Grow Waitaha's Secondary Community of Practice

It's s pity that we (Rangiora High School) did not have the services and of the recently established  Grow Waitaha  http://www.growwaitaha.co.nz/ when we began our rebuild journey in 2014. No such thing as a Ministry apppointed 'navigator' for us!

Instead we came up with wild and wonderful plans as to what our rebuilt classrooms and Science labs could look like, only to be told they did not meet MOE guidelines for new build. How many meetings, hours and consultants fees went on this I wonder?

 

We are now hooked into Grow Waitaha. One of the benefits of this is the monthly 'cluster meetings' and for schools getting partial or total rebuilds. Schools share their stories and similar experiences. I wonder what it our design would look like, if we were going through this process now?! 

My notes from last week's cluster are below - a common thread was providing staff time to make change, experience failure, spdiscuss, reflect, retry......

Grow Waitaha

7 April

Hillmorton - A Brokenshire

- positives of collaborating across schools

- true collaboration takes time

- break down isolation of the 'job'

- stop taking my kids/stop taking my staff

- the moral imperative as a driver

- Cross school professional learning groups

- 4 teachers Cross faculty 4 days a term for PLD

- time

- 3 Cs - embedded - co-construction collaboration and choice

- the sport model - across junior teams - can't get this into senior yet though - engagement and results up- sport and classes ideally in the gym - sport and ed funding - how does that fit in a timetable - glass ceiling of streaming

- collaborative planning time in the timetable

- cross curricular resources developed

- Fun in the Sun unit - but still discrete units - the shift pedagogical change - report authentic contexts

- base camp - Yr9-13 learn from Yr7-8 teachers - meeting time on the timetable

- 7-10 1 day episodes

- enhance learning through outside opportunities

- teachers need to see the value of cross curricular

St Thomas - Hamish and Brad

- Zion- designed and built 2012 - about to build a community sports complex on back field

- about to design a new set of buildings with a new evolving design process

- change from bottom up - evolve practices in education

- evolve as opposed to change - to a 21st century school

- staff have to buy into and drive the vision

- review of pedagogy shift due to 100m lesson

- team is essential

- knowledge as verb

- staff have to model the 21st century skills

- growth mindset - OK to fail

- staff - be prepared to learn and evolve

            - professional learning groups

            - break the silos - cross curricular

            - led by appraisal facilitator - early adopters

            - not just led by SLT

            - values based curriculum 7-10

Braided river model of learning

- core skills

- minor collaboration - 2 teachers

- major collaboration - 4 or more

How do we use technology to enable learners?

KC are more measurable in terms of success

100% BYOD - provider deal also provides PD for staff - needs to be more than glorified B5

SAMR - all staff must be on the progression

Eng SS Art - Yr7/8

Cross curricular similar language

Engagement - nail this

Emphasised the need to measure Progression vs Achievement - move away from assessment for assessment sake. 😃

Test show how well the teachers have done their job.

Think about having 'Must do/ Should do / Could do'

Liked the idea 100 Day Induction - all events to get them into the life of the school - similar to our 6 weeks in. Impact on pastoral issues - drop off in the combined class areas. 

Haeata 

Referenced Ken Fisher - whose idea I'd like to read. 

Learning design principles - the rocks! Liked this phrase as we have the rocks as the foundation of our lighthouse emblem. 

 

Three very different versions of the same vision! 

The MindLab - Session 3

Spent the first 15 mins 'discussing' the first assessment - aaasgggh - actually have to get on and do it in the next 10 days. Define an issue - submitted in a video (!) - and design a collaborative and digital solution. 

This week we got to look at and play Scratch -https://scratch.mit.edu/ and Makey Maker   http://www.makeymakey.com/ 

Makey Makey - makes an alternative circuit - students can be creative as they like with this - anything that is conductive is usable. 

They can also combine this with Scratch to make all sorts of things!  Creative use of a keyboard. Check out the website to see usage of these. 

Group Task 

Not actually sure how I'd use this as an application in my classes - probably for explaining narrative or creating atmosphere - we created a few moments of a spooky soundtrack atmosphere.....

The focus on this part of the session was on us experiencing collaboration under time pressure. This led onto the theory part of the session - linked to this week's key reading. 

Discussion - why is collaboration such an impt skill now?

- we are no longer experts

- the Internet has levelled the playing field 

- the network has connected the world 

- we're social animals 

- what skills are required in the workplace today - soft skills eg the ability to work in a group 

- shared vested interest is a key - what is true collaboration - are you collaborating effectively 

What are the key elements of collaboration ? Our group response : 

Interesting discussions around the following questions -,But, do you let students choose the roles all the time? What if they choose the same thing all the time? What if they need to learn all the key skills? How do we manage the skills that we want them? 

Below the rubric for assessing whether a task is truly collaborative, was discussed incline with the tasks we had experienced this morning - running our tasks 'through' this model makes us really think about the level of collaboration we think we are allowing. 

The key aspect needs to be the purpose - a risk. In NCEA and assessment, we do not take this risk. There's a lag in the system. We have aspirational skills in the ITL skill sets, but rarely aim for them. 

Nice analogy to pilots - we want them to learn by flying, ergo we want modern skill sets to be acquired by doing! 

If we want students to have 21st century skills, then we'd have to assess in this way.

Research Informed Teaching 

Research is critical to what we do as teachers - what is the relationship between research and practice? 

Different levels of research findings - research should inform practice - if theory says this will work - context based research - adaptability is important - there is a complexity and context is important. 

We need to question what - this is where teacher inquiry cones in. 

Research presents hypotheses not facts. Research can never be definitive because it's exploratory.

we bring our own views towards research. 

Avant grade music is sort of research music. You're glad someone's don't it but you don't want to listen to it - Brian Eno 

Responses to research 

- Research Led - based on the interests of teachers 

- Research Orientated - you ask the meta questions - how we learn is impt 

- Research Based - the students are doing the research 

- Research Informed - we base our curriculum design on how it is informed by research 

Of ten top educational theorists I knew 3 - Piaget, Dewey, Vygotsky 

To what extent is our own practice informed by research? I guess for me it's Bishop and Berrymann. 

The Dr Michael Fox video   http://youtu.be/RcxW6nrWwtc for a funny look at the 'value' of research.

There is a tension as a teacher / researcher - and ethical issues. You are part of the situation - you are a participant researcher  - the focus is on qualitative research. The focus is on the how and why - the human experience - but we need a mix of both - best evidence synthesis. 

In my contexts - what are the benefits of research? 

- data driven and evidence based 

- support and back up what's going on - community by in 

- enable change 

- better outcomes for students 

- edict from on high 

We cannot be ignorant of the research, but at the same time cannot panic about it - it never has a definitive answer and is often contradictory. 

Why do we need the literature? Because despite its flaws, it's better than anecdote and hearsay!!!

Connected Curriculum and Innovative Practice - TOD with Di Cavallo

This was our third 'mini conference' TOD and it was great to have Di Cavallo from HPSS as our keynote speaker, sharing their journey and their work around learning  design. It was a thought provoking and entertaining sharing of ideas. 

Di started with what underpins us as teachers - Moral purpose - and reminded us of the ideas of C Beeby (1939)  that 'every person regardless of background or ability had a right to an education of a type for which they were best suited'

Parents send us 'their best' and we have to do 'our best' with them and for them. 

Technology has changed - the way the  classroom operates in many cases have not. We should be asking ourselves the question  - What do children need today?

Connect the dots obviously the language of HPSS cannot be directly transplanted to here at RHS, but the ideas  Di presented resonated with many of us- 

- we think kids are 'au fait' with all things 'tech' but they are in face naive pa out many things. 

- however things such as augmented  reality is here now - just like we expected the tape deck back in the 1989s, what do they expect today?

HPSS - learning centres around some key words and ideas -.

Define discover and dream

How could we empower our learners for their future ?

A new model not just what we've always done!

Loved this phrase - the most expensive words in education - 'we've always done it this way!!' 

The Big Projects were of interest to those of us who are looking to connect curriculum areas for authentic and engaging learning. At HPSS Big Projects have to be 'bigger than ourselves'

Di shared a film made by 3 Yr 9'students based around a local concern - the endangered plant - epilobium.  You can view the piece here - http://www.theoutlookforsomeday.net/films/2014/038/

The kids worlds have become on demand - TV  will be on demand - what and when they want to view it.  We need to hook into - 'Just in time as opposed to just in case' learning.m

This statement was for some,  is a hard pill to swallow - the fact that we've built empires - called curriculum areas!  One of the reasons that change is easier for primary teachers is that they have never had the silos!! 

Personalised learning - HPSS staff are committed to truly  personalised, student centred learning - focussed  student voice and student choice. 

Other key ideas include making use of Powerful partnerships. Connected learning and connecting the curriculum are key. Everyone has an understanding of what everyone's curriculum looks like. 

Connecting curriculum - what is the intent of the curriculum ? What are the common threads, language and concepts across the 8 areas.  Teachers have to look  outside of their bubble. 

Highlighting Deep challenge and inquiry in order to create  Critical thinkers and inquiring minds underpins planning. The language and hierarchy of verbs goes is central to lesson and unit planning. 

Timetable focus at HPSS - an iterative timetable it seems! 

Learning Hub / Coach - 4hrs a week - home group 

Need to change the pastoral model 

My Time - a continuum depending on self management skills - might be directed to literacy and numeracy - or totally self directed 

Learning Projects - real life deadlines and real clients 

Learning Modules - what we could call subject time

Students expected to be like staff and check in before the start of the day - before Learning Hub time - self management an expectation.  Students sharing their learning story is also a given. 

Collaborative planning and co teaching - different types of co teaching.

How do we make learning explicit and relevant to the kids. 

How hard is it for kids to make the connections?

The plate of broccoli analogy. The broccoli is the stuff we have to have. The chocolate dresses it up as a plate of broccoli is not that great by itself. 

Enjoy the nutrition in the lesson not just the way it's been dressed up?

What skill or conceptual understanding has been developed ?

Be a learning designer - we design learning every day - what experiences do you want kids to have ? 

Replace - strands with contexts  - in order to get the threshold concepts

All teachers have been challenged to look at all other areas and see what is the key thing in each area.

Huge overlaps.

At HPSS there are 8 - for the foundation years of 9 and 10.

Be agile - key to planning 

Deliver the learning design - in x curricular groups - who has what concepts that will fit?

The value of transferable tool - such as paragraph writing - consistency of tools across the school. 

Language is power - look at the essence of your learning area. 

Common language across the school. 

Natural collation of words - from the NZC - learning verbs the keywords - ordered in hierarchy of words - these frame learning objectives of the unit and the lesson.

Enhance natural connections -

How can Maths fit with Art? 

Where do we go to in Yr 13??

Help the students make links across the learning areas. 

Allow bizarre connections  to flow.

And through all of this we saw NOT ONE PHOTO OF A BUILDING 

BECAUSE -The most important open space is your mind!  

Leading by design

What is really important in our Faculty or team? 

What are the values? How do we live them everyday? 

Shared vision

Secured accountability

Self review

Process for embedding vision in learning practice 

So many ideas, so little time. Hard to believe this all came from an hour.......

Other workshops were presented by RHS staff and facilitators from Te Toi Tupu. I attended two different ones. Kerry Sullivan's session on Zaption was well received, as was the Flipped classroom sessions facilitated by Sarah and Jess from Te Toi Tupu. 

One of the key messages around flipped classrooms was to consider 

 - What content can be recorded for students to see again? 

 - And that a bad lesson, will not become a better lesson just by putting it on a video! 

Tired team at the end of the day - I hope Di had  a voice left for the weekend !!

Day 1 - Barker College, Hornsby

Barker College is a 45 min train ride north of Sydney. It is an independent school (Anglican) with a 125 year history. It is situated  on magnificent grounds with facilities 'to die for!' With a roll of 2000 students from new entrant to final year of secondary, it is a successful school in a very competitive, traditional, independent school market.  93% of the senior school students have 'personalised' programmes, or timetables. 

Barker College was recommended to me by Northern Beaches Christian School, as a school focussing on innovation, and I was impressed with the school's committment in particular to ongoing teaching, learning and research initiatives. The newly founded 'Barker Institute' aims  to 'contribute to 'education at a local, national and global level' through 'professional learning, research and innovation.' 

The school had a very clear strategic plan around learning, collaboration and innovation - and staff are encouraged to undertake research, not just as teacher inquiry, but as part of their work and 'mission.' 

Upskilling staff to be able to support learners with new technologies was a clear  strength of the school's professional learning model. Four full time teachers (not technicians) supported teachers in the classroom (especially around the 'iPad' classes - all Yr 7 and 10 students). These teachers regularly visited classes 'teaching key skills', manned help desks in the library and ran ongoing professional learning sessions.  None of the four taught any other classes. A science teacher was also part of the strategic team with a .2 loading. 

The school had a BYOD policy - but apart from the year levels that had compulsory devices, the IT team felt that few other students bought devices to school  for classroom use - mainly because the use of them was not integrated into the classroom programmes - this was an area they were working to improve.  The learning platform eBackpack, is hopefully going to address implementation of a more blended learning model.

The school has begun a process of refitting learning spaces - and the History Dept is the first area to take advantage of the possibilities created for a more collaborative team approach. The classes I saw working in this space were engaged and there was a definite energy in the room. While the photos look quite static, once the boys were in the space, they moved into collaborative pairings and made use of the soft furniture. The Head of History notes that  proper effective collaboration time for planning was 'difficult to find.' The student common rooms could also double as collaborative spaces in the future.

While the curriculum was still quite 'siloed', the absolute focus on teacher led research and professional learning was impressive. In particular the use of a team of IT staff  whose purpose was to continually upskill staff and to support staff to be confident in their use of tools to support learning, is essential if schools are going to create future minded learners  - the level of this committment could not be achieved in a State funded secondary school. The importance of 'Space and Speed' is one I think we would identify with at RHS - space to be able use technology and the speed of any use. 

A newly created position, 'Director of Academic Performance' had the portfolio of analysing student achievement and of lifting student performance in the state 'league tables'. An aspect of this are the fortnightly focus days - when teachers negotiate time out for field trips and the like! He equated it to a 'rigorous round of bidding' by Heads of Departments. Not sure how that would go down at Rangiora, but it was a great idea in my mind, as it clearly reduced the out of class time.

As I said earlier, the facilities were impressive - 

iCentral - information centre - included 3 levels of student workspaces 

English staff room - separate workroom included English administration person.

A number of key staff took time out to discuss their ideas and philosophies with me and I also sat in with the IT team as they planned the delivery of their next professional learning session around the integrated learning platform -  which was great. Head of Senior School, David Giltrap, organised a programme for me which included a fab lunch in the staff and boarders dining room - which I had not expected.

It was great to see a 'silver fern' in a prominent spot on campus and to talk with two staff who originated in Christchurch.

The school has a huge potential for creating an innovative, integrated curriculum, if it chooses to go down that path. The 'refitting' of traditional classroom spaces, as they have begun to, I'm sure will continue, as more of the staff see the possibilities being developed by the History Faculty. 

I will follow Dr Brad Merrick and the Barker Institute with interest @bradmerrick  @BarkerInstitute

http://www.barkerinstitute.com.au/