The Fabric of Learning…and the challenge of

change…

Focusing the lens

Education Initiatives in School

Integration

shared purpose

What is our core business?

What makes up the fabric of a school?

Fan blades represent school based

initiatives

“Reducing Disparity & Raising Achievement”

“All students achieving their potential”“Māori enjoying education success as

Māori”

“Quality Teaching & Learning”

“Kei tēnā Kei tēnā Kei tēnā anoTōnā ake ahua Tōnā ake mauri

Tōnā ake mana

“Honour the uniqueness, essence

& presence of all diversity”© L Henderson & T Harris 2008

“Reducing Disparity & Raising Achievement”“All students achieving their potential”

“Quality Teaching & Learning”

“Kei tēnā Kei tēnā Kei tēnā anoTōnā ake ahua Tōnā ake mauri

Tōnā ake mana

“Honour the uniqueness, essence

& presence of all diversity”

So what goes on the ribbons?

© L Henderson & T Harris 2008

The ribbons are the threads of effective teaching and learning

Referring to:The Revised NZ Curriculum

Ka HikitiaBest Evidence Synthesis

Personalis

ed Lifelong Learn

ing

Sustainable Pra

ctice

Litera

cy

Key Competencies

Numeracy

Principles

Values

Reflectiv

e Pra

ctice

Relationships

© L Henderson & T Harris 2008

© L Henderson & T Harris 2008

L

A

E

D RE

HS

I

P

In order for us to effect change and improve outcomes, we need one more essential ingredient:

© L Henderson & T Harris 2008

CPaBL

Key Focus Areas• School-wide, sustainable approach

• Inter-agency collaboration

• Data

• Targeted assistance for ‘at risk’ students

• Families and communitiesAims

•Developing Self Awareness

•Becoming Aware of Opportunities

•Making Decisions and Planning

•Taking Action

Te Kotahitanga

Key Focus Areas• School-wide sustainable approach

• Targeted professional development to improve teaching strategies and the effectiveness of teachers to increase the engagement and academic achievement of Māori

• An emphasis on Data to inform the teaching and learning

• Appropriate context and content for Māori students

• Families and communities

Aim

•To investigate how to improve the educational

achievement of Māori students in mainstream

L

A

E

D RE

HS

I

P

In order for us to effect change and improve outcomes, we need one more essential ingredient:

© L Henderson & T Harris 2008© L Henderson & T Harris 2008

Explore aspects

of identities,

making links

between life and

learning.

Lear

ning

how

to d

evel

op

plan

s an

d se

t

goal

s

Making

appropriate

subject

choices (to

pursue

interests but

keep options

open)

Demonstrate

awareness of

changing

influences,

interests,

strengths,

values and

identity

development

Explorin

g work,

training, a

nd

study

opportunitie

s

Evidence is shown of Māori students’ improvements in morale, engagement and participation in learning

Students attend and

participate

actively in

their learning, setting and

meeting goals for

achievement

C

a

P

B L Te Kotahitanga

Student

motivation is

intrinsic with a

focus on

understanding

Learning environments

reflect the world of the

learner, encouraging identification

of aspect of identity, making links

with prior knowledge

and self awareness

Co-inquirersEvaluate questions and answersRaise questions

L

A

E

D RE

HS

I

P

In order for us to effect change and improve outcomes, we need one more essential ingredient:

© L Henderson & T Harris 2008© L Henderson & T Harris 2008

Explorin

g work,

training, a

nd

study

opportunitie

s

Te KotahitangaExplore aspects

of identities,

making links

between life and

learning.

Lear

ning

how

to d

evel

op

plan

s an

d se

t

goal

s

Making

appropriate

subject

choices (to

pursue

interests but

keep options

open)

Demonstrate

awareness of

changing

influences,

interests,

strengths,

values and

identity

development

Evidence is shown of Māori students’ improvements in morale, engagement and participation in learning

Students attend and

participate

actively in

their learning, setting and

meeting goals for

achievement

Student

motivation is

intrinsic with a

focus on

understanding

Learning environments

reflect the world of the

learner, encouraging identification

of aspect of identity, making links

with prior knowledge

and self awareness

Co-inquirersEvaluate questions and answersRaise questions

Perso

nalis

ed L

ifelo

ng L

earn

ing

Perso

nalis

ed L

ifelo

ng L

earn

ing

Susta

inab

le P

ract

ice

Susta

inab

le P

ract

ice

Lite

racy

Lite

racy

Key C

ompe

tenc

ies

Key C

ompe

tenc

ies

Numer

acy

Numer

acy

Princi

ples

Princi

ples

Value

s

Value

sRef

lect

ive

Pract

ice

Refle

ctiv

e Pra

ctic

e

Relat

ions

hips

Relat

ions

hips

C

a

P

B L

•Team reflection activity•Self review of initiatives•Analysis of integration of initiatives•Reviewing application of strategic goals•Identification of challenges•Review of curriculum areas•Design of professional development model for a specific purpose e.g. Māori achievement

Applications for this model?

“We cannot always build the future for our youth

but we can build our youth

for the future”

Franklin Roosevelt

“Poipoia te kakanoKia puawai”

Nurture the seed and it will blossom

He whakatauki