We want to ensure schooling at Waipāhīhī is relevant, effective, and powerful, for the children of today. The shift in the use of our physical space and in the educational understandings of how children learn best underpins this. It is evident in the way our teachers are teaching and our classroom spaces are being used. Improving the learning of our learners is the primary goal and there are a number of initiatives that are working towards this. In visiting our classrooms you will see less closed doors, children moving fluidly across traditional classroom boundaries, teachers collaborating in their teaching, and students begining to self regulate and manage their learning, with expectations and support appropriate for their 'age and stage'.
Our focus at Waipāhīhī is to adaptively change our teaching and learning practices (pedagogy) to ensure we are best meeting the needs of children in the 21st century. Most parents today were in school when the teacher directed the learning and the students did as they were told. Chalk and talk was the medium, there was little technology. Today classrooms look, feel and function quite differently :
"During the 20th century, the concept of learning underwent important developments. This shift is reflected in the vision of the New Zealand Curriculum which is to develop students with lifelong learning competencies namely, relating to others, using language symbols and text, participating and contributing, managing self and thinking (Ministry of Education, 2007).”
Today learning is socially constructed and the environment plays a crucial role in what is learned and how the learning is experienced (Nuthall, 2007). Significant bodies of research on what improves learning, and landmark studies such as John Hattie’s Visible Learning (Hattie, 2008) mean that we now have a much better idea of how learning occurs. As a result of these developments and others, we know that quality learning is a combination of the following elements:
The role of technology is vital in each of the above as it puts the learner in control, and enables personalisation of the learning. In the 21st Century the impact of the internet, online collaboration and the access to knowledge have fundamentally changed learning by shifting accessibility. Students now want to control where they learn, what they learn about and how they learn. The traditional classroom is no longer the only place students go to learn as the ubiquity of technology has reinvented and accelerated the learning process (Care, Griffin & McGaw, 2012).
What does Collaboration look like?
The traditional view of teaching is one teacher with the sole responsibility for a classroom of children. Teachers often feel that their classroom is their own private island and each classroom is different to the next (Little 1990). There are few jobs in society that require an individual to work entirely on their own. Most jobs require communication with other individuals to ensure best practice. Cooperation amongst educators is essential to ensure there is continuity and cohesiveness within schools. Collaboration involves a greater partnership between educators.
Watkins (2009) distinguishes between cooperation and collaboration with the idea that cooperation implies individuals working together to achieve individual goals, while collaboration involves working together to achieve a group goal. As a school we are examining and exploring the ways in which collaborating with each other improves our learning and the learning of others. It’s not just about having open rooms, large spaces, and access to digital devices. Collaboration is about working with others to use strengths to accomplish goals. It’s about being part of a team, doing your part, and demonstrating commitment and perseverance. This way of working together allows children and adults to build a stronger and deeper understanding of concepts, as they are challenged, supported, and affirmed in collaborative environments. Learners can more ably identify their strengths, express their ideas, and build empathy towards others.
Our challenge as teachers in our school is to develop our abilities to set tasks and learning opportunities which teach and foster these skills. We are learning alongside the children in partnership with them.
Our staff are committed to working with each other as partners in learning. We need to ensure we have shared goals to improve the learning experiences of our children in what is a fundamentally different time where change is the only constant! This is not about changing things for change’s sake, but about finding better ways to engage with today’s students. Children are now part of a world which is increasingly technologically advanced. Communication and interaction is becoming shaped and dictated by our digital skills. Our digital initiatives and professional learning opportunities for staff are helping us to think about the ways in which we capture children’s engagement by using technology as a tool to deepen learning. They also help us to think creatively about the ways we use technology to be effective in helping children make connections in their own learning, and most importantly, make connections with others.
Changing practice within a building paradigm from the past!
Most of our school buildings were built in a time when direct instruction was considered the only pedagogy that resulted in effective learning. “Factory-style’ learning (where all students learn the same things, at the same time, in lock-step fashion) has largely disappeared from our classes. However the actual classroom layout largely remain as they were originally designed, and still retain the suggestion of factory-style learning. The collaborative practice inside our learning spaces is working to change that perception. We want our practice to define the space we have and not to let the space define our practice!
Our schools property plan focus for today and into the future requires us to be strategic with the intent of how we take our space development to a new level. As a school that is situated at one of the ‘growth ends’ of Taupo it is our responsibility to advocate and develop a plan that will see our whole school environment and site develop proactively to ensure we best meet the learning needs of the 21st century learners that are with us now, and, of those that are yet to come.
Through being innovative and creative in our thinking and design we will further support and strengthen the connection between our learning environment provocation and our pedagogical initiatives.
At the heart of it all is the desire to challenge our own practice so that each one of us innovates and changes what we do to meet the need of each and every learner that we work with. We want to give our Waipāhīhī kids every chance to enjoy, challenge and extend their thinking at every level. Strong collaboration amongst us all is a key part of ‘how’ we can make that happen.
After months of negotiations with the Ministry of Education, and more talks since the strike on August 15, we still have no new offer. Our union, NZEI Te Riu Roa, continues to negotiate in good faith, but the Government says it will take time to fix the issues. However, time is the one thing we don’t have. Around the country we’re seeing:
- 40% reduction in teacher trainees
- Zero applicants for some teaching jobs
- More children entering school
- More children with additional learning and behavioural needs
- Teachers are burning out and leaving the profession, often within the first five years of graduating
More tellingly, Education Council statistics showed the number of teaching graduates gaining their practicing certificate had decreased 32.5%, from 6249 in 2007 to 4217 in 2017. Over the same time, the number of teachers who did not renew their practising certificate within six years has increased 151.4%, from 2456 in 2007 to 6174 in 2017.
The staff at our school want your children to have the very best education we can provide. We’re standing firm in that commitment and believe the time is now to ensure that schools can offer every child the education and support they need, and that we have a sustainable teaching profession into the future.
We appreciate your support. We are hoping that continued negotiations next week will show some progress as there is growing anger among NZEI members that the Ministry's game plan appears to be about dragging out the negotiation process for as long as possible. Please talk to your child’s teacher if you have any questions, and consider signing this petition to the Minister of Education in support of teachers. https://campaigns.nzei.org.nz/time/petition-teachers-and-principals/
Our town is well served by a range of primary schools, our intermediate, two secondary's and recently (having just achieved full registration with the Ministry of Education, a private school. You may have read the article in last Thursday (August 23) Weekender titled "Special school achieves registration" that detailed some of the facts around how they operate. Our school has always supported the work that Gaye Vartiainen and her team have strived to provide for a range of learners needs. Both Gaye and I, alongside our respective staff teams, have a passion for doing everything we can to make learning relevant and appropriate for the children in our care on any given day. There's an old saying that "it takes a village to raise a child" and it is in that spirit that we openly sign the agreement to support the parental choice of a child attending one day or more as part of the programme that ADDI offer.
However, both places of learning operate under different conditions. To compare one against the other is not what this is about. ADDI charge fees and provide small, specialist learning groups. Waipahihi is an exceptional, mainstream, public primary school that provides an enriching and connected curriculum with a dedicated team of teachers. One cannot be compared to the other, however, both can be seen as a compliment to each other. It is in this spirit that we as a school are committed to continuing to build our working relationship with ADDI in the future. It is in this spirit that, if you as a parent are making a choice to include ADDI as part of the way you want to meet the learning needs of your child, we invite you to make sure that this is done in communication with your child's teachers. Together, we want the best for all our learners. Together, we can work together to compliment what each environment can provide.
Primary teachers and principals across New Zealand are currently negotiating their collective agreement with the Ministry of Education. An initial offer was brought to union members to consider, but it has been rejected. NZEI (the union for Primary Principals and Teachers) has surveyed their members and they have voted to have a full day strike on August the 15th.
The wider education sector is nearing crisis point. The major points around this are:
What are the they campaigning for?
In the last few weeks we have been confirming the staff structure for 2018 as some staff are leaving us at the end of this year. As informed in an earlier newsletter this includes Chanelle Wootton who is going on maternity leave for 2018 and Lisa Birchenough who is moving to a new position at Taupo Nui a Tia College.
Other changes include the news that; Jodie Appleton is moving to a new position at Mountview School, Jeni Shekell is retiring and Sarah Sheriff has accepted a new position at Hilltop School. I would like to thank each of these people for their professional contribution to our school and commitment over a number of years. There will be a full school assembly on Monday 18 December at 9.15 to farewell them appropriately from our school family. You are very welcome to attend.
With these changes we are delighted to have been able to employ experienced teachers to the following positions. All bring valuable strengths to our school culture.
Esther, who will be known to some of you as a parent at our school, comes from Reporoa Primary and brings strengths in leadership, literacy and oral language. Esther will be teaching in the Junior School alongside Jeff Diack, Susan Palmer and Kylie Parkes.
Cheyenne comes originally from Auckland, but more recently from Tauhara Primary, and brings strengths in digital fluency, formative assessment and learning support. Cheyenne will be teaching in one of our middle school teaching teams alongside Kim Stevens, Louise Goddard (Monday - Thursday) and Kim Colebrook (Fridays).
Carrie comes from Taupo Intermediate and brings strengths in digital technology and Science. Carrie will be teaching in our other middle school team alongside Hilary Sutton and Ian McCabe.
Louise has taught internationally and is a former maths and team leader and has experience teaching at all levels. She has most recently been with us in a variety of roles across our school as one of our part time release teachers. Louise will be working in the middle school teaching team alongside Kim Stevens and Cheyenne Campbell.
Debra moves from our junior team and will take on the leadership position vacated by Sarah Sherriff in the Yr 5 and 6 team. Debra brings a depth of experience teaching senior students and will lead Assessment for Learning across the school and will teach alongside Holly Murrell and Kylie Barbour.
Waipahihi School - 2018 teaching teams
Senior Team 1:
R1 - Jen Maloney - Leader
R3 - Pam Kerr
R4 - Megan Fraser
Senior Team 2:
R2 - Kylie Barbour
R5 - Debra Lynch - Leader
R6 - Holly Morrell
Middle Team 1:
R7 - Hilary Sutton - Leader
R8 - Carrie Fleury
R9 - Ian McCabe
Middle Team 2:
R13 - Cheyenne Campbell
R14 - Louise Goddard (Fridays - Kim Colebrook)
R15 - Kim Stevens - Leader
Junior Team 1
R16 - Kylie Parkes
R18 - Susan Palmer
R19 - Esther Beattie
R20 - Jeff Diack - Leader
Junior (New Entrant) Team 2
R11 - Fiona Griffin
R12 - Jane Low
Beth Wills - Leader
2018 Start of Year dates
The start of year information for our families and the dates for our staff professional development are below. To assist with your forward planning, here are some key dates for Term 1.
There will be two Teacher Only days in February where the school will be closed to students
- Monday February 5th and Friday February 16th.
These dates have had to be organised around the availability of external professional providers. We hope that by placing them alongside a public holiday or a weekend that they are as inconvenient as possible. Nearer the time, we will provide further detail on how Youth Town (after school care) can help provide you with a daycare option if needed.
2018 Start of Year details are:
Term 1 - First day of School for children - January 31 (Wednesday)
Whole Staff Teacher Only Day
Monday February 5 (the day before Waitangi Day - Tuesday 6 February - school is closed)
Children back on Wednesday 7 February
Whole Staff Teacher Only Day - Friday February 16 (school is closed)
Easter (during the school term) - Friday 30 March to Tuesday 3 April - a reminder that Easter Tuesday is a public holiday
Term 1 ends - Friday 13 April
Our Board of Trustees sets the strategic direction for the school. From the end of 2015, and right into this year, there has been significant re visioning (involving parent, student, and staff feedback), which has led to a new school wide vision.
This vision, and the story of our place that supports it, provides the foundation from which our core beliefs can be developed and enhanced by the key principles and practices that example it.
This vision 'revision' has led to a few significant changes, most obvious in terms of teacher practice becoming more collaborative, our curriculum approach given more breadth, and the increase in use of digital technology. These are supported by the Strategic Aims of the school that are set, or confirmed, annually by the board.
Our school opened in the early 60's and since then we had been a very good traditional school, but if we kept on doing what we were doing, there was a danger of this….
“If we teach today’s students as we taught yesterday’s, we rob them the future.” - John Dewey
The world is rapidly changing, and schools are tasked with trying to prepare students for a very uncertain future. The reality is that the “basics” of education are now far more than reading, writing and maths. It now also include things like communication, teamwork, self-management, creativity, and critical thinking far more than the traditional workplace that our schooling system was set up to support. These are reflected in our school’s core beliefs Curiosity, Collaboration and Connection and in the core structure and intent of our flexible learning spaces and our collaborative teaching teams. We have a passionate staff that work hard together to make our curriculum and learning environment one that is relevant and interesting to our children. This is supported exceptionally well by the leadership of the Board of Trustees. We have a school to be proud of and yet we are always working together, and reflecting, to make it better!
The finalised Vision
The final steps of the journey...
The final editing of the logo image and catchphrase took into account the consultation we have undertaken over the past nine months or so with the different groups of our school community. From parents, to students, to staff, to cultural considerations and to our learning philosophy, we have worked hard to finalise an image and 'catchphrase' that draws elements from all of these perspectives.
From the connection to the very name of our school, to the physical elements that surround our place, and how we are working to frame the learning environment for our children, we believe we have found a strong and powerful image and metaphor that will carry our school strongly into the future.
Our proposed logo draws on a number of elements. The three shapes represent our people, our land, and our place. ‘Our people’ is represented by the swoosh entering the reversed out koru (cooler blue – not yet warmed/changed by the warmer water – the school).
The reversed out koru is composed of ‘our land’ (symbolized by Mt Tauhara in green) and ‘our place’ (symbolized by the scorching waters). Together they form the koru shape – acknowledging the importance of both. The swoosh entering the koru also symbolizes the pathway.
The three shapes also link ‘loosely’ with the Maori proverb:
He aha te mea nui o te ao - What is the most important thing in the world?
He tangata, he tangata, he tangata - It is the people, it is the people, it is the people
The name of our school is closely associated with the name of our local area, and needs to be representative of both this and of the carving that stands beside our actual school sign. By giving respect to these elements through the use of the correct name - ‘Waipāhīhī-a-Tia’ - we again acknowledge the connection to our place, our people and our land. Our name translate to ‘the place of scorching waters’ and along with the carving standing beside it acknowledges Tia, who has both a prominent place in the whakapapa of our whole area, and in the korero of our school (as he was gifted to the school by a whanau to symbolise the kaitiaki or guardianship that the school had provided for their children/grandchildren).
In coming up with the finalised 'catchphrase', we wanted to strongly link the imagery that our school name means around 'scorching water' and the learning that takes place at Waipāhīhī. “Immersed in Learning” is a broad statement to represent the ‘bigger picture’. “Immersed” means involving oneself deeply in a particular activity. In this case, the activity is learning and it’s deep learning. Surface retention of facts and figures that are rote learned in formal transitional learning environments are not enough anymore. To be successful in this century we need to know how to take some knowledge, connect it to new ideas and to take it deeper.
'Immersed in Learning' ties in nicely with our core learning beliefs (Curiosity, Collaboration & Connection) that are then exampled through our key principles and practices that underpin our teaching and learning philosophy.
SingularityU NZ Summit
Change, Innovation and disruption...
Earlier this week I was fortunate enough to attend a symposium in Christchurch that was looking at the exponential change we are all facing in our lifetime, both personally and professionally, in whatever industry we work in.
The three big questions that we were left to ponder over the three days was:
1. What industry am I really in?
2. What industry will my disruption come from?
3. What jobs will humans always be better at than technology?
Then below, shows how it's hard to see the upcoming curve when standing on the precipice - just before exponential growth kicks off!
Check out the gallery below for some snapshots of some of the key messages that were delivered over the course of this mind blowing event..
Some feedback from Craig (the graphic designer)
I’ve really enjoyed reading through the comments expressed here. They’re greatly appreciated. What they show is a community that cares deeply about its school. I just wanted to address some of the concerns above to help clarify a little bit more as to why certain decisions were made regarding the logo concept. Ultimately, this is just one logo concept among many but I feel it is a very strong concept and worthy of consideration.
First, I’d like to talk about school logos and what they represent. A school logo should represent (literally, symbolically or metaphorically) something unique about a school that sets it apart from other schools. Beliefs, values, people, geographic location, heritage, and a school’s culture combine to create unique school environments. Schools emphasise certain characteristics over others and a school logo is a reflection of these characteristics.
Second, a common misconception about logos is that they should be able to stand on their own and clearly identify the brand they represent. While this can be true, for many this isn’t the case. The logo symbol might be abstract in nature and, over time, the public connecting the logo symbol with the brand grows as result of marketing the brand. That recognition between the logo symbol and brand can become so powerful that many brands only use the logo symbol without the brand name. There are many examples of companies that do this.
Importantly, a school logo should not be everything to everyone. It should stand for something that is fundamentally important to a school.
Regarding the slogan or tagline “Learning at Play”, this reinforces Waipahihi School’s distinct point of difference. In the very first paragraph of the Ministry of Education NZ Curriculum Brochure (Purpose and Scope) they define its principal function “…is to set the direction for student learning and to provide guidance for schools as they design and review their curriculum.” (my bolding). The New Zealand curriculum guides schools as they embark on a journey to define and design what learning looks like as part of their school curriculum (vision, values, key competencies, learning areas and principles). The result of this journey is a classroom curriculum that is the outward expression of the school curriculum design at each level of a child’s learning.
“Play” at Waipahihi School is an active and dynamic learning tool within the context of their classroom curriculum at all learning levels. This I felt was the key point of difference from other schools and hence the reason for the focus. It isn’t to say that other learning methods aren’t used. This is simply highlighting a key point of difference.
To add to this, a slogan should express a school’s USP (Unique Selling School Proposition or Point). It should address the question “What can I expect child if I send my child to Waipahihi School?” If “Play” is the central method used for learning (at all ages) then, rather than shying away from this key differentiating learning methodology (as defined by the Waipahihi Schoool Curriculum), embrace the difference and change perceptions so as to educate the broader community in understanding what “play” truly is in a modern school learning environment.
The word “play” used in conjunction with “at” rather than “with” enables the double meaning. If it were “with” it would be more "preschool sounding" and much less dynamic. “At” implies action – learning is happening now (at play). In this context the school is not talking about the action of “play” as the vehicle for learning, Waipahihi is saying “We’re an active dynamic learning environment NOW.” If “at” was replaced with “with” that very important meaning would be lost.
Waipahihi School is a school with a strong environmental focus. Some of the concerns around this important aspect were going to be addressed through the values branding. I show how this looks a little bit with, what I call, the Learning Ethos Models http://www.schoolbrandingmatters.co.nz/portfolio/learning-models/ They provide for parents a fuller picture of a school’s beliefs – vision, mission, and values and how these relate to each other. Included at this stage can be the information about Waipahihi School’s environmental education. These environmental aspects can be promoted further through the design of a PB4L/Values logo http://www.schoolbrandingmatters.co.nz/portfolio/pb4l-values-branding/ and associated graphics (flags, banners, posters etc http://www.schoolbrandingmatters.co.nz/portfolio/flags-banners/ ).
To that end, it’s important to remember that the logo is not the end of the graphic identity process. It is just the beginning. The logo is supported by content and graphics to help reinforce, define, and communicate what the Waiphihi School learning environment looks like.
I hope this helps address some of the concerns. That it is provocative and encourages the community to be curious is a good thing. And I felt that Waipahihi School required a solution that was very provocative (in a positive way) as a result of its unique, modern, risky, out of box, learning approach.
I wish you all a very merry Christmas,
Craig Burton (SBM Graphic Design Consultancy) was invited to our school to help us craft a compelling brand story around our school's unique character and cultural narrative. For a year we have been reviewing how we 'do' learning at Waipahihi and what it looks like across our school. We want to encapsulate the wide range of initiatives and passions that enable learning at our school and represent them in a conceptual way that both challenges, and inspires, all our stakeholders in what we do with learning at Waipahihi School.
Over the day he was here Craig gained insight and perspective from the conversations and observations he made, or had. While here Craig walked through our learning spaces, he spent an hour or so with the team leaders and senior leadership and then spent that after school time with the staff, adding further detail to the picture he was beginning to assimilate. He commented that the buzz around our school, both in our learning spaces and in the way the conversations described what learning looked like, put us in a place that he wanted to encapsulate in an 'edgy' way. Hence, he spent a week looking at the 'brain swarm' of ideas that he took away from his day here, drafting and redrafting the 'back story' of what he felt we were talking about, and, attempting to do. He then considered the many features of our place, our environment, and the features of what has been prominent in our learning 'story' to date. He attempted to draft an image, a brand, that gave voice to what makes our school, our place, unique.
The draft logo and 'catchphrase' proposal...
The Learning Story that supports it... Craig's draft...
At the heart of Waipahihi School’s learning approach is “PLAY”. - (the verb!)
PLAY is the driving force behind students DISCOVERING new ways to make sense of their world. It is COLLABORATIVE and CREATIVE. When students learn this way they become more CURIOUS about their world and this builds in them a sense of WONDER!
Just as TIA went on a journey and discovered Lake Taupo, students also go on a journey of discovery at Waipahihi School.
The logo is based on a stylised “PLAY” button icon which is a modern icon. The play button comprises of two koru shapes representing two figures - teacher and student, parent and child, or teacher and parent. It is a caring nurturing relationship where the two explore learning TOGETHER.
The PLAY button and swirl pattern shapes are inspired by the patterns on Tia’s head. The circle is symbolic of Lake Taupo while the red to blue blend is associated with the translation of “Waipahihi” which is “Scorching Water”. The colours also represent warmth (Waipahihi is a caring warm place) and energy (Waipahihi is a dynamic learning environment).
Waipahihi School is a creative pool of learning where students have the potential to explore endless possibilities. Just like the ripples on Lake Taupo that move and change, learning at Waipahihi School is
dynamic and adapts to the changing currents in the education world. The swirls and korus represent
the birth and rebirth of new creative ideas.
Overall the logo is dynamic with a sense of vitality and life about it. It is also playful with a strong cultural feel.
The Tagline “LEARNING AT PLAY”
The tagline is a “play” on words - a double entendre. It describes the Waipahihi School learning environment as a whole - Learning is happening (at play) here at Waipahihi! It also describes “PLAY” as the mechanism for learning - Waipahihi students are learning best while they are playing!
So, remember, it's not the noun 'play' but the verb 'play' that is important when looking at the catchphrase that he has drafted. Ask yourself, what learning is being provoked in my child/rens learning area and how would you talk about it?
Read the 'backstory' again that supports the different elements and colours that he has attempted to draw on to give life to our schools uniqueness. Consider our geographical uniqueness, the way we collaborate, the way we talk about learning within a creative, responsive curriculum across all levels of our school. We are not one element, or initiative, or passion, or interest, or project but the sum of them all.
Every school logo Craig creates is a unique one off design. He trys to include rich layers of symbolism and meaning so that when staff, students and parents look at the logo they can understand why it looks the way it looks. To that end a logo can help in putting all stakeholders on the same page. The school community plays an important role, as part of the collaborative process, in the final look of their school logo. It is your logo, representing our school, to our community.
Your feedback, via the comment section below, is welcome and wanted!
2016 End of Year Reporting process
In an effective reporting process, the Ministry of Education states that information sharing is guided by the following:
1. Ako - describing and exampling the teaching and learning relationship in everyday examples.
2. Focus and coverage across the curriculum to give real learning context to progress and achievement.
3. Foundations for learning - Information shared is clear about a students understanding and skills.
4. Student responsibility - Reporting involves and benefits student's by exampling the process of progress and achievement from both the teacher and the student.
5. Motivation - Information is deliberately designed to enhance student, parent and whānau motivation and engagement.
6. Using Technology to engage and support and engage students' further learning.
Using Seesaw gives us a process that gives respect to these guiding principles and best examples the learning progress and achievement for each student across the curriculum. It demonstrates, in real time, learning that can't be summed up on a piece of paper. These journal entries will contain both picture and written content that is crafted by your child's teacher or teachers from within their learning group.
A typical 2016 End of Year Report post will include the following:
The Report posts will form part of your child's timeline from the end of October until the end of the year. These will be shared with you via your child's seesaw account which has been set to be private to you and your child. All supporting comments in any journal entry will provide the specific curriculum context that enriches the skills being displayed, and will demonstrate progress and achievement towards the appropriate Curriculum Level expectation which form the basis for the National Standards statements.
If you have any questions about this process please approach your child's homeroom, teaching team, team leader, or any member of the senior leadership team.
Weekly news and views from the Principal...