduce a small innovation in order to encourage the
ideas from AMOS, and allow us to be more inclusive so that new team members can
share their AMOS ideas.<span style="mso-spacerun: yes;"> </span>I wonder what the outcome for us will be if
instead of discounting AMOS, we embraced AMOS instead.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Enter the AMOS IDEAs document.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-spacerun: yes;">I want to find out from my team, especially the new members, what wonderful AMOS ideas they have. What an exciting opportunity this is for us to have a look at what we do, and to borrow, adapt or adopt ideas from other places. What we do is far from perfect, and if I am to be perfectly honest, very little (if anything) we do is so set in stone that it can not be enhanced by new thinking. New eyes always see things with a different focus and this is a great opportunity to use it to our collective advantage. It would be very arrogant of us to think that we could not learn from other ways of doing things. It is my expectation that we will be enriched by new thinking and I am confident that it will be a spring board that we can innovate from. </span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-spacerun: yes;">It is what it is, to be agile. You can read more about agile leadership in my last post "Are you steering the next Titanic'. To not find a way to embrace the great thinking our new team members bring with them would not be to embody agile leadership!</span></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="mso-spacerun: yes;">I do have one caveat however - we may well have a tsunami of great ideas, and if we are to embrace all (or many) we will need to also look at what can be removed so that we can make room for these great ideas. Embrace too little and it may result in an inability to 'walk the talk', over embrace and we will overcrowd workloads and overwhelm our teams - and that will not be effective or successful. </span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">If you are interested in embracing AMOS, these are the questions we are using - but you may already be an embracer of AMOS, and have some great ways you do this - I am keen to know what you do, so please feel free to leave a comment what you do. Perhaps it is a part of your induction process.</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">After all, we may well like your AMOS so much that we will borrow, adopt or adapt it to our own journey!! </span></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">AMOS Ideas</span></b></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">What is your idea?</span></b></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><br /></span></b></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">For our school, is it a borrow, adapt or adopt idea?</span></b></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">What might it replace, or what could we remove in order to make it work here?</span></b></div>
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<b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Do you have any other comments about your AMOS idea?</span></b></div>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com3tag:blogger.com,1999:blog-2372872358103910013.post-3883822122799338582016-08-13T20:14:00.000-07:002016-08-13T20:15:23.091-07:00Are you steering the next Titanic?<div class="separator" style="clear: both; text-align: center;">
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><b>Are you steering the next Titanic? </b><o:p></o:p></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span lang="EN-US" style="color: #353535;">Two things have occurred this week
that have made me think about how some schools in the global education system have
an awful lot in common with aspects of the Titanic.<span style="mso-spacerun: yes;"> </span></span><span lang="EN-US" style="color: #353535;"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><b><i>Firstly, an act of deliberate
leadership growth and development. </i></b><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Earlier this week, as part of our Middle Leadership Team (MLT) training and support workshops, we looked at Agile
Leadership, leadership truths and we revisited our project management board,
based on the <a href="https://www.youtube.com/watch?v=R8dYLbJiTUE" target="_blank">Kanban approach</a>.<span style="mso-spacerun: yes;"> </span>It was a
productive workshop, as we looked at how applying agile leadership concepts
such as an agile mindset, leading innovation and how asking the agile questions
of;<o:p></o:p></span></span></div>
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<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span lang="EN-US" style="color: #353535; text-indent: -18pt;">-<span style="line-height: normal;">
</span></span><span lang="EN-US" style="color: #353535; text-indent: -18pt;"><i><b>What can or should
stay the same?</b></i></span></span></li>
<li><i style="text-indent: -18pt;"><b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span lang="EN-US" style="color: #353535;">-<span style="line-height: normal;">
</span></span><span lang="EN-US" style="color: #353535;">What needs to be
improved?</span></span></b></i></li>
<li><i style="text-indent: -18pt;"><b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span lang="EN-US" style="color: #353535;">-<span style="line-height: normal;">
</span></span><span lang="EN-US" style="color: #353535;">What needs to be
tweaked or modified?</span></span></b></i></li>
<li><i style="text-indent: -18pt;"><b><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span lang="EN-US" style="color: #353535;">-<span style="line-height: normal;">
</span></span><span lang="EN-US" style="color: #353535;">What might need to
be redesigned?</span></span></b></i></li>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span lang="EN-US" style="color: #353535;">And how this might apply to their
leadership of the improvement teams they are responsible for. </span><span lang="EN-US" style="color: #353535;"><o:p></o:p></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span lang="EN-US" style="color: #353535;">Several days later, our Senior
Leadership Team (SLT) looked at what had been presented and discussed with the
MLT, and we discussed how it applies to innovation and leading innovation with
our MLT, and across all our teams and staff.<span style="mso-spacerun: yes;">
</span></span><span lang="EN-US" style="color: #353535;"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">This is all very nice, I hear you
say, but what's it got to do with the Titanic?<span style="mso-spacerun: yes;">
</span>Funnily enough, it has quite a bit to do with the Titanic.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">You see, I think there's more than
one school drifting along in Titanic fashion, completely unaware (or perhaps
more kindly, because they are ill prepared) for the future focused educational,
societal, policy driven and corporate icebergs coming their way.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span lang="EN-US" style="color: #353535;">I asked my SLT, 'are we as a school
prepared for the icebergs? </span><span style="color: #353535;">As leaders,
are we the barrier to innovation or the encourager of all things adaptive and
agile?</span><span style="color: #353535;"> </span><span style="color: #353535;">Do we have sufficient ‘tugboats’
and ‘iceberg awareness’ systems and ways to ride the looming waves?</span><span style="color: #353535;"> </span><span style="color: #353535;">Will we sink or will we be beacons of
innovation, explorers of the unknown, and a school that can navigate its way
with agility and innovation, attracting other agile and adaptive
educationalists keen to travel with us?'</span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><b>Secondly, I read a blog post that
tied in nicely with my own thinking this week.</b><span style="mso-spacerun: yes;">
</span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">The post <a href="http://www.stuartkellynz.com/home/the-new-schools-of-choice-for-teachers" target="_blank">“The new “Schools of Choice”for teachers”</a> written by Deputy Principal of Aorere College, Stuart Kelly, is a
fabulous insight into how there is a growing collective of ‘switched on’
teachers looking for schools that will grow them as educationalists, allow them
the autonomy to be innovative and provide a place for ‘like minds’ to bounce
off each other!<span style="mso-spacerun: yes;"> </span>If you have read his
post already, or you are in fact reading this one, then you will either be one
of these teachers, or you are on your way to be that teacher!<span style="mso-spacerun: yes;"> </span>It fits in beautifully (I can’t help
wondering if Stuart was reading my mind!) with the Titanic analogy because
teachers that are driven to respond to the challenge of the exciting unknown
are not wanting to be in schools that are in essence, educational Titanic’s unable
to see the oncoming icebergs.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span lang="EN-US" style="color: #353535;">The students in our classroom face an
uncertain future, and will design and enter a workforce not even imagined
yet.<span style="mso-spacerun: yes;"> </span>I don't need to rehash that here,
every educator knows this - and if they don't I would wonder which ‘Industrial
Age’ rock they have been hiding under, tell them to get out from beneath it, and
to remember their professional obligation to their 'today's' students, and wake
up! <span style="mso-spacerun: yes;"> </span>That or get out.<span style="mso-spacerun: yes;"> </span>There is a reason the Titanic sank.<span style="mso-spacerun: yes;"> (just saying)</span></span><span lang="EN-US" style="color: #353535;"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">I firmly believe that leadership has
a very key role to play in ensuring we are leading schools that will not follow
the demise of the Titanic, and instead, ensure we are schools of choice for the
hungry, innovative and agile teachers looking to take an active role in shaping
the future of teaching and learning!<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Part of our SLT discussion this week was
around how do we ensure we are agile and innovative, so that we can respond to
the rapidly changing face of our educational world, and thus avoid the
potential icebergs.<span style="mso-spacerun: yes;"> </span>For our school, how
do we, as agile leaders, encourage innovation and adaptability in our middle
leaders so that together, we can work as a collective, collaborative 'tugboat'
team, steering our Ship clear where needed, or, if necessary, attaching the heavy duty
icebreaker equipment to the front of our ship so we can plot through the ice,
clearing the way forward for our community to sail (i.e. innovate) freely and with the
knowledge they are safe from harm.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">To be clear, I think all students and
teachers deserve the opportunity to be in schools that are agile, adaptive and
responsive to the challenge ahead.<span style="mso-spacerun: yes;"> </span>For
that to happen we need to be innovative.<span style="mso-spacerun: yes;">
</span>We need to make sure that we focus firmly on ongoing improvement and
that we are clear about what innovation means.<span style="mso-spacerun: yes;">
</span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Too often we think it is about technology,
but actually innovation is, as Dr Simon Breakspear says in his ‘<a href="https://vimeo.com/19762988" target="_blank">Leading Innovation</a>’
video; Innovation, as leaders of schools that inspire and retain teachers, is
‘about learning…in a way we’ve never had it before ’ - in a ‘rigorous,
disciplined, but creative way’.<span style="mso-spacerun: yes;"> </span>It is
the practical debate that we have, day in and day out; of what can we do
better!<o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Finally, I am with Stuart – lets make
all our schools ‘schools of choice’ – for parents, for community and for
teachers.<span style="mso-spacerun: yes;"> </span>It starts with
leadership.<span style="mso-spacerun: yes;"> </span>Leadership at all levels
from Governance to classrooms.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><b>Further Reading:<span style="mso-spacerun: yes;"> </span></b><o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><i><b>Stuart Kelly</b></i> – this is his blog <a href="http://www.stuartkellynz.com/" target="_blank">http://www.stuartkellynz.com</a> and I would highly encourage you to follow him on Twitter - his handle is @stuartkellynz - Stuart leads the very successful twitter chat #digitaledchat each Monday night, which you shouldn't miss. He is also a keen contributor to the #BFC630NZ spark chat each weekday morning. <o:p></o:p></span></span></div>
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<span lang="EN-US" style="color: #353535;"><span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><i><b>Dr Simon Breakspear</b></i> - you can follow Simon on twitter at @agile_schools (he is executive director) or read more at <a href="http://simonbreakspear.com/" target="_blank">http://simonbreakspear.com</a> I confess I am a bit of an Agile Leadership fan - team it with Coaching and what more can I say "MAGIC"! I also confess I am a little professionally envious - Simon gets to spend his days focussed on all things Innovative - add in Coaching and oh what a professional dream that would be! </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEja_EY4q0Mk0q8lN6UrUuwOQD4YRgMhoYkJ_BcYV3zQ0tNm6vHHBvm_fZYOki0QbockqwWIJCKvRpm1Tadd7Ip5E7C3nUjgPoh8irz_htQLGiU3_r1t7wBYpb2oCGmrji3VZ_618nzB_-w/s1600/Screen+Shot+2016-07-03+at+4.42.46+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEja_EY4q0Mk0q8lN6UrUuwOQD4YRgMhoYkJ_BcYV3zQ0tNm6vHHBvm_fZYOki0QbockqwWIJCKvRpm1Tadd7Ip5E7C3nUjgPoh8irz_htQLGiU3_r1t7wBYpb2oCGmrji3VZ_618nzB_-w/s640/Screen+Shot+2016-07-03+at+4.42.46+pm.png" width="560" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: arial, helvetica, sans-serif;">It is hard to believe that here I am, on the tail end of what can only be described as one heck of a journey. If you had told me back in November 2015 that this Postgraduate journey was going to be this busy and this 'fast and furious' I may have had second thoughts. However, now that I am looking squarely at the conclusion, I am very glad I was unaware, and perhaps a little blasé about what the workload would look like, because I may have not taken the step forward. Perhaps, in hindsight, a November start was a little ambitious - given it is one of the busiest times of the ye</span><span style="font-family: Arial, Helvetica, sans-serif;">ar, alongside the start, and the November intake is smack bang in the middle of all that. Anyone who knows me well. knows that I thrive on a challenge, and 'fast and furious' does tend to suit my personality type! </span></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: Arial, Helvetica, sans-serif;">It has been some of the best professional development I have ever had, and at the heart of why it has been so powerful, is because of how reflective it is</span></span><span style="font-family: Arial, Helvetica, sans-serif;"> (<span style="background-color: white; color: #333333; widows: 1;">Karen F. Ostermand & Robert B. Kottkamp. 1993)</span>! </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">It is most interesting to reflect on what the changes are in my own practice. I am finding it a little harder to pin this down succinctly as I suspect the changes have been subtle and ones that have quietly lifted my leadership around all things innovative, from one of supporter to active encourager. I do know, I am faster to recognise and see innovative practice in my school - many of my teachers are implementing quite robust programmes exploring innovative practice, especially in relation to play based learning, negotiated pathways and personalised learning. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">It might seem odd, but what I have appreciated the most is the opportunity to explore innovative ideas, technologies and concepts in a practical, guided and uninterrupted way, without the clutter of the role I play in leadership. Running a school is a massive juggling act, and there is very little room within that 'juggling act' to 'play' and 'experiment' with new concepts. At times, more so in the first half of the Postgraduate course, I have simply loved the hands on component. It was much like being a child in a toy shop, with the permission to play and experiment with the toys! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">What a privilege that was, and a real highlight! I confess, the robots, I thought, were very very cool, and I wanted to make a life sized one to run around with and drive into school with! It really sang to my inner sci fi nerd! As a leader, I often read about what schools are doing and the neat things teachers are doing with 21st Century tools like gamification and robotics, but now I have a more balanced understanding and I can see where it might play a role at our school. Whilst I am not sure exactly how it relates back to my practice in practical terms, I do think the chance to explore and be hands on, has been beneficial to my practice in that I have a better understanding of concepts that were a little blurry before. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Online interaction</span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">During the second half of the postgraduate course, I got to interact online. Whilst I enjoyed the face to face sessions - juggling the time and fitting it into my schedule was a little arduous - working online this second half has been less difficult. I have enjoyed taking things at my own pace and when we have met face to face, relished the opportunity to connect with the people from the first half. The most rewarding aspect has been the blog posts - I have neglected this blog during my studies so the opportunity to write here has been my highlight! If I thought it would pay the mortgage it would be my next step - some kind of process where I was writing from an educational background with all things innovation, coaching and leadership mixed in - I can only imagine how amazing that might be!! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Leading Innovation </span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: arial, helvetica, sans-serif;">I have written much about innovation before on this blog, but what I think has been particularly beneficial for me has been how I have focussed on innovative practice in my assignments - often linking back to how our educational coaching journey can be strengthened to support and guide innovative practice in others. This course has given me the time to reflect and the impetus to really focus on the things I think are important in my school. Each assignment was through my leadership eyes, and I made sure that I worked on an area that was going to be useful to me as a leader, and to the people I work with back at school - otherwise, why bother? (</span><span style="color: #333333; font-size: 16px;"><span style="font-family: Arial, Helvetica, sans-serif;">Osterman, K. & Kottkamp, R. 1993) </span></span><span style="font-family: arial, helvetica, sans-serif;">The only downside of this was that much of what I worked on was BIG - as a leader, it is hard to come up with a small thing because everything we do as leaders has an impact across multiple domains. Learning to summarise all that fell before a particular intervention or assignment was a big challenge because nothing I focussed on was 'bite size'. At times, I am sure it may have looked a little too big, but rest assured, all were strategically based and all have helped me strengthen key aspects of my practice around supporting collaboration, innovation and using coaching as the vehicle to drive it! I have really enjoyed the opportunity to focus on things that I am both interested in and find important in terms of building capacity and capability </span><span style="font-family: arial, helvetica, sans-serif;">(</span><span style="color: #333333; font-size: 16px;"><span style="font-family: Arial, Helvetica, sans-serif;">Osterman, K. & Kottkamp, R. 1993).</span></span><span style="font-family: arial, helvetica, sans-serif;"> A case in point would have to be the literature review - initially I was concerned about it, but now, I am very glad I did it, as I can see where the pathway is next! What a powerful insight that has been! </span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Oh what a clever but simple system this is! Learning about the Kanban has been fabulous because it has been a practical tool that I took from the postgraduate 'classroom' and implemented with my middle and senior leaders. Doing so allowed us to see what projects were on the go, what crossovers there were and what was being held up (or in our case, stuck in a traffic jam!). Despite the fact I have been in leadership for quite sometime, the concepts of agile leadership had escaped my busy world, and I have found this to be quite a powerful area to explore. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Networking</span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">One of the most rewarding aspects of this journey has been working with colleagues from across primary and secondary, and cross contaminating our ideas and our understandings. I am sure I have a far better idea of what is happening in our secondary schools (and the subsequent challenges they face) than I did prior to commencing this course. Not only that, but I have made some great networks with people and met some amazing teachers. How lucky are our schools to have such fabulous and inspiring teachers in them!! I have enjoyed talking with and sharing alongside them, and their stories and their voice has given me perspectives that I have been able to apply within my own context. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">So where to now?</span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;">I am interested in taking the next step and looking at the Masters in Educational Practice. The literature review revealed some interesting wonderings for me (and I am one of those educators you could call a 'curious wonderer' - that is why this blog was set up in the first place - to have a place to explore the 'I wonders'). My literature review was on how coaching can facilitate innovative leadership and I discovered gaps that I want to explore a little further. I am curious about the Communities of Learning - in particular how Communities are going to support their teachers as they step up into leadership roles. In particular, those teachers who leave the classroom and are suddenly expected to lead clusters. What support and training is in place for them to grow their leadership? I know some clusters are using a coaching model, which I highly applaud, and is what I would do, so I am now wondering, how are they doing this, and what impact will it have? How will it facilitate collaboration and innovation across their schools? I feel this is both timely and something that spins my own personal educational wheels, so I am hoping to look at this going forward. It would also have positive ramifications for my own school, as coaching becomes more embedded, it would assist us to look critically at what we are doing - any learnings could be applied to our context. Of course I have my research and self review to complete! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In addition to my own journey, I am continuing to encourage my staff to do the Postgraduate work. </span><span style="font-family: arial, helvetica, sans-serif;">Completing this programme has been a positive step and as a result, I feel I am better placed to support teachers with implementing innovation and collaborative processes. I now not only know </span><i style="font-family: arial, helvetica, sans-serif;">more </i><span style="font-family: arial, helvetica, sans-serif;">about what is classified as current pedagogy, but how it is applied in a practical sense . I have always tried hard to keep abreast of what is current and what the future might hold, but as a leader, it can be easy to get 'stuck' in the day to day rut of status quo. As I mentioned above, the hands on aspect was a real privilege and pleasure! As we go forward into our Innovative Learning Environment (ILE) journey as a school I know this will be a great asset. The more staff that also do this postgraduate work, the more of a critical mass we will have at our school - and imagine what might come from that!! It is exciting and something I am relishing the thought of. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Finally, what an opportunity - one I would encourage all teachers to embark upon. It is an investment - personally and professionally. To have the opportunity to explore and experience what is current in our practice is a real privilege and I am grateful I was able to do so. If you are teetering on the brink of deciding to apply - just go ahead and do it - you will not regret it, of that I am sure! I would like to take this time to acknowledge a colleague of mine who encouraged me to jump in and 'just do it' - in particular when she said 'how hard can it be - the first assignment is a video!' Indeed! To that colleague (you know who you are) thank you for encouraging me - I am glad I did! We need to catch up soon - I may just owe you a coffee! </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">References: </span><br />
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<span style="background-color: white; color: #333333; widows: 1;"><span style="font-family: Arial, Helvetica, sans-serif;">Karen F. Ostermand & Robert B. Kottkamp. (1993) </span></span><br />
<i><span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333; widows: 1;"> </span><span style="background-color: white; color: #333333; widows: 1;">Improving Schooling Through Professional Development</span></span></i><br />
<span style="background-color: white; color: #333333; widows: 1;"><span style="font-family: Arial, Helvetica, sans-serif;"><br /></span></span>
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="color: #333333;">Osterman,
K. & Kottkamp, R.(1993).</span><span class="apple-converted-space" style="color: #333333;"><i> </i></span><em style="color: #333333;"><span style="font-family: Arial;">Reflective Practice for Educators</span></em><span style="color: #333333;">.California.Cornwin
Press, Inc. Retrieved on 7th May, 2015 from </span><a href="http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf" style="box-sizing: border-box; line-height: inherit;"><span style="color: #1aaf5d; text-decoration: none;">http://www.itslifejimbutnotasweknowit.org.uk/files/RefPract/Osterman_Kottkamp_extract.pdf</span></a></span><br />
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<span style="color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt;"><br /></span>
<span style="color: #333333; font-family: Arial; font-size: 12.0pt;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: small;">Ministry of
Education (nd).</span><span class="apple-converted-space"> </span><em style="box-sizing: border-box;"><span style="font-family: Arial;">Practising
teacher Criteria and e-learning</span></em><span class="apple-converted-space"><i> </i></span><span style="font-size: small;">.
Retrieved from</span><span class="apple-converted-space"> </span><a href="http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning" style="box-sizing: border-box; line-height: inherit;"><span style="color: #1aaf5d; text-decoration: none;">http://elearning.tki.org.nz/Professional-learning/Registered-Teacher-Criteria-and-e-learning</span></a></span><span style="font-family: arial; font-size: small;"><o:p></o:p></span></span></div>
</div>
<span style="-webkit-font-smoothing: antialiased; background-color: #bd081c; background-image: url(data:image/svg+xml; background-position: 3px 50%; background-repeat: no-repeat no-repeat; background-size: 14px; border-bottom-left-radius: 2px; border-bottom-right-radius: 2px; border-top-left-radius: 2px; border-top-right-radius: 2px; border: none; color: white; cursor: pointer; display: none; font-family: 'Helvetica Neue', Helvetica, sans-serif; font-size: 11px; font-style: normal; font-variant-caps: normal; font-weight: bold; left: 73px; line-height: 20px; opacity: 0.85; padding: 0px 4px 0px 0px; position: absolute; text-align: center; text-indent: 20px; top: 18px; width: auto; z-index: 8675309;">Save</span><span style="-webkit-font-smoothing: antialiased; background-color: #bd081c; background-image: url(data:image/svg+xml; background-position: 3px 50%; background-repeat: no-repeat no-repeat; background-size: 14px; border-bottom-left-radius: 2px; border-bottom-right-radius: 2px; border-top-left-radius: 2px; border-top-right-radius: 2px; border: none; color: white; cursor: pointer; display: none; font-family: 'Helvetica Neue', Helvetica, sans-serif; font-size: 11px; font-style: normal; font-variant-caps: normal; font-weight: bold; left: 73px; line-height: 20px; opacity: 0.85; padding: 0px 4px 0px 0px; position: absolute; text-align: center; text-indent: 20px; top: 18px; width: auto; z-index: 8675309;">Save</span>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com9tag:blogger.com,1999:blog-2372872358103910013.post-84999121757497498462016-06-26T17:40:00.005-07:002016-06-26T17:40:53.207-07:00Professional Interdisciplinary Connections<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiE6ih9NBzzTsvZY7RylAOOMUzSisc3OQPK9kChf6Lc5BYntmaIxBPwA5s88ZzYNSQTb8CnL7PeAaBg1hPhqv2WPALz2-66P9qYfXpyddacngD5bxGonGBFVR-uyeYk1qpihWpaj7DOrA/s1600/Screen+Shot+2016-06-24+at+12.02.53+pm.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="334" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiE6ih9NBzzTsvZY7RylAOOMUzSisc3OQPK9kChf6Lc5BYntmaIxBPwA5s88ZzYNSQTb8CnL7PeAaBg1hPhqv2WPALz2-66P9qYfXpyddacngD5bxGonGBFVR-uyeYk1qpihWpaj7DOrA/s640/Screen+Shot+2016-06-24+at+12.02.53+pm.png" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A snapshot of the busy life of a school leader!<br />
Via Coggle </td></tr>
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<span style="font-family: Arial, Helvetica, sans-serif;">As I was putting together the Coggle brainstorm of my interdisciplinary connections above, I confess I stopped 'mind dumping' once the page started to get super busy, figuring the reader would 'get the picture'. It is quite tiring to look at that dump of information above and know there are parts of my day as a leader missing and it is merely a snap shot of the important disciplines that impact on my day. On a positive note, much of it links and interweaves together. In this respect, the various areas I juggle as a leader, and the interconnection of the curriculum for teachers, is not that dissimilar. </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">As a classroom teacher, I taught in an integrative manner - and when I see negotiated and personalised classrooms now, as it seems the push for Innovative Learning Environments (ILEs) has made it 'popular', I am reminded of the way my own classroom ran. Tapping into my students interests, facilitating in-depth discussions and guiding inquiry (Mathieson, S. & Freeman, M. 1977) whilst integrating curriculum seemed like a logical way to manage workload and capitalise on the motivation of my students. As a teacher, I never ran a structured, 'traditional' classroom - I always felt that if that approach 'bored' me, then what on earth was it doing to my students. This kind of programme relies heavily on student voice, choice and agency. I am a strong supporter of this kind of classroom, because I know first hand what the benefits are, and over a number of year, found work arounds for the issues that might arise. Concerns such as 'watering down curriculum areas' whilst valid, were overcome with good planning and an in-depth knowledge of the New Zealand Curriculum (NZC)! I made sure I had systems in place to ensure I had not just coverage, but depth of learning, and assessment strategies that uncovered areas of weakness. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">It would be fair to say that, as a leader, my teaching methodology has had a strong influence on my leadership. To be integrative, you need to be a 'big picture' person. This is helpful as a leader, as it allows me to be able to see how all the threads of the National Administrative Guidelines (NAGs) - including Curriculum, Personnel, Finance, Property, Self Review and Health and Safety weave together to form the cloak that is education. I was particularly struck with the idea of how innovation happens though 'mashups' and 'remixing' (Wiley, D. 2001), and being an 'idea match maker', because a big part of my job as leader is either finding new ways to rehash an existing structure or supporting others to find new pathways. I was the same as a classroom teacher. It is the fusion of disciplines that present teachers and leaders with opportunities - assuming we are brave enough to look at and observe them. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">T</span><span style="font-family: Arial, Helvetica, sans-serif;">wo Potential Connections:</span></h4>
<span style="font-family: Arial, Helvetica, sans-serif;">On the left of my map there is a green 'stem' that highlights two potential connections. One is a professional development need I have identified for myself and the other is a 'next step' for our school. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">1. My Masters</span></h4>
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<span style="font-family: Arial, Helvetica, sans-serif;">Doing the postgrad work with Mindlab has been fabulous. I see it as my next step to complete my Masters. Doing this is interdisciplinary because it will impact on all that I do - professionally and personally. The area I want to work on is Coaching, in particular how it might facilitate and support Communities of Learning and collaboration with teachers. Working on this will cross over into all aspects of the map above, from Curriculum to leadership development. The benefits of that will be significant because it has the ability to help me innovate systems and structures, the data I uncover will be useful in that it will help with progressing our schools journey with coaching forward (Wiley, D, 2001). To have the mandate to focus on an area that I am passionate about has the additional benefit of keeping me engaged! The biggest challenge will be fitting it into an already packed schedule (If we just look at this week alone, I am facing at least 12 -14 hour days each day, onsite - and it does not count the time I will devote to Mindlab, Family or the things I do for school outside 'onsite' time. It is not a complaint, but it is something to be wary of. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">2. ILE (Innovative Learning Environments) </span></h4>
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<span style="font-family: Arial, Helvetica, sans-serif;">This is another BIG goal that will sit across all aspects of the mind map above. Working with a team to design what an ILE looks like at our place is a highly collaborative process that will impact all areas of our school and my work. Already, we have teachers who are innovating and exploring areas of innovative practice within their single cell settings. IT is timely to now look at what a physical change might look like. There are considerations for everyone to everything from budgets, property, Curriculum, staffing and leadership to Governance, self review and community engagement. One of the concerns is making sure that everyone is on board, and communication is high level, and that we have a place for all voices. Most importantly that we action the voice so that the process is not only collaborative but transformative. There would be little point of progressing with this if all that resulted was a change in building but the pedagogy didn't match! The benefits of setting up a collaborative ILE with a committed and interested team is that we will be exploring interdisciplinary learning within an authentic context, which will foster critical thinking, creativity, collaboration and strengthen communication skills (Lacoe Edu, 2014) - all skills that teachers will also transfer to model and use within the classroom teaching environment. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Finally, seeing ones teaching, learning and/or leadership through a interdisciplinary lens is a perfect way to navigate the magnitude of the NZC and the NAGs. More importantly, to be an interdisciplinary teacher/leader means you can customise and personalise (Wiley, D. 2001) the educational journey for not only your own professional development but the learning experience for your students. This in turn has the potential to ease workload issues, grow innovation in education in an organic way and really meet the needs of our students in ways that engage and provide them with ownership. The reality is, our world is interdisciplinary - very little that we do is isolated or not connected to something else, so why would we teach or lead in a compartmentalised, segregated way? </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Let the fusion begin! </span></div>
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<span lang="EN-US"><span style="font-family: Arial, Helvetica, sans-serif;">References:<o:p></o:p></span></span></div>
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<span lang="EN-US"><o:p><span style="font-family: Arial, Helvetica, sans-serif;"> </span></o:p></span><span style="color: #333333; font-family: Arial, Helvetica, sans-serif;">Jones, C.(2009). Interdisciplinary approach - Advantages, disadvantages, and the future benefits of interdisciplinary studies. </span><i style="color: #333333; font-family: Arial, Helvetica, sans-serif;">ESSAI, 7</i><span style="color: #333333; font-family: Arial, Helvetica, sans-serif;">(26), 76-81. Retrieved from </span><span style="color: #1aaf5d; font-family: Arial, Helvetica, sans-serif; text-decoration: none;"><a href="http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai" style="font-family: Arial, Helvetica, sans-serif;">http://dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai</a></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;">Ministry of
Education (2016).</span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><span style="font-family: Arial, Helvetica, sans-serif;">National
Administration Guidelines (NAGs). Retrieved from: </span><span style="font-family: Arial, Helvetica, sans-serif;"> </span><a href="http://www.education.govt.nz/ministry-of-education/legislation/nags/" style="font-family: Arial, Helvetica, sans-serif;">http://www.education.govt.nz/ministry-of-education/legislation/nags/</a></div>
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<span style="color: #333333;"><span style="font-family: Arial, Helvetica, sans-serif;">Mathison,S.. & Freeman, M.(1997). <i>The
logic of interdisciplinary studies.</i> Presented at the Annual Meeting of
the American Educational Research Association, Chicago, 1997. Retrieved from <a href="http://www.albany.edu/cela/reports/mathisonlogic12004.pdf"><span style="color: #1aaf5d; text-decoration: none; text-underline: none;">http://www.albany.edu/cela/reports/mathisonlogic12004.pdf: </span></a>This
review of literature of interdisciplinary studies can help you explore more
about the interdisciplinary approach used by teachers in their class.<o:p></o:p></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333;">Source: TEDx Talks (2001, April 6). TEDxBYU - David Wiley - An Interdisciplinary Path to Innovation. [video file].Retrieved from https://www.youtube.com/watch?v=5ytjMDongp4</span><o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: white; color: #333333;">Source: Lacoe Edu (2014, Oct 24) Interdisciplinary Learning [video file]. Retrieved from https://www.youtube.com/watch?v=cA564RIlhME</span></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">I am a fairly prolific user of social
media.<span style="mso-spacerun: yes;"> </span>I am an active twitter user,
involved in a number of online forums and a member of a number of professional
groups that interact on Facebook.<span style="mso-spacerun: yes;"> </span>My
online professional community one of my main methods of professional
sanity and in addition, it helps me keep up to date with what is happening both here and
offshore.<span style="mso-spacerun: yes;"> </span>I am pretty confident that
without it, I would be somewhat stuck in the equivalence of the educational
‘dark ages’.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Key benefits of social media that are beneficial
to teaching and learning? </span><br /><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Which social media platform bests supports
my engagement in Professional Development? Why?</span><br /><span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">References:</span><br />
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Being connected allows me to expand my
skill base, access peers and like minds from all over the globe, keep up to
date and relevant on all matters pertaining to education and most importantly,
help me understand the power of the collective! <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">I find it fascinating how many educators
and leaders are still disengaged with connecting via social media.<span style="mso-spacerun: yes;"> </span>I have had people tell me they 'don’t have
time for that kind of carry on’, but I would ask, do you have the time to not
be engaged?<span style="mso-spacerun: yes;"> </span>The tsunami of resources
and the access to people who can enhance your teaching and leadership
perspectives make the small investment of time well worth the effort.<span style="mso-spacerun: yes;"> </span>I know that my involvement assists in
keeping me relevant – there is so much that is happening across the world that
I am unsure how I would ever be able to keep on top of it all without access to
the huge resource bank that is the global educators network!<span style="mso-spacerun: yes;"> </span>It does not matter what time of the day, or
night, it might be – you can find out information, access resources or be
connected to another leader or teacher from somewhere in the world within
moments.<span style="mso-spacerun: yes;"> </span>Most importantly, you can
follow areas you are passionate about (regular readers of my blog will know
that Coaching is the thing that sings to me) and connect with ‘gurus’ that you
would not normally have access to.<span style="mso-spacerun: yes;"> </span>Some
of the best professional development I have been involved in has been during a
twitter chat where the guest is one of my educational ‘heroes’.<span style="mso-spacerun: yes;"> </span>To be able to seek advice and guidance from
these stalwarts of the industry makes my professional skill base grow and I
believe has to be of great benefit to my school.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">But more than that, social media gives me
an opportunity to give back to the profession.<span style="mso-spacerun: yes;">
</span>For all that I gain benefit, I would like to think that I do more than
just ‘take’, but professionally give back.<span style="mso-spacerun: yes;">
</span>When I support the #BFC630NZ crew each week, my hosting of the Tuesday
morning slot allows me to give back to all the professionals that give their
time to participate and share their expertise, by sharing my own expertise with
the group.<span style="mso-spacerun: yes;"> </span>It is such a rich source of
teacher voice, and hearing perspectives of teachers from across the country
(and often from other countries) also assists me in making things better within
my own school.<span style="mso-spacerun: yes;"> </span>I felt the same way when
the #ldrchatnz chat was born earlier this year – seeing it as an opportunity to
not only connect with other leaders across the country (and offshore) but to
help set it up and host.<span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">I have received
so much professionally, and made so many amazing connections from the social
networks I have, giving back seemed the appropriate and professional thing, to
do.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">My ‘go to’ is twitter. <span style="mso-spacerun: yes;"> </span>I find it is a personalized (</span><span style="background: white; color: #333333; font-size: 11.5pt;">Melhuish, K. 2013)</span><span style="font-size: 10.0pt;"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">backdrop to improving my own professional
development. <span style="mso-spacerun: yes;"> </span>I sometimes wonder what my
teaching would have been like if I had been able to connect globally with the
profession ‘back in the dark ages’ when I was teaching.<span style="mso-spacerun: yes;"> </span>At the time I felt quite a ‘lone nut’, doing
things in my classroom that would be considered innovative by todays standards,
let alone then! To have been able to have ‘cross contaminated’ my thinking with
real live teachers who were doing the same things across the world would have
been amazing – and who knows what kinds of opportunities might have fallen out
of that!<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">I have always been an early adopter of educational innovation because it fascinates me, especially tech based, and even now, as a
leader, I see things and imagine how it might play out in the classroom.<span style="mso-spacerun: yes;"> </span>Mindlab has been such an amazing opportunity
for me – a real chance to take the time to ‘play’, ‘wonder’ and ‘experiment’ –
in my busy world it is a privilege!<span style="mso-spacerun: yes;"> </span>It
is a real case of ‘you can take the teacher out of the classroom but you can
not – not ever – take the teacher out of the leader’.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Twitter allows me a chance to see, hear and
interact with educators who are doing amazing things across the world.<span style="mso-spacerun: yes;"> </span>I get to experience and understand the
contexts of many classrooms and leadership situations, and most importantly, I
get to connect with other ‘lone nuts’.<span style="mso-spacerun: yes;">
</span>The world is less professionally isolating – instead, it is a rich
tapestry of ideas, wonderings and out side the box happenings!<span style="mso-spacerun: yes;"> </span>It is, in many respects, the equivalent of
my adult sandbox! <span style="mso-spacerun: yes;"> </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span lang="EN-US">When I connect with
others, I connect with a purpose in mind, something that makes my connection
more than just a social opportunity and more of a learning one </span><span style="background: white; color: #333333;">Silius, K., Miilumäki,
T., Huhtamäki, J., Tebest, T., Meriläinen, J. & Pohjolainen,
S.(2010).</span><span style="mso-ansi-language: EN-NZ; mso-bidi-font-family: "Times New Roman"; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">Finally, social media is an opportunity to
be embraced, not another ‘thing’ to do!<span style="mso-spacerun: yes;">
</span>The benefits are immense.<span style="mso-spacerun: yes;"> </span>For me,
the ability to garner ideas from others and seek feedback on initiatives, and the
way others from a wide range of contexts within education can challenge,
contextualize and add value to my thinking are hugely beneficial - for both
myself and my school.<span style="mso-spacerun: yes;"> </span></span></div>
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<span lang="EN-US" style="font-family: Arial, Helvetica, sans-serif;">SO, why wouldn’t
you! <o:p></o:p></span></div>
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<span style="color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt;">Melhuish, K.(2013).<span class="apple-converted-space"> </span><em><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Online
social networking and its impact on New Zealand educators’professional learning</span></em>.
Master Thesis. The University of Waikato. Retrived on 05 May, 2015 from<span class="apple-converted-space"> </span><a href="http://researchcommons.waikato.ac.nz/bitstream/handle/10289/8482/thesis.pdf?sequence=3&isAllowed=y"><span style="color: #1aaf5d; text-decoration: none;">http://researchcommons.waikato.ac.nz/bitstream/han...</span></a><o:p></o:p></span></div>
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<span style="color: #333333; font-family: Arial, Helvetica, sans-serif; font-size: 12.0pt;">Seaman, J., &
Tinti-Kane, H. (2013). Social media for teaching and learning. Retrieved
from <a href="http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0"><span style="color: #1aaf5d; text-decoration: none;">http://www.pearsonlearningsolutions.com/assets/downloads/reports/social-media-for-teaching-and-learning-2013-report.pdf#view=FitH,0</span></a><o:p></o:p></span></div>
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<span style="color: #333333; font-size: 12.0pt;"><span style="font-family: Arial, Helvetica, sans-serif;">Silius, K.,
Miilumäki, T., Huhtamäki, J., Tebest, T., Meriläinen, J. &
Pohjolainen, S.(2010). Students’ motivations for social media enhanced studying
and learning. <em><span style="font-family: Cambria; mso-ascii-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">Knowledge Management &
E-Learning: An International Journal, 2</span></em>(1), 54-67. Retrieved from<span class="apple-converted-space"> </span><a href="http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/55/39"><span style="color: #1aaf5d; text-decoration: none;">http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/55/39</span></a></span><span style="font-family: cambria;"><o:p></o:p></span></span></div>
Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com11tag:blogger.com,1999:blog-2372872358103910013.post-23174306659637781722016-06-10T22:39:00.001-07:002016-06-10T22:51:17.265-07:00The Influence of Law and Ethics - A Cautionary Tale<div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikd1szoR5OHJfpmw0mXyubNzNuRm096V1M3GnRbVPIvMGbJSVZv3euFX4MV1MM7c7jH6Xn54wBDa9MvqqoIRDG3GoJwnSaSXndoa4yjtkCtvGG3QIm0ddAutFj6oe9DASwZyOm_lFO3V0/s640/blogger-image-2144436137.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikd1szoR5OHJfpmw0mXyubNzNuRm096V1M3GnRbVPIvMGbJSVZv3euFX4MV1MM7c7jH6Xn54wBDa9MvqqoIRDG3GoJwnSaSXndoa4yjtkCtvGG3QIm0ddAutFj6oe9DASwZyOm_lFO3V0/s640/blogger-image-2144436137.jpg" width="480" /></a></div>
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<i><b><span style="font-family: "arial" , "helvetica" , sans-serif;">Tweet, like, comment, share, follow, unfollow, hang out, Skype, snap, chat, trend, connect, upload, download, instagram, pin, activate, login, create, consume, poke, hashtag, emoji, share, post, notify, message and code. </span></b></i><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">The above is just a small list of ways to interact with social media, which, as I type, is more than likely adapting, morphing and evolving faster than I can keep abreast of what the benefits and pitfalls, might be. The potential for teaching and learning in this digital environment is endless. However, with this great potential also comes great risk. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Over the last few years, my colleagues in schools around the country (and offshore) have encountered numerous scenarios, just with Facebook and Youtube alone, that have had the potential to turn pear shape. Incidents from; cyber bullying, underage accounts (and subsequent inappropriate 'friends' that raise concerns around child protection), parental 'rants' that go viral and bring a schools reputation into question, and videos uploaded that show slanted and edited situations, oftentimes without permission from the participants, to name a few. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As a leader, the responsibility for mitigating these risks predominately falls on my shoulders. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">One of the risks that concerns me the most is the harm caused by comments made on social media sites like Facebook, and videos which are uploaded onto Youtube without schools and teachers being aware. It is an area I have explored on this blog before, in my post '</span><a href="http://fourseasonsinonekiwi.blogspot.co.nz/2015/12/social-media-and-dark-side.html" style="font-family: Arial, Helvetica, sans-serif;" target="_blank">Social Media and The Dark Side'</a><span style="font-family: "arial" , "helvetica" , sans-serif;">, after a particular video went viral of a school bullying incident, at the end of last year. It hit international headlines and caused no end of grief for the school and pupils concerned. At the time, another colleague was facing a nasty Facebook post that was inciting unrest within their community. In both situations, only partial stories were evident, and people were jumping to all sorts of inappropriate conclusions. In that post I remarked;</span></div>
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<blockquote class="tr_bq">
<span style="background-color: #dedce7; color: #0e042e; font-family: "arial" , "helvetica" , sans-serif; font-size: 15px;"><i><b>Sometimes social media is a device used to harm and sometimes an uninformed post written in haste or anger, or a small snippet of video without the context included, has the ability to inflame, incite and go viral. The unintended consequences can go from ripple to tidal wave in a short time. </b></i></span></blockquote>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In that post, I outlined eight things to consider before posting on social media, and I concluded that it was timely to work with our communities to 'consider their online footprint and etiquette' (Thompson, 2015). The reason I wrote that post in the first place was because it really struck me that, there but for the good graces of the Universe go any of our schools. At any time, any one of us could be undergoing a PR nightmare caused by a rogue social media post. It made me reflect on my own practice, and given we were about to undertake a BYOD trail soon, look closely at our systems for risk mitigation. In addition, the new Health and Safety laws were coming close to implementation, including the Vulnerable Children Act. </span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">The more I discuss issues with colleagues and read about them in the media, the more I notice that they share a number of commonalities. </span><br />
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<ul>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><i><b>They are often posted to social media platforms that are hosted offshore, ones not governed by New Zealand law, making removal of inappropriate content by schools problematic (Ministry of Education, 2015.)</b></i></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><i><b>It can catch the school unaware </b></i></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><i><b>If can divide a community </b></i></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><i><b>It is stressful and time-consuming for the leadership to manage </b></i></span></li>
<li><span style="font-family: "arial" , "helvetica" , sans-serif;"><i><b>The backlash is unpredictable and can be dangerous, as was highlighted in the case with the viral school bullying video, where students were subjected to death threats (NZ Herald, 2015) </b></i></span></li>
<li><i><b><span style="font-family: "arial" , "helvetica" , sans-serif;">They can go viral faster than you can say 'Netsafe'!</span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></b></i></li>
</ul>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">We are fortunate in New Zealand in that we have access to a large number of resources that we can utilise to assist us when we are faced with situations where we need to address any issues that may occur. The Ministry of Education, Netsafe and the Education Council all have a myriad of resources schools can use to ensure they have the policies, procedures and professional development in place to mitigate risk for their students, staff and community. These are important tools to use in order to navigate the ethical and legal risks that may arise should an issue impact on the wellbeing of a school.</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">Whilst a procedure or policy is not a fool proof guarantee, the old adage by Benjamin Franklin, "By failing to prepare, you are preparing to fail", applies, even though it was written well over two centuries ago! As a leader, my first port of call is to work towards prevention of an issue, however, should a situation like the above arise, then I would rely on the policies, procedures and resources at my disposal. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>Tools of mass distraction, black holes of despair or avenues of great potential? </b></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;">I am of the opinion that it is a mix of all three and as educators it is our professional responsibility to ensure that we understand the implications distraction, despair and potential has within our practice. As teachers, leaders and implementers, we need to keep abreast of both the potentials and pitfalls, ensuring we have the tools, policies and procedures we need to keep our students, staff and community safe. </span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><b>References: </b></span></h4>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span>
<br />
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="color: #333333;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Connecticut’s Teacher Education and Mentoring
Program.(2012).<i> Ethical and Professional Dilemmas for Educator:
Facilitator’s Guide</i>. Retrieved from<a href="http://www.ctteam.org/df/resources/Module5_Manual.pdf"><span style="color: #1aaf5d; text-decoration: none;">http://www.ctteam.org/df/resources/Module5_Manual.pdf</span></a> </span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="color: #333333;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Education
Council. (2016) <i style="mso-bidi-font-style: normal;">Teachers and Social
Media, links.</i> Retrieved from <a href="https://teachersandsocialmedia.co.nz/resources/links">https://teachersandsocialmedia.co.nz/resources/links</a><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Educational Gazette.
(2016)<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">NetSafe: Changing times, shifting perceptions.</i> Retrieved from http://www.edgazette.govt.nz/Articles/Article.aspx?ArticleId=9113<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Hall, A. (2001). What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper present at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers</span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="color: #333333;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Henderson, M., Auld, G., & Johnson, N. F. (2014).<i> Ethics
of Teaching with Social Media.</i> Paper presented at the Australian
Computers in Education Conference 2014, Adelaide, SA. Retrieved from <a href="http://acec2014.acce.edu.au/sites/2014/files/attachments/HendersonAuldJohnson_EthicalDilemmas_ACEC_2014_0.pdf"><span style="color: #1aaf5d; text-decoration: none;">http://acec2014.acce.edu.au/sites/2014/files/attachments/HendersonAuldJohnson_EthicalDilemmas_ACEC_2014_0.pdf</span></a>:</span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<span style="color: #333333;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ministry of Education. (2015). <i>Digital
technology- Safe and responsible use in school</i>. Retrieved from <span style="color: #1aaf5d; text-decoration: none;"><a href="http://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf">http://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf</a></span></span></span></div>
<div class="MsoNormal" style="mso-margin-bottom-alt: auto; mso-margin-top-alt: auto;">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">NZ Herald.
(2015)<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Principal responds after students suffer cyber backlash.</i><span style="mso-spacerun: yes;"> </span>Retrieved from <a href="http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11555451">http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=11555451</a><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Thompson, S. (2015).
<i style="mso-bidi-font-style: normal;"><span style="mso-spacerun: yes;"> </span>Social Media and the Dark Side. </i>Retrieved
from <a href="http://fourseasonsinonekiwi.blogspot.co.nz/2015/12/social-media-and-dark-side.html">http://fourseasonsinonekiwi.blogspot.co.nz/2015/12/social-media-and-dark-side.html</a><o:p></o:p></span></span></div>
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top: 18px; width: auto; z-index: 8675309;">Save</span>Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com6tag:blogger.com,1999:blog-2372872358103910013.post-61614026716254861112016-06-05T21:59:00.000-07:002016-06-05T21:59:41.465-07:00Cultural Responsiveness and Self Review <div class="MsoNormal">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIIRiJIGAEs6hsx2bmjs_in6-M2gcrN_n_jIGM6Wu_NlDw2FMN5t5VfQd_SkqlCg5eIgpp_R8adZP5zPjuNrfRupDVF9oH-rXIUXGUAR-B-nbOsBtg9krSrd5CeCDbNH_nSHJQjt1I3Ks/s1600/Screen+Shot+2016-06-06+at+4.54.48+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIIRiJIGAEs6hsx2bmjs_in6-M2gcrN_n_jIGM6Wu_NlDw2FMN5t5VfQd_SkqlCg5eIgpp_R8adZP5zPjuNrfRupDVF9oH-rXIUXGUAR-B-nbOsBtg9krSrd5CeCDbNH_nSHJQjt1I3Ks/s640/Screen+Shot+2016-06-06+at+4.54.48+pm.png" width="640" /></a></div>
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">This post is quite timely.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">We are currently undergoing an in-depth
review of all things bicultural at our place right now.<span style="mso-spacerun: yes;"> </span>A systematic, no stone left uncovered,
review of all that we do, how we do it and how effective our ‘doing’ is.<span style="mso-spacerun: yes;"> </span></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;">By knowing what we do well, we can strengthen
this and learn from our successes.<span style="mso-spacerun: yes;"> </span>By
knowing what areas we need to strengthen, we can ensure our resources and
professional development is strategically aligned to improvement and the areas
of most need.<span style="mso-spacerun: yes;"> </span></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;">Professor Russell Bishop
outlines how ‘agentic’ teachers are ones that are well supported<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">(Edtalks, 2012) to make a difference for
our tamariki, and this self-review will give us solid evidence to help us best
target support.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>In addition, it will give us a good evidenced based
insight into how culturally competent we are as a school, and how effective we
are at pulling together what we know about the students and our community, and
how that translates into what we do. In effect, will find out how culturally competent we are!<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">As we undergo this review, we will look at
what we can see (the visible) and what is less obvious (the invisible).<span style="mso-spacerun: yes;"> </span>We will look at what impact this has on our
students and our community (Savagea, Hindleb, Meyerc, Hyndsa, Penetitob,
Sleeterd. 2011). <span style="mso-spacerun: yes;"> </span>It will involve both
quantitative and qualitative data, because student achievement data means
little without the voice and stories that sit behind it.<span style="mso-spacerun: yes;"> </span>It is not just our knowledge that we need to
value but the knowledge of our community, as we place ourselves into the
learners seat (Cowie, Otrel-Cass, Glynn, Kara, et al. 2011).<span style="mso-spacerun: yes;"> </span>It is also an opportunity to check to see if
our ‘walk meets the talk’ as we delve into the layers of policy, curriculum and
Charter documents.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">We expect some of what we discover to be
reaffirming based on some of the review we have conducted already, and we are
prepared for uncovering new things to assist us on our journey.<span style="mso-spacerun: yes;"> </span>It is early days in the review, but so far
the data garnered from staff voice and a recent Whanau Hui have shown
encouraging signs of cohesion and a shared vision for our students.<span style="mso-spacerun: yes;"> </span>Student achievement data shows our Maori
students to be achieving at similar rates to other students and often at levels
higher than comparable situations.<span style="mso-spacerun: yes;"> </span>Most
importantly, it shows ongoing improvement.<span style="mso-spacerun: yes;">
</span>However, it still remains an area of acceleration, especially in
Writing.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">We will have a new Board of Trustees soon,
and one of our first tasks will be to work our way through the Maori
self-review tool on cultural responsiveness, Hautu.<span style="mso-spacerun: yes;"> </span>It is a good tool that works in conjunction
with the Ministry of Educations Ka Hikitia strategy.<span style="mso-spacerun: yes;"> </span>Given that the majority of the Board is
anticipated to be new, or fairly newish, working through this tool will provide
the Board with support in how to ensure they are enacting the intent of Ka
Hikitia and ultimately being accountable for the success of our Maori
students.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">As previously mentioned, this post is
timely.<span style="mso-spacerun: yes;"> </span>Being able to articulate what
cultural responsiveness and competency looks like for us has always been a
little elusive.<span style="mso-spacerun: yes;"> </span>In part, it is because
inclusivity is something that just ‘is’ at our place, much like the blood that
pumps through our bodies.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>However, this does not mean that we do not
have much to learn from our community or from others.<span style="mso-spacerun: yes;"> </span>This review will allow us to see what our
strengths are, identify areas for improvement and ultimately, allow us to continue
to strengthen progress and achievement for our students. <span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></o:p></span><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">References: </span></span></h3>
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<br /></div>
<div style="margin-bottom: 15.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-size: 12pt;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Bishop, R,
Berryman, M., Cavanagh, T. & Teddy, L. (2009). Te Kotahitanga:
Addressing educational disparities facing Māori students in New Zealand.<span class="apple-converted-space"> </span><em style="box-sizing: border-box;">Teaching and Teacher Education, 25</em>(5)734–742.<o:p></o:p></span></span></div>
<div style="margin-bottom: 15.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-size: 12pt;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Findsen, B. (2012). <em style="box-sizing: border-box;">Older adult learning in Aotearoa
New Zealand: Structure, trends and issues</em>. Presented at<span class="apple-converted-space"> </span><a href="http://www.waikato.ac.nz/php/research.php?mode=parent&doc=Adult+Community+Education+%28ACE%29+Conference" style="box-sizing: border-box; line-height: inherit;"><span style="color: #1aaf5d;">Adult
Community Education (ACE) Conference</span></a>.<o:p></o:p></span></span></div>
<div style="-webkit-text-stroke-width: 0px; box-sizing: border-box; margin-bottom: 15.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm; orphans: auto; text-align: start; text-rendering: optimizeLegibility; widows: 1; word-spacing: 0px;">
<span style="color: #333333; font-size: 12pt;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Gay, G. (2002). Preparing
for culturally responsive teaching.<span class="apple-converted-space"> </span><em style="box-sizing: border-box;">Journal of Teacher Education, 53</em>(2),106-116.<o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Ministry of Education, 2013.<span style="mso-spacerun: yes;"> </span>The Maori Education Strategy: Ka Hikitia –
Accelerating Success 2013 – 2017.<span style="mso-spacerun: yes;">
</span>Retrieved from <a href="http://www.education.govt.nz/ministry-of-education/overall-strategies-and-policies/the-maori-education-strategy-ka-hikitia-accelerating-success-20132017/">http://www.education.govt.nz/ministry-of-education/overall-strategies-and-policies/the-maori-education-strategy-ka-hikitia-accelerating-success-20132017/</a><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">NZSTA, 2015.<span style="mso-spacerun: yes;"> </span>Hautu – Maori cultural responsiveness self
review tool for boards of trustees. Retrieved from <a href="http://www.nzsta.org.nz/trustee-professional-development/culturaltool/hautu-tool">http://www.nzsta.org.nz/trustee-professional-development/culturaltool/hautu-tool</a><o:p></o:p></span></span></div>
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<span style="color: #333333; font-size: 12pt;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Shaw,
S., White, W. & Deed, B. (2013) (Ed.).<span class="apple-converted-space"> </span><em style="box-sizing: border-box;">Health, wellbeing and environment in Aotearoa New Zealand</em>.South
Melbourne, Australia:Oxford University Press.<o:p></o:p></span></span></div>
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<span style="color: #333333; font-size: 12pt;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Unitec. (n.d).<span class="apple-converted-space"> </span><em style="box-sizing: border-box;">Unitec Learning and Teaching Booklet</em>. <a href="http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf" style="box-sizing: border-box; line-height: inherit;"><span style="color: #1aaf5d;">http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf</span></a></span><span style="font-family: "cambria";"><o:p></o:p></span></span></div>
Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com4tag:blogger.com,1999:blog-2372872358103910013.post-43770603330516172722016-05-28T23:59:00.001-07:002016-05-29T00:05:55.389-07:00A Col, Staffing and the Auckland Housing Market <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsLUEWTQF1Qg1vDkg0MdLbXZrg1WHWzHkcYcQdPgyE1g5xZ13cp0gjtHu4vajyk7bVqzyb9HLtoGNElVSlKDNJy3x72xjTTZ9xzVvameSImqzdZ1rmuXCe0xeMg1HHNQFe6U9M1QkmPtk/s1600/Screen+Shot+2016-05-29+at+6.51.46+pm.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="490" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsLUEWTQF1Qg1vDkg0MdLbXZrg1WHWzHkcYcQdPgyE1g5xZ13cp0gjtHu4vajyk7bVqzyb9HLtoGNElVSlKDNJy3x72xjTTZ9xzVvameSImqzdZ1rmuXCe0xeMg1HHNQFe6U9M1QkmPtk/s640/Screen+Shot+2016-05-29+at+6.51.46+pm.png" width="640" /></a></div>
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<h3>
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Contemporary issues impacting on my
practice:</span></span></h3>
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<span lang="EN-US"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;"><br /></span></o:p></span></div>
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<span lang="EN-US"><o:p><span style="font-family: "arial" , "helvetica" , sans-serif;">There are two contemporary issues in education that are currently having an impact on my practice. </span></o:p></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">1. Communities of Learning</span></span></h3>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">This issue is at the forefront of my
current practice.<span style="mso-spacerun: yes;"> </span>It would be fair to
say that I have had concerns about this policy from the offset, however, I am
now at a place where I have decided the time for angst about it is over and it
is time for getting on with the job at hand, and finding work around options
for the concerns that still linger.<span style="mso-spacerun: yes;"> </span>The
best way to do that is to get stuck into it and work with my colleagues
collaboratively to set a direction.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">At its best, it is an opportunity for our
cluster of schools to collaborate, share our human resources and work on
solutions to some of the challenges we face as a wider network and community of
learning.<span style="mso-spacerun: yes;"> </span>In that respect, it is an opportunity.<span style="mso-spacerun: yes;"> </span>Cross collaboration of ideas, best practice
and a real dig into our collective data to see the commonalities and shared
challenges we face, and then working together to over come them, has to be
something powerful for all of our students: students we all need to have a
collective responsibility for.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Core Education (2016) has CoLs (as part of
networked communities) as one of the top ten trends of 2016.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">I have sat in two meetings for CoLs in the
last two weeks, run by the Ministry, with discourse on effective evaluation
from the Education Review Office (ERO).<span style="mso-spacerun: yes;">
</span>Politics aside, the message around collaboration, shared expertise, and
distinct pathways for our students that ensure success, cohesion and
strengthened educational outcomes for our students, is hard to argue
against.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">At the moment, my own cluster is exploring
the options.<span style="mso-spacerun: yes;"> </span>We have collective concerns
around staffing (explored further in the following section) and philosophical
issues still around the apparent restrictive (and uninspired)<span style="mso-spacerun: yes;"> </span>nature of the achievement challenges.<span style="mso-spacerun: yes;"> </span>As I see it, setting the achievement
challenges is the compliance and accountability aspect.<span style="mso-spacerun: yes;"> </span>The real ‘rubber hitting the road’ comes from
the HOW we work to achieving the challenges.<span style="mso-spacerun: yes;">
</span>The solution is to see this as an opportunity to be creative, with
staffing and professional opportunities, and collectively utilize innovative
pedagogies and leadership approaches.<span style="mso-spacerun: yes;">
</span>This excites me.<span style="mso-spacerun: yes;"> </span>It will take
vision, commitment and quite a bit of imagination to be able to work around the
perceived rigidity, but I think it is possible.<span style="mso-spacerun: yes;">
</span><span style="mso-spacerun: yes;"> </span>Of course, I still believe the
money could be better spent, but the reality is that that particular horse has
well and truly bolted, and now we need to just get on with it and make it
work.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>A growth mindset is most definitely important!<o:p></o:p></span></span></div>
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<h3>
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">2. Staffing and the Auckland Housing Crisis </span></span></h3>
<div class="MsoNormal">
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<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Who would think that the Auckland housing
crisis would have a significant impact on schools.<span style="mso-spacerun: yes;"> </span>Unless you live under a rock in the middle of
a far off planet that is not connected to the wider universe and is completely
off the technological radar, you would have heard about the Auckland housing
crisis.<span style="mso-spacerun: yes;"> </span>Right now, it is a hot potato
topic and not a day goes by without some reference to it in the media.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="MsoNormal">
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<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">There are many impacts that schools are
dealing with in relation to housing (health, transience, poverty and sleeping
rough) but those are not the issues I want to deal with in this post.<span style="mso-spacerun: yes;"> </span>They are important, and are ‘wicked’
challenges to address, but instead, I want to point out a new ‘difficult’
challenge that dominates conversations when I meet with other leaders, and that
is the one of staffing.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Wicked challenges are ones that are tricky
to define and even trickier to solve, difficult challenges however, are ones
that are easier understood but illusive to solve (Johnson,L, et al. 2015).<span style="mso-spacerun: yes;"> </span>In this case, the difficult challenge is the
impact the rising cost of the Auckland housing market is having on being able
to staff experienced teachers in our schools.<span style="mso-spacerun: yes;">
</span>I can count on two hands now, how many staff from my school, in the last
18 months, have left for greener (and cheaper) housing pastures in other areas
of our beautiful country.<span style="mso-spacerun: yes;"> </span>My school is
not an isolated case – not by a very long shot.<span style="mso-spacerun: yes;">
</span>Irrespective of which part of Auckland we talk about, losing and
subsequently replacing, experienced teachers, is a major issue.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>It is
a very relevant issue for my practice as a leader currently, and will most
certainly have a long-term impact on the shape of education in NZ, especially
for Auckland. <o:p></o:p></span></span></div>
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<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Solution?<span style="mso-spacerun: yes;">
</span>Given the answer from some quarters who do not think there is an issue
because of a large amount of beginning teachers seeking work, is to staff our
schools with new graduates, I would like to post a cautionary ‘but wait a
moment’ sign post.<span style="mso-spacerun: yes;"> </span>I mentioned the
issue is the loss and subsequent replacement of experienced teachers.<span style="mso-spacerun: yes;"> </span>If our schools are being decimated by the
lack of experience, simply replacing them with new graduates is not a long-term
solution.<span style="mso-spacerun: yes;"> </span>I would hasten to add, what
that does, is actually cause a host of more challenges and headaches resulting
from a lack of support for these new graduates and that will result in long
term and significant disruption.<span style="mso-spacerun: yes;"> </span>It could
work under certain circumstances but that would require some out of the box
thinking and could be addressed through a CoL, where mentors could be from
within the cluster. <span style="mso-spacerun: yes;"> </span>Another solution is
to have a Working Action Group made up of sector representatives take a good
hard look at the issue and come up with a series of different scenarios.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">As you will have no doubt noticed, both
contemporary issues are related.<span style="mso-spacerun: yes;"> </span>The CoL
presents itself as an opportunity, but one of the concerns is that it has the
potential to put even more strain on the staffing issues Auckland is currently
facing.<span style="mso-spacerun: yes;"> </span>A possible solution is to
employ more graduates, but the flip side is not having enough experienced
teachers to mentor them.<span style="mso-spacerun: yes;"> </span>A<span style="mso-spacerun: yes;"> </span>possible solution to support new graduates in
our schools could actually come from the CoL model.<span style="mso-spacerun: yes;"> </span>What is certain, is that we will need to
look at the contemporary issues our schools are facing and employ some
innovative thinking around the solutions as we navigate the future. <o:p></o:p></span></span></div>
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<h3>
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">References: </span></span></h3>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US"><span style="font-family: "arial" , "helvetica" , sans-serif;">Core Education. (2016 ) Core Education’s
Ten Top Trends.<span style="mso-spacerun: yes;"> </span>Retrieved from <a href="http://www.core-ed.org/thought-leadership/ten-trends">http://www.core-ed.org/thought-leadership/ten-trends</a><o:p></o:p></span></span></div>
<div style="margin-bottom: 15.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<br /></div>
<div style="margin-bottom: 15.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-size: 12pt;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Education Review
Office. (2012). <em>Evaluation at a Glance: Priority
Learners in New Zealand Schools</em>. Retrieved 18 May 2016, from<span class="apple-converted-space"> </span><a href="http://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-schools/"><span style="color: #1aaf5d;">http://www.ero.govt.nz/About-Us/News-Media-Releases2/The-three-most-pressing-issues-for-N</span></a><o:p></o:p></span></span></div>
<div style="margin-bottom: 15.0pt; margin-left: 0cm; margin-right: 0cm; margin-top: 0cm;">
<span style="color: #333333; font-size: 12pt;"><span style="font-family: "arial" , "helvetica" , sans-serif;">KPMG International.
(2014). <em>Future state 2030: the global megatrends
shaping governments”</em>. KPMG International Cooperative: USA.
Retrieved from<a href="http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf"><span style="color: #1aaf5d;">http://www.kpmg.com/Global/en/IssuesAndInsights/ArticlesPublications/future-state-government/Documents/future-state-2030-v3.pdf</span></a><o:p></o:p></span></span></div>
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<span style="color: #333333; font-size: 12pt;"><span style="font-family: "arial" , "helvetica" , sans-serif;">National
intelligence council.(2012). <em>Global
trends: Alternative Worlds</em>. National Intelligence Council: US.
Retrieved from<a href="https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf"><span style="color: #1aaf5d;">https://globaltrends2030.files.wordpress.com/2012/11/global-trends-2030-november2012.pdf</span></a></span><span style="font-family: "cambria";"><o:p></o:p></span></span></div>
Principally Musedhttp://www.blogger.com/profile/13878473523703251907noreply@blogger.com3tag:blogger.com,1999:blog-2372872358103910013.post-3562639853798657692016-05-19T17:57:00.003-07:002016-05-19T17:57:59.415-07:00Professional Communities and School Culture <div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Arial, Helvetica, sans-serif;">School culture is a little like the proverbial iceberg (Stoll, 1998) - what you see on the surface is not necessarily representative of the whole story. Often what lies beneath is a complicated network of emotions, traditions, rituals, values and relationships that can be as tricky to navigate as the London underground system! It is both influential (Hongboontri, C., & Keawkhong, N, 2014) on and influenced (Stoll, 1998) by, the members of the community it pertains to. The iceberg model is by no means an original thought on my part (much to my disappointment) but it is a useful metaphor to think of in regards to school culture. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">Firstly lets look at what culture is. In Mark Wilsons TedX talk, he defines culture as 'beliefs and priorities that drive the thoughts and actions of the school' - and that the principal is the keeper of those thoughts and beliefs. He then went on to outline how culture was developed and fostered at his school. It gave me pause to reflect on what that might look like at our place, in particular the things that are under the iceberg of culture, and how pivital my role as principal is as 'keeper of thoughts and beliefs"</span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">What is our Culture?</span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif;">I have been reflecting on this, and thinking about how school climate and culture interrelate. The school climate is defined as what is currently happening, and it is something that is more immediate. It can be described as the schools 'attitude' Gruenert, 2008). For example, our teachers are busy working on formulating mid year reporting, so there is a feel of urgency in the air. We also have a school trip to the Stardome observatory coming up which is linked to the terms learning, which has a positive impact on student engagement levels and there is a 'buzz' about the place. The weather has also been a little miserable earlier in the week, and that has had an impact on our students as they have been stuck inside during break times. These things are the current conditions and for the most part, can change on any given day or week. How we manage them is more about our school culture. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">School culture is about the deeper, underlying things that we do as a school community. It has been described as a schools 'personality' (Gruenert, 2008). For us, it is our shared vision, what we value and believe and how we bring these things to life. Most visitors to our place comment on our schools personality - how warm, inviting and family like it is. Obviously climate may shape that some days! </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">At our place, we have 3 Bold Steps that we formulated together some time ago as a community to take us from what was our then current reality to a desired reality of what we wanted for our school and our community. What sits at the heart of these steps is an emphasis on improving teaching and learning for our students in order for them to be successful now and in the future. How we bring them to life is our culture. </span><br />
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<h4>
<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>Our 3 Bold Steps are:</i></b></span><span style="font-family: Arial, Helvetica, sans-serif;"><b><i><br /></i></b></span><span style="font-family: Arial, Helvetica, sans-serif;"><b><i><br /></i></b></span></h4>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>1</i></b></span><b style="font-family: Arial, Helvetica, sans-serif;"><i>. Empower students, so that students can make decisions, design their learning and unlock and follow their passions.</i></b></h4>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>2. Engage the community, so that parents and Whanau are actively involved in our school, in partnership with staff students and the community. </i></b></span><span style="font-family: Arial, Helvetica, sans-serif;"><b><i><br /></i></b></span></h4>
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<span style="font-family: Arial, Helvetica, sans-serif;"><b><i>3. Grow our staff, so that teachers and support staff are supported to develop and grow as professionals. </i></b> </span></h4>
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<span style="font-family: Arial, Helvetica, sans-serif;">To unpack each of those steps in any detail would entail a small thesis, suffice to say that each of these steps has a huge impact on how we operate as a school. It forms the basis of our self review and when we look at initiatives we ask 'In what ways will this improve things for our students, our staff or our community?'. One of the vehicles we use to facilitate ongoing improvement is educational coaching. Coaching at our place has been a powerful tool that helps to unlock the potential of our staff, and because it is a personalised pathway for improvement, it assists in developing a culture of reflection, solution finding and ownership. </span><br />
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<h3>
<span style="font-family: Arial, Helvetica, sans-serif;">How do I contribute to it?</span></h3>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">As the leader, sometimes I am the driver and sometimes I am the passenger. At our place, we talk about the 'F' word a lot. The 'F' word I refer to is FUN. For students, schools should be a place they want to come each day, a place that encourages, inspires, grows and engages them. This should be no different for the staff. One of the best ways I can contribute to the climate and culture at our place is to help the team create the school that brings them here each day. Sometimes I need to get out of the way to let others do just that. We may not always get it right, but part of our culture here is to ask 'what happened, how can we learn from it, and how might we improve it?' and 'what next?'. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;">A key contribution I make is to the Professional capital of our school. Professional capital arises from the three components of Human, Social and Decisional capital and how they interact with each other (Fullan, 2014). How I build up, develop and grow our human resources, support and facilitate our social interactions and provide opportunities for people to have ownership and agency through increased decision making is the most effective way for me to contribute to our school culture. You can read about more about this in my blog post "<a href="http://fourseasonsinonekiwi.blogspot.co.nz/2015/09/building-capital-to-build-capacity.html" target="_blank">Building Capital to Build Capacity</a>" which also provides questions for the reader to reflect on and use, in relation to improving these aspects within their own school.</span><br />
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<h3>
<span style="font-family: Arial, Helvetica, sans-serif;">What are the current issues? How will we respond to them?</span></h3>
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Right now there are numerous issues that impact on a school, and our school is no different. Internally, we have had a number of new staff recently, which impacts on our climate - fortunately it has had a very positive impact and for us now, it is important that we ensure all the 'wonderfulness' that comes from new ideas is captured and used to help shape the next part of our journey. To do that it is good to understand how we got to where we are, and that we welcome the influence of our new people to help us shape the next steps. Sometimes this takes time, as they uncover parts of our hidden iceberg, however a good induction process can speed that up! </span><br />
<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">Externally, Government policy will always have a part to play in influencing school culture, if you allow it to. As self governed schools, we choose how we respond. If your school has an open, solutions focussed culture then you will find a work around and a way to implement something that is contrary to your beliefs. If, however, the culture is one of distrust and suspicion, then traction forward in a positive way will be difficult. </span><br />
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<span style="font-family: Arial, Helvetica, sans-serif;"><br /></span>
<span style="font-family: Arial, Helvetica, sans-serif;">The iceberg that is school culture is not always immediately obvious. Understanding what influences our school culture and how we contribute to it is a powerful way to ensure our communities of learning continue to work toward improving outcomes for teaching and learning. Is that not, after all, why we are here? </span><br />
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<h3>
<span style="font-family: Arial, Helvetica, sans-serif;">References:</span></h3>
<div class="MsoNormal" style="margin-left: 24.0pt; mso-layout-grid-align: none; mso-pagination: none; text-autospace: none; text-indent: -24.0pt;">
<!--[if supportFields]><span
lang=EN-US><span style='mso-element:field-begin;mso-field-lock:yes'></span>ADDIN
Mendeley Bibliography CSL_BIBLIOGRAPHY <span style='mso-element:field-separator'></span></span><![endif]--><span lang="EN-US" style="mso-ascii-font-family: Cambria; mso-hansi-font-family: Cambria; mso-no-proof: yes;"><span style="font-family: Arial, Helvetica, sans-serif;">Gruenert, S. (2008). School Culture: They Are Not The Same
Thing. <i>Principal</i>, <i>87</i>(4), 56–59.<o:p></o:p></span></span></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial; color: #333333;"><span style="font-family: Arial, Helvetica, sans-serif;">Stoll (1998). School Culture. School Improvement
Network’s Bulletin 9. Institute of Education, University of London. Retrieved
from</span></span><a href="http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture"><span style="background-color: white; color: #1aaf5d; text-decoration: none;"><span style="font-family: Arial, Helvetica, sans-serif;">http://www.educationalleaders.govt.nz/Culture/Understanding-school-cultures/School-Culture</span></span></a><span style="font-size: 11pt;"><o:p></o:p></span></div>
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