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Haere Mai Welcome https://youtu.be/ gb1FnUH1mxE
Kotahitanga Collaboration Counts
He mihi maioha, ki a koutou o te Tangata ki nga hau e wha.Nau mai, Haere mai
Affectionate greetings to you all, the people from the four winds.
Welcome, Welcome
Te Aroha, te whakapono, te rangimarieTatou tatou e
Love, hope, peaceFor us all
Who are we?
Our place in the world
5.5km is the distance between the furthest apart schools.
Located in the heart of Addington, Christchurch, an area that has welcomed many new migrant families. 182 Students 50% Filipino, 16% New Zealand European, 9% Maori, 10% Pasifika15 cultures represented 8 ClassroomsYear 1-8 (5 years - 13 years)
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Own page Donna
Addington, Christchurch - a suburb close to the city centre in a lower socio-economic area
230 students10 classrooms5 years - 11 years of age (Year 0 - 6)35% European/Pakeha, 31% Maori, 17%Asian, 9% Pasifika, 7% Other
Conductive Education Unit Y0-8
Te Pae Kererū - The Perch of the Kererū
Cashmere, a hill suburb which overlooks the city of Christchurch and has a population of approximately 7000 people
Year 1-8 (5 -13 years old)
480 students ● 7% Maori ● 5% Asian
20 Homerooms
Our Learning
Focus for today
Collaboration and learning partnerships
How NPDL has supported collaboration across 7 schools leading to a change in pedagogy and practice
Imposed cluster to begin with but high model of relational trust existed.
Principals collaborate closely
Lead Teachers
Collaboration has been established across schools at a leadership level.
Link to 5 min clip https://drive.google.com/file/d/0B5SJG2Fmpi3ZY25taGcyWk1ucjQ/view?usp=sharing
Collaboration at
Sacred Heart Primary
How the NPDL tools have accelerated the collaboration within our schools at leadership level and classroom level.
Staff using learner competencies rubrics and school conditions rubrics for their professional appraisal
Collaborative teaching teams
● Shared responsibility
● Working together
● Shared planning and assessment
How the NPDL tools have accelerated the collaboration within our schools at leadership level and classroom level.
- Units of work collaboratively brainstormed and planned using tools and frameworks
- starting with how we will use the 4 quadrants to deepen the learning
- the focus 6C student rubric referenced, a focus dimension is identified and assessed pre and post learning by either student/peer or teacher
- Evaluation also includes referencing and evidencing the learning design framework
- A unit plan was devised and is used across the 7 schoolsUNIT PDF
In your group you have an example of how we are using NPDL frameworks and tools to
scaffold our planning. Discuss with a partner the template you have and
then share back your findings and understandings to your table group
Where are we at now?
We are moving towards cross school collaboration: designing, delivering
and celebrating deep learning together.● 2 groups working together looked for a geographical/social
context/place based curriculum that we shared and showed relevance for us to frame a piece of deep learning around.
● Citizenship as the lense
Enduring Understandings● Change can be brought about by peaceful means● People participate individually and collectively in response to community
challenges and have consequences for communities and societies - past, present and in the future
● I am a citizen of the world, I can make a meaningful difference , I seek social justice of the world, how can I positively seek social justice to make a meaningful difference?
Essential Questions● As a as citizen of the world, how can I positively seek social justice to make a
meaningful difference?
Looking back to look forward
(in more ways than one)
Click to link to the cluster collaboration learning blueprint
Driven by a MORAL
PURPOSE
Where to next for our us next?- Gifting of a taonga (the movie)
- Google site has been created and is being added to
- Unit planning continuing with highlights included
- Screening The Children of Parihaka for all staff
- A global challenge across the 7 schools
- A family picnic commemoration/celebration
And we intend on using this planning format for future collaborative units of work
What systems exist within your school and across your group of schools to
allow collaboration like this to occur?
or
What would have to change for this to occur?
How have we benefited?
It has enabled...
The ability for learners to move from primary to intermediate school with a common language of learning. The staff of our schools to have a common language and pedagogy of learning
It has given us…a guideline that we didn’t have within our New Zealand Curriculum and provided us with clear learning pathways to help everyone -teachers and students- see their next steps
Our learner competencies are now driving our students learning.
Questions
Enjoy this little taste of Aotearoa, New Zealand.
He aha te mea nui o te aoHe tangata, he tangata, he tangata
What is the most important thing in the world?
It is the people, it is the people, it is the people
Ka kite ano!See you again soon
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