 Over the past year our school has been reviewing and developing how we do learning around here and how that uniqueness is represented in a vision, or a brand. Earlier in the year this process has involved Staff, Friends of the School, Whanau Hui, and the Board. We are now working with Craig Burton, from School Branding Matters, to bring these words and images to life. We want this work represented in a strong image and story that gives life, and represents, what we do. Below are some of the words and image ideas that Craig gleaned from a day at our school and the discussion that involved. Please feel free to comment on any headings and specific words that you feel really resonate with you and your children!
Words That Describe Our Difference A School with Spark! Give it a go! Living on the Edge Spontaneous Risk Takers Questioning Non Traditional Progressive in Thinking Living (not just referring to) our Beliefs Thinking Outside of the Box Forward Thinking Words That Describe Our Learning Approach Exploring Curiosity Dreaming Wondering Discovery Journeying Channeling Imagination Creativity Fluidity Playful Words That Describe Our Nature Resilient Inclusive Collaborative Proud (of ourselves and our environment) Strong Mindful Skillful Respectful Engaged Content (Happy with ourselves) Globally Intelligent Environmentally Aware & Engaged Individually Unique Leaders Overcomers Whole Driven Intuitive Multi-Talented Connected Centred Self Directed Student Led Active Enjoying Words That Describe Our Personality Warm Welcoming Friendly Passionate Down to Earth Happy Fun Nurturing Secure Focused Sharing Caring Supportive Energetic Family Focused Enthusiastic Accepting Logo Ideas Local Mountain Lake, Water (or Maori Symbols representing these) Pathway showing discovery and journey Hihi – Ray of sun Pahihi – Passage Animated Native Birds, Ferns, Trees, Animals Greens, Blues (Lake and Mountain) Not Red Water Not Mountains (Blue) White Sparkles representing children (curiosities and innovations) Whirlpool Koru representing water (values) Sparkling Water Reflect children and their curiosity Tia – Perseverance (own path), Guardian, Mascot Lake as a Heart and Gateway for Learning Stream of Discovery Connection with the land (He Manu Whenua) – Gateway Birds Lake in the heart of Te ika Maui Cloak of Tia The overriding opinion for the logo seems to be around some type of water related logo, the stream and lake.
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Life is made up of the discovery, or not, of the talents we have. Our changed teaching structure for 2017 is about taking the best of what we have happening across our school and infusing it across all the different ages and stages we have, together, as a team. Our key initiatives, around teacher and student collaboration, developing a whole connected curriculum approach (seven learning areas), effective and creative use of digital tools, all contribute to creating the atmosphere for intentional and targeted professional practice. The ability to teach as a general practitioner across the different ages and stages of primary school is not seeing oneself as a 'knower' but a learner. Knowledge is not about what you know, but what you don't know and being prepared to say I'm going to find out. This is key for life - whether you are a student learner, or a teacher learner. These are just a couple of key points (which I have used to example our context) that are highlighted in the video below from Ken Robinson (British author, speaker and international adviser on education). If you have ten minutes it's an interesting quick view! I am readily available for any chat that you would like to have around what our school is up to and how we are structuring ourselves to get there. A quick email to make a time, or a request before or after school is all it takes. Never forget that there is a lot of thought, reflection and 'what ifs' considered with all school operation and planning. As a parent with two boys here myself, change is not done for changes sake! Looking ahead to 2017 2017 School Funding Changes - How does it all work?With the information (based on July 1 student numbers and predictions) being received from the Ministry of Education arrives the time to begin the planning process for the next year. Every child in zone comes with three elements of funding. They are: dollars; staffing; & classroom space. Out of zone children come with two of three elements - dollars & staffing. Hence maintaining our student roll for the actual footprint (classroom space) we have is a balancing act. By not taking in large numbers of out of zone families we maintain acceptable class sizes that fit into the space we have. The flip side of this is that you can't always have your cake and eat it too. By maintaining our school roll around 500 students the predicted number of students we will have for the next year ends up lowering operational and staffing funding. At the same time the government is again not even adjusting public school operational funding for inflation. What does this mean for 2017?We therefore have to plan for a new year, with the fixed elements of running a school (eg heat, light, water, cleaning, support services etc) slowly increasing in cost, with the same amount of money. We also have to staff our school in 2017 on a predicted roll that has reduced our staffing by just over one and half teachers. That's one full-time teacher and some part time hours (which are used to support the full-time teachers through learning support, release time etc). Some of this change can be absorbed through natural attrition (ie individuals own choice) and some change means an employment process has to be completed. For our school, this has resulted in the following. Kim Colebrook (R19) has decided to follow a different job direction in 2017 and won't be returning. Following Kim's decision the school had three positions that we could maintain for the beginning of the 2017 school year with five current fixed term teachers who were interested in applying. Following the process completed with the five internal applicants (Jodie Appleton, Ian McCabe - NE team; Mel Lee - R14; Jen Maloney, Jo Dundas - R17&18) three successful applicants were confirmed (Jodie, Ian, Jen). Mel and Jo, unfortunately, were unable to be retained within the 2017 staffing restraints. This was a difficult decision to make as all applicants bring different strengths to our team and all are valued and invested in by us as a wider team and school. Staffing changes for 2017 also include the return of Chanelle Wootten from extended parental leave to a classroom teaching job and Kristin Mason who returns from a years leave to the position of Deputy Principal alongside Judy Nepia, while Sarah Sherriff returns to a team leader's position. What does this mean for the strategic direction of our school?With staff returning from leave and teaching positions confirmed the leadership team then spent considerable time looking at the teaching and learning environment our school is developing and the strengths and development needs of our staff. This development is are centred around our four key initiatives that drive the professional learning and development of our school:
So what is the teaching structure for 2017?With all that whole school development in mind the leadership team (senior leadership and team leaders) looked across our team and planned out what structure could take our school to the next level and share and grow the innovation that is apparent across our teaching teams. We wanted a structure that was professionally rewarding to our teaching staff, while at the same time being personally challenging.
The team leaders themselves proposed their own challenge of where to teach and lead. With this 'leading by example' we confirmed the following structure for 2017. This was presented to staff at the end of last term. New Entrant Teaching Team Team Leader: Beth Wills teaching with: Jane Lowe, Fiona Griffin Junior School Teaching Team (Year 1&2) Team Leader: Jeff Diack Teaching Teams and partnerships for this level are: Jeff Diack & Susan Palmer (2); Deb Garrett, Jodie Appleton & Kylie Parkes (3) Middle School Teaching Team Year 3&4 Team Leader: Amanda Wilson Teaching Teams and partnerships for this level are: Amanda Wilson & Lisa Birchenough (2); Kim Stevens & Jeni Shekell (2); Hilary Sutton & Ian McCabe (2) Senior School Teaching Team Year 5&6 Team Leader: Sarah Sherriff Teaching Teams and partnerships for this level are: Sarah Sherriff & Holly Morrell (2); Jen Maloney & Kylie Barbour (2); Pam Kerr & Chanelle Wootton (2) Obviously the overall class level year structure (eg Y3&4 etc) listed above may adjust as numbers, names and needs of children are sorted for final class lists. This is a process that takes some considerable time over the next several weeks. However, whatever the final iteration of that is, the main overall theme is that teachers are changing levels as we look to strategically grow and challenge our team as a whole. As this short, yet intensely busy, term comes to a close and you are faced with your children invading your time and space with the impending term break it is timely to reflect on the opportunity this gives you to compliment what school is for your child. Children spend more time out of school than in it. As parents, and as families, we have a major influence on our child's achievement in school. When schools, parents, and families work together in the right ways, there are all kinds of benefits for everyone involved. Yet, this benefit looks different for every child and every family. Some of the considerations for you to ponder over the term break around this are detailed below.  See the individual...All children are unique. They may be similar to some of their relatives, but, in most respects they are most like themselves, with their own temperaments, interests, talents and dispositions. We can help our children by treating them as individuals and by not assuming that they should follow the same paths or be judged against the same criteria in school. Our children are always sending signals about who they are and it is critical for us as parents and teachers to be vigilant and to pay attention. Treating them as the individual they are helps them not struggle in school. Life is not linear...One of the perils of standardised education is the idea that one size fits all and life is linear. The truth is that our education system is not standardised. The New Zealand Curriculum Framework is that - a framework! It gives equal weight to developing values and key competencies for life within the context provided within eight learning areas. This broad and contextually relevant learning expectation means that we cannot and should not assume that the sort of education we may have had will inevitably be right for them. We may assume that some subjects will necessarily be more useful than others for finding a career. As the world continues to change, that may simply not be true. The best you can do is help your children develop in their different ways the general competencies needed for life and to identify the personal talents and interests that engage them most. They will create and live their own lives, as we have all done. Care as we must and try as we will, we cannot do that for them. - inspired from the chapter 'Bring It All Back Home' Chapter 9, 'Creative Schools' by Sir Ken Robinson Spa Park Success Our Cross Country on Tuesday was an outstanding day. It was a real example of a parent and school community coming together for a competitive event that encouraged enthusiastic participation from all those involved! From Matua Mel running all day long in his tutu, Ms Griffin's awesome organising with the support of the whole staff, to Jude Messenger's (with helpers) sterling effort on the microphone, it all came together to make one of our first whole school events a great success.  Days like this are how we build community, and bring community together. The atmosphere this event had was something to celebrate - along with the great coffee from 'Steaming Bean' and the sausage sizzle organised by Manu Kotui (Rooms 17&18).
We look forward to connecting with you in the next school sporting event in Term 4 which will be the school swimming sports at AC Baths. Teachers Union Meeting: Friday 9 September, 1:30 - 3pm
The primary and secondary teachers unions are calling joint whole-of-sector paid union meetings for teachers to get informed about the proposals and decide on their next steps. Both the unions, with support from the primary, secondary and intermediate principal groups have united in their opposition to the proposal point number 4 (see below). This global budget proposal would let schools trade funding for teachers for money they could then spend on other things. While school officially remains open all students are encouraged to be picked up from 1pm onwards. There will only be a skeleton staff available to supervise students in the hall or library for the last hour after lunchtime on that Friday. (Note: The bus will still run at 3pm). Please indicate to your child's teacher what works best for your circumstance by filling out the form below and sending back to school for each child and their relevant home room teacher (paper copy sent home). Tim is available if you would like to discuss these proposals and what it could mean for our school. While he is around school most days the specific times he is available for this are: Friday 2 September: 3-4pm; Monday 5 September: 2.30-3.30pm & after FOS meeting @ 7pm; Tuesday 6 September: 5:15-6pm; Wednesday 7 September: 3-4pm Global Budget - School funding proposed directions for change by Government
Please tick the choice that works for you, print, and return to school. Friday Afternoon intentions: 9 September : Child’s Name: ___________________________________ Room No.________________
Teachers Union Meeting: Friday 9 September, 1:30 - 3pmNZEI Te Riu Roa and PPTA are calling joint whole-of-sector paid union meetings for teachers to get informed about the proposals and decide on their next steps. While school officially remains open all students are encouraged to be picked up from 1pm onwards. There will only be a skeleton staff available to supervise students in the hall or library for the last hour after lunchtime on that Friday. A notice will come home so you can let us know what time suits you for pickup that day. Global Budget - School funding proposed directions for change by GovernmentThere are seven key components that lie at the heart of the proposed directions that the Education Minister has been discussing with a sector group (with representation from the Secondary Principals' Association, Principals' Federation, School Trustees, Kindergartens NZ, PPTA & NZEI (secondary and primary teachers unions) and the Early Childhood Council. The proposals are:
Both the secondary and the primary unions, with support from the primary, secondary and intermediate principal groups have united in their opposition to the proposal point number 4. This global budget proposal would let schools trade funding for teachers for money they could then spend on other things. Principals Federation president Iain Taylor, who is one of those advising the government on the review, said the federation opposed the global budget proposal because it removed guarantees around the minimum number of teachers each school would have. "The global budget is removing the guaranteed staffing and that's the biggest bugbear from our perspective, so where are those principles of equity when a school has no guarantee of any set staffing. That's a real massive concern." Another advisory group member, Association of Intermediate and Middle Schooling president Doug McLean, said his organisation could not see the point of the global budget because schools already had a lot of flexibility over their staffing. "The best resource for teaching and learning is the teacher, and I wouldn't like to see teacher time traded off for other things - I think education is too important for that and global budgets could dilute the quality of teaching and learning." Secondary Principals Association president Sandy Pasley said she could see possible disadvantages to the scheme and no benefits. "It really isn't going to offer secondary principals any new things they can't already do and so consequently we are not jumping for joy about the global budget at all," she said. "There are also some disadvantages that we can see and it's probably not something we are supporting at the moment." All three principals said the proposal was a form of bulk funding. (Note: All information, quotes and links in this post are collated from Ministry of Education; Radio New Zealand & PPTA/NZEI) The Waipahihi Teaching and Learning EnvironmentOver the last two weeks our teachers have had a range of opportunities for you to come in and catch up about your child's learning process, progress and achievement - as evidenced through Seesaw. This journaling of your child's learning journey, the discussion that supports this with you, and the teaching and learning structure that are school is developing, are all reflective of what the purpose of primary education is all about in the 21st Century world that our children are growing up in. Learning cannot, and should not, look like it did when we were at school. Learning in small, isolated groups, within isolated curriculum areas does not promote the curiosity, creativity and problem solving thinking ability that our children need to be successful - not just for today but for the changing world they are growing up in. Our preschoolers come from a 'modern learning environment' - most early childhood settings have never known any other way. Everyday they will have had significant periods of uninterrupted time with other children and with teachers. This time will have allowed opportunities to develop short and long-term, personal and group projects and inquiries that will have emerged in response to both spontaneous and planned experiences. building on children’s known modes of learning, and on what children find interesting, will go some of the way to supporting continuity for children and engagement. Below are two articles that example some of the thinking and research that supports the need for learning environments across the school setting to change. The underlying concept of play based and discovery based learning are not just something we are delivering in the junior end of our school. The challenge for all our teaching teams is to develop what those concepts look like across the different ages and stages of learning. This is not just because its a fad but because the national curriculum framework sets the scene and the expectation for this.  Education last century was a factory. Children went in one end to be made into employees of various sorts on a conveyor belt to the other end. Henry Ford would have recognised it. It worked as well as his assembly lines. The 20th century has gone. Now cars are customised, stuffed with electronics. The image below examples the progression through the four knowledge waves that have occurred in the last 100 years of so! We are now firmly past the transition phase from the third to the fourth!  )"We are standing on the beach and the tidal wave is about to hit. No job, sector or industry is immune," says Valintine, explaining that compared with the Industrial Revolution, the change in the Technological Revolution is occurring 10 times faster, at 300 times the scale, with 3000 times the impact. (Click on the images above or below to read the full article "The future is now"
Children need to be ready for radically different 'working' environments, challenges, difficulties and variations. Our Education Minister, Hekia Parata, now calls standards 'indicators', not 'targets'. She points to the emphasis in the now cross-party-backed 2007 curriculum on competencies, characteristics and values. Children need tenacity and resilience and to be team players. American research detailed in June's Atlantic Monthly talks of 'non-cognitive skills or character strengths', including 'resilience, conscientiousness, optimism, self-control and grit' - all of which aren't captured by standardised learning!
Teachers, and schools, who can engender those capacities are the 21st-century educators needed for our children. What are our Seesaw Learning Conferences about?Over this week and next week our teachers have a range of times available for you to come and talk about what is happening with your child's learning journey and how we connect you with their progress and achievement (across the curriculum) through the use of their Seesaw Learning Journal. While these are two designated weeks for this to happen this dialogue with you is an ongoing process and something that we take seriously. Seesaw is one example of how we are attempting to give you a real look into the learning that happens everyday for your child.  But what is the point of primary school?You may have noticed that (besides the use of Seesaw) that how our school talks about learning, and the structure of how we support that with our teachers, has changed somewhat from how we used to do it. This can seem confusing for parents as a lot of what we hear about school in the media, and politically, is centred around the key words of reading, writing, maths and national standards. Well, the national curriculum framework is actually a whole lot more than that. There is no set curriculum for a school to follow. Every school in the country has to take the national framework and define what that looks like at the school and classroom level, reflective of our local community and culture. National Standards are not a checklist de facto curriculum in themselves and there is no national test that any school child has to take in New Zealand while at primary school. Below is an excerpt from the national framework that indicates what learning in Years 1 - 6 must consider:
Learning in Years 1–6 (from the NZ Curriculum p. 41) The transition from early childhood education to school is supported when the school:
The National Curriculum Framework then has a whole section that outlines the requirements for the Board of Trustees around the development of a school curriculum. Again, nothing is given as a prescription, except that each board of trustees must ensure that the school (through the principal and the staff) must provide all students with "effectively taught programmes of learning... in all learning areas... in response to the identified interests and learning needs of their students." This must also:
Reference: NZ National Curriculum Framework - pdf linked here |
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