Wednesday, 18 April 2018

SCT Symposium 2018 Day 1


After a very early morning and a picturesque flight I arrived in Auckland to attend the Specialist Classroom Teacher Symposium. A room full of keen kaiako and a welcome from Tangaroa College students and we were underway.

These are my notes from the day which may not make total sense to everyone, but have some links to reading and ideas and questions that may be useful for some. Apologies for any mistakes, I might go back and edit later when I have time.

 Keynote - Culturally Responsive Pedagogy (Therese Ford, University of Waikato)

Using pakeha toolkit to navigate the school system but forfeited her Māori side to do so.
Talking about how important SCT are in pedagogical leadership in schools
Don't often hear about the progress we have made in the Treaty of Waitangi
Partnership, Protection, Participation
Bill English 2 speeches last year at Waitangi. Talked about potential for greater success. We didn't hear about those. No acknowledgement of the success and potential.
Background on Māori Education policy:
1970s and 1980s
Kaupapa Māori became active, revitalisation for Māori. Losing language, understanding around tikanga. Move from accepting things to being or active to do things for themselves. Kohanga reo established.


Image Robin Kahukiwa. "The Choice"
Tree Central but in the distance

Whenua
Chess board or lino, artificial but the huia want to be in the harakeke.
Urban drift. Leaving their whanau, marae, their whenua.



1990s
Acknowledgement from the government to do some research around Māori learning. Poutama PounamuMāori education research centre.
If we underpin the education for Māori students with Māori kaupapa they will learn.
2000s
Māori world view
MasonDurie has done a lot of writing around kaupapa Māori
3 goals of education at hui Taumata Matauranga 2001 (download pdf)
Māori students, through education, should be able to :
To live as māori
To experience good health and well being
To contribute as global citizens
2003 
talked to Māori students and ask why they are failing and what solutions.
They identified 3 places that solutions lie.
Some of it is us
Some is structure
Some of it is relationships with teachers
Talked to engaged and non engaged. No difference between what they said.
Also interviewed parents

Interviewed principals
Graph shows what they felt were the solutions. Big difference between teachers and students.
No one is right or wrong but have different groups of people talking past each other
Reading the narratives stopped the whole staff in their tracks. You can still read them.
Effective teaching profile was about unpacking the strategies and things you could do.
Didn't spend a lot of time talking and thinking about and understanding the why. Some schools doing but not understanding why so it wasn't actually embedded.
Why are we doing this, why does it work or not work?
2008
Launch of Ka Hikitia. No pd provided. No resources. Strategy well developed but no support to implement it.
Hautu- resource for board of trustees.
Phase 5of Ka hikitia Dr Adrienne Alton-Lee did a demonstration report 2010-2012. Not many know about it as there was a change of government .
Data from students talking about their education in that report as well
2014 
Building on success. Kia eke panuku
Culturally responsive and relational pedagogy
Feedback shows teachers and students being 'nicer' but hasn't changed the learning
Needed to support teachers to better understand the difference
PoutamaPounamu name of team that is being led in Wellington
Institutional team based on 20yrs of development. This is how they define Māori education
Explained different contracts
Cultural relationships and responsive pedagogy
They cover 95 schools, 8 needed something different.
Literacy across the curriculum is difficult.
Mere Berryman to do a workshop on literacy
John Hattie research as well
Deliberate professional acts are really important. Those that understand professional content knowledge and good pedagogy will have a greater effect. But... If it's not relational or responsive then they won't be enough, especially for Māori and Pasifika students
Parents and teachers with home intervention even higher effect.
2016
Poutama Pounamu theory of change : Ako critical context for change.
Blended learning online course, can work through with people in a similar role.
Can also do a summer school paper with Waikato and that online work qualifies for papers.
2018
No more national standards
Better public services goals, 85%for all to get L2 Maori only 66.5%
Also what have they got for L2? Some meaningless things making that up.
Ka Hikitia phase 3 about to be launched 
Realising Māori potential. Hopefully support coming with it

Session 2 - sharing resources

Wanting to achieve success in a Māori way.
How do we assess that?
How does the community define success?
Designed assessment tasks to make it meaningful

Learning walk - observation tool
Have observation focus
Only comment on the focus
Directed by SLT to go to specific places. Snapshots.
Another school asks students for their observations as well
Add student voice

21C Learning Design


Helen Lowther, Queens College, Dunedin
Teaching PE and Health. Teacher as coach, creating a positive class community
Using tuakana teina approach
How to make links from school and community
3 weeks they taught each other. All about relationship building pb4l school.
Did with commonwealth games this year
Integrated learning

Game to play, fold up for te reo
Core Ed bingo charts - Self review for kaiako on te ao Māori
Matariki, put on performance student led

Panel Discussion (COL-Julia Todd/EC- Pauline Barnes/PPTA - Kirsty Farrant & Therese Ford UoW)

Julia Todd
Investing in education success
Go from a competitive model to a collaborative model.
Some work well together and some don't.
Phase 1 conversation between schools
Phase 2 how do you merge and complement existing leadership with new Kāhui Ako roles
Talked through the process of making a col and the positions.
214cols in march 2018
Kirsty Farrant 
Curriculum and assessment now but was wellbeing
Is the impact of cols affecting the Sct roles?
Funding in first 2 years to do study as SCT
Be forward asking what your place is especially with COL positions. Work with rather than being isolated.
Sct guidelines for ppta

Pauline Barnes
Professional body.
Serving our community is the key
Public interest really important.
Autonomy, what does it mean to be in our profession. Teaching standards and code of professional responsibility
Our own learning journey
What does pedagogy look like in the future.
What do we need to strengthen the profession
Always start with a blank page and get teacher voice. All developed by teachers.
Leadership strategy being developed.
Teachers want to know about pathways and pd for staff.
Teachers always learning and needs to be supported in doing that.
Collaboration tools that will allow teachers to collaborate as a central place for teachers

Q1
Expressed this in the code and the values and also in the leadership. Collectively we have to make a commitment to ongoing development in te reo and tikanga. In renewal on your practising certificate you demonstrate your progress in that area.
Deficit using language eg boys writing, Maori boys writing etc
What is hegemony?
Cultural and social influence is exerted by the dominant group.
What you don't do is get a big stick and thump them. That isn't ok.
Need to deconstruct oppression not push it back.
Unconscious bias. Mostly we are dealing with people who are unconscious to it.
Address with evidence. Groups of students. What is happening for them or not. Sometimes Māori person having the conversation is not as strong as a Pakeha person having that conversation. Work on allies.

Q2
Should be permanent first.
Q3
Practising certs are designed for those who have met the requirements.
If you have never been a fully registered teacher that's where it's tricky. Not had induction or length of time teaching. 6yrs would need a refresher.
Can have a MOU across schools so they can get to full. Individual process to get them to full.
More about showing you meet the standards than the time. Trying to change it to be more flexible in time served
Q4

When we are mentoring other staff it is quite often in an hierarchy process.
Across school role and within school role, how do I make people do things?
We all do different things.
Individual.
Who do you want to be in your col. Which parts in your role do you need to protect?
Other roles don't know what they are doing.
Sct should go up to them and ask how you can help. Organically work out who is who.
Some schools have Sct doing Pct. Pcts need curriculum knowledge as well, not just Sct to help. Should have HOD help in subject area
If only one person in their subject then may need someone from another school.
Pct role one of the most important in a school
Subject area, 1hour in both years
Hard for a beginning teacher to front up and say they are not getting the support they need.
Sit alongside the Pct. Do they feel like they are being looked after at both curriculum and whole school level.
Make sure they got time and understand what the time was for.
Q6
Clarifying how they use the legislation.
Specialist skills that are not available or teacher in short supply with those skills
800lats across country, large chunk itm
Working on ways to find ways to enable them to do their job.
Grant a lat for 3yrs. Less likely for a position that could be taken up by a reg teacher.
Found a way around itms being part time and stuck in circle.
Lats are here to stay. They have to meet code of responsibility.
Workshop - Kirsty Farrant PPTA - Safety and Wellbeing (Kirsty is sending out the ppt for this so will add more links later when I get that)

Conflict between job demands and control
What are the stresses?
Time deadlines
Data collection
Communication lack of
Extra curricular responsibility and expectations
Meetings
Nzqa demands on teacher time
Ncea
Appraisal
Change management
Recommendations not a lot had been done about them.
Posters a good way to start conversations
Sometimes processes come within schools, sometimes from outside.
PPTA change management toolkit. Shows the level of consultation etc
Technology demands
Hauora, akonga wellbeing

Ideas for managing stress
Sleep. Think about routines
Don't check emails before bed
May need sleeping pills to break routine
Western society only one that expect you to go to bed and sleep 8 hours. Normal to split it in other cultures. Be ok with waking in the middle of the night.
Don't have screen near you for hour before bed.
Food. Eat nourishing food.
Water and hydration
Exercise
Accept you can't be perfect
Take time for yourself, schedule time
Model of SUWTues write for 25/ rest for 5/ write for 25 - Twitter, shut up and write. Disciplined writing time
Make lists or an appointment with yourself. Wunderlist
Set the out of office on email over weekends
HOD should schedule emails over weekends. Maybe not expect a reply. Need to be mindful. Write them, don't send them.
Staff do need to check them at some stage though. Expectation they look at emails once a day. Urgent, go and see them
Teach students about time management
Talk to colleagues and be collegial
Support each other
Gmail can add emails to task list
Meditation 
Walking, form of therapy in a group to unload.
Work wife... Someone to bring you a cup of tea. Understands the cone of silence. Someone to have a good relationship and help each other
Lots about violence in schools
Workplace bullying
Document each incident. Who was there, how you felt
Keep screen shots if digital
Seek advice and support, colleague
Deal with it yourself if you can
Report behaviour to the school
Make a formal written complaint

 Repeated behaviour that is consistent and are repeated over a period of time.
See list in that doc for what is NOT bullying
Bullying prevention and responses guide for schools now has a website
Unpack this for younger teachers.
They do small things that escalate into big things.
Rule 9 comes into effect. Assault, under influence, inappropriate behaviour
Things that are common with gross misconduct
Fb friends
Giving kids rides home
Giving a nickname others don't use
Difference between being friendly and being friends.

 After a break to write this, I spent dinnertime with a couple of kaiako from way down South. It was a great opportunity to get to know them and share our own experiences. Loving it and looking forward to what tomorrow will bring.
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