tag:blogger.com,1999:blog-60445760212192050682024-03-14T22:37:12.714+13:00Claire AmosTeaching. Learning. Leading change.Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.comBlogger235125tag:blogger.com,1999:blog-6044576021219205068.post-9940885527843441752023-11-25T17:26:00.003+13:002023-11-25T17:26:36.087+13:00The National, Act and NZ First Coalition and what it means for education<div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggDXGSdOjhPNJTZdB4SgjOPHm9H2TEP3r0BCm0w8BmrLnmIfQtDZmVPojIHmpBsaO6jBXx6i6vqxrE-8LZVsvMEfGD5DcOSW5FvXxLUXavMsmubFaCSIXahIPxahxIeL_gKqjE9sdNTXT3Bj4BkqW6k3tQBkidZonHyRe-p8hby1rs6IGEBSyx0MUWCD-e/s1240/Screen%20Shot%202023-11-25%20at%204.30.34%20PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="814" data-original-width="1240" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggDXGSdOjhPNJTZdB4SgjOPHm9H2TEP3r0BCm0w8BmrLnmIfQtDZmVPojIHmpBsaO6jBXx6i6vqxrE-8LZVsvMEfGD5DcOSW5FvXxLUXavMsmubFaCSIXahIPxahxIeL_gKqjE9sdNTXT3Bj4BkqW6k3tQBkidZonHyRe-p8hby1rs6IGEBSyx0MUWCD-e/s320/Screen%20Shot%202023-11-25%20at%204.30.34%20PM.png" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.nzherald.co.nz/nz/politics/coalition-agreement-national-act-nz-first-and-the-deal-that-delivers-new-government/4MEDZQBQ7BDK3J3DLG5K5K3HHY/" target="_blank">Photo Source</a></td></tr></tbody></table><br />Yesterday saw the announcement of a new government which came with a raft of new policies and ministerial appointments. The Minister of Education, as was expected, is National MP Erica Stanford. More interestingly was the number of policies and priorities two parties who only collectively gained 15.5% of the votes managed to get across the line. </div><div><br /></div><div>The common threads across both Act and NZ First included some good old-fashioned back-to-basics, a focus on compulsory attendance and cracking down on truancy, increased focus on academic achievement and shifting the fees-free policy from the first of uni to the last. To be fair, none of these represent much of a departure from what National was touting anyway. </div><div><br /></div><div>The interesting and, at times, worrying changes suggest Luxon was willing to let both Act and NZ First foist their ideologies on innocent schools and students for the sake of a "strong and stable" government. </div><div><br /></div><div>Unsurprisingly Act got Partnership Schools across the line. As someone who very nearly opened a partnership school, I can say that these won't offer much in the way of systemic disruption unless they change the policy. As it stood, the Partnership Schools policy, whilst exciting for how it might encourage innovation, was also pretty unsustainable with its lack of any real (property) funding. Act also wants to increase school choice, in line with its belief that a market-driven approach to school choice will sort "underperforming schools". But of course, it won't, it will just crush schools that are already doing everything they can to serve (often) impoverished communities with often very complex issues. And what the heck is the "free speech policy" and "Restore balance to the Aotearoa New Zealand’s Histories curriculum" all about?? The devil (in this case a very apt analogy) will undoubtedly be in the detail. I was particularly baffled by the last one as surely "restoring balance" of our bicultural nation's history was surely already at the heart of the rewrite. Be honest David, I suspect you want to "restore the imbalance". Thankfully, I trust the educators of Aotearoa to do the right thing, regardless of whatever levers the Act may want to pull to tip the scales. </div><div><br /></div><div>NZ First wants to maintain the Apprentice Boost scheme which seems nice. Less nice is their desire to refocus the curriculum with a view to shoehorning in "the removal and replacement of the gender, sexuality, and relationship-based education guidelines". Again, I am bloody flabbergasted that Luxon let this idealogical nonsense of a minor party across the line. I am, however, also confident, once again, that educators will continue to do the right thing for the young people they serve.</div><div><br /></div><div>So should be worried? Maybe. It will depend on what all of this means on the ground. I do worry that market-driven approaches to school choice, a relentless focus on age-based academic targets, combined with punitive approaches to tackling truancy will only widen the divide. The talk of restoring balance to history and removal of gender, sexuality, and relationship-based education also feels like a shot across the bow for what has felt like a genuinely inclusive curriculum refresh. I mean, the NCEA and NZC refresh is far from perfect, but the one thing they have got very right is the increased focus on Mātauranga Māori and a desire for a more inclusive education system. </div><div><br /></div><div>As I have said before, I do think it's time for us to collectively gird our loins and continue to do what we know is right for our young people. The sooner we change the conversations from back to basics, academic attainment to more rigorous, rich and authentic learning and personalised definitions of success and switch the focus from attendance and truancy to engagement, attendance and more flexible schooling the better. We must continue on our collective learning journey with Mātauranga Māori to ensure we continue to focus on "teaching to the North-East" and commit to delivering a curriculum that is reflective of the bi-cultural country we live in and the diverse and fabulous young people we swerve. </div><div><br /></div><div>Below are the Education sections of the coalition agreements National made with Act and NZ First. It is worth reading them closely and more importantly reading between the lines. </div><div><br /></div><div><b>National & Act agreement</b></div><div><br /></div> Education<br /><ul style="text-align: left;"><li>Reintroduce partnership schools and introduce a policy to allow state schools to become partnership schools.</li><li>Explore further options to increase school choice and expand access to integrated and independent schools including reviewing the independent school funding formula to reflect student numbers. </li><li>Prioritise reporting and enforcement action to reduce truancy, including centrally collecting and publishing attendance data.</li><li>Improve the cost-effectiveness of the school lunch programme.</li><li>Replace the Fees Free programme with a final year fees-free policy with no change before 2025.</li><li>Amend the Education and Training Act 2020 such that tertiary education providers receiving taxpayer funding must commit to a free speech policy.</li><li>Amend the Education and Training Act 2020 to enshrine educational attainment as the paramount objective for state schools.</li><li>Restore balance to the Aotearoa New Zealand’s Histories curriculum.</li></ul><div><div>Source: <a href="https://assets.nationbuilder.com/nationalparty/pages/18466/attachments/original/1700778592/National_ACT_Agreement.pdf?1700778592">https://assets.nationbuilder.com/nationalparty/pages/18466/attachments/original/1700778592/National_ACT_Agreement.pdf?1700778592</a></div><div><br /></div></div><div><div><b>National & NZ First agreement</b></div><div><br /></div><div>Education</div><ul style="text-align: left;"><li>Enforce compulsory education and address truancy.</li><li>Focus on doing the basics better through emphasising reading, writing, and maths.</li><li>Refocus the curriculum on academic achievement and not ideology, including the removal and replacement of the gender, sexuality, and relationship-based education guidelines.</li><li>Stop first year Fees Free and replace with a final year Fees Free with no change before 2025.</li><li>Maintain the Apprenticeship Boost scheme</li></ul></div><div><br /></div><div>Source: <a href="https://assets.nationbuilder.com/nationalparty/pages/18466/attachments/original/1700778597/NZFirst_Agreement_2.pdf?1700778597">https://assets.nationbuilder.com/nationalparty/pages/18466/attachments/original/1700778597/NZFirst_Agreement_2.pdf?1700778597</a></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-85231290901953408252023-10-16T10:35:00.004+13:002023-10-16T10:36:36.782+13:00National, Act and the age of standardisation in education<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-nlz1NL5pFMJezCQAsz1RyDMEvfUtIGum4QhrQ5-ZIfHZWwNSXDgrAH96EmRX5G3FMcw4nzqC6Ztpho6R4Wm8Uupfk_YEvIKCl5Aj2y4rin6XxUV9gFxak3gPxJskO39ZP99IV_1eRL4BN2ozKjPQprw8QnrRKezoWgktYu_nkor_HlNn5DA6HlPrWvkc/s1000/Garner-Christopher-Luxon-and-David-Seymour-web.webp" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="565" data-original-width="1000" height="181" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-nlz1NL5pFMJezCQAsz1RyDMEvfUtIGum4QhrQ5-ZIfHZWwNSXDgrAH96EmRX5G3FMcw4nzqC6Ztpho6R4Wm8Uupfk_YEvIKCl5Aj2y4rin6XxUV9gFxak3gPxJskO39ZP99IV_1eRL4BN2ozKjPQprw8QnrRKezoWgktYu_nkor_HlNn5DA6HlPrWvkc/s320/Garner-Christopher-Luxon-and-David-Seymour-web.webp" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Chris and David discussing the joy of testing.</td></tr></tbody></table><br /><p>Whilst we are still awaiting the outcome of special votes, it is pretty safe to assume that we are staring down the barrel of a National / Act Party government that will be bringing a very distinct flavour to the education landscape. Below is an outline of what each party promised for education. </p><p>Front and centre is a focus on "back to basics" and what looks like a whole lot more standardisation (from both National and Act) and testing to ensure we are all "teaching the basics brilliantly". Those of us in schools know that standardisation isn't necessarily the answer and testing didn't seem to turn the dial in the past either. That is the trouble when policies are designed to satisfy parent voters who just want their kids back in school and succeeding. </p><p>In their 100-day plan, National is promising to do the following in the education space:</p><p></p><ul style="text-align: left;"><li>Require primary and intermediate schools to teach one hour a day each of reading, writing and
maths starting in 2024. </li><li>Appoint an Expert Group to redesign the English and maths curricula for primary school students. </li><li>Ban the use of cell phones in schools. </li><li>Begin disestablishing the Te Pūkenga polytech mega-merger and restoring local decision-making.</li></ul>Then we have Act waiting in the wings. How many of their policies land will be down to what happens as they negotiate their terms of reference. To be fair, many of their policies actually echo National already with the dial turned up on tackling truancy (through daft punitive measures) and reforming "failing schools" by having other "successful" Principals duking it out to take over. And whilst it isn't laid out in the policies below there are rumblings that a National/Act government may also see the return of Partnership Schools. I actually have mixed feelings about it as I do think we need types of schools on the horizon, but am also a fan of these all being state-funded.<p></p><p>My gut feeling is that we will see little change in the secondary space. At least in the first instance. I think in the primary years we will see a shift towards "standardisation" across the board. A standard syllabus, with a standardised timetable, with less flexibility for primary schools and a lot more testing in that space as well. It will be interesting to see how long it will take for the government to realise that neither of these things will address the complex myriad of issues we are currently facing. You don't address a world that is increasingly complex, disrupted and moving at pace towards more personalised ways of being by doubling down on an industrial model of education with an achingly "conveyor-belt" notion of how learning, progress and assessment should happen. </p><p>And lord knows what the cellphone ban will look like on the ground, particularly the ban at morning tea and lunchtime, and how effective it will actually be anyway. It will be intriguing to see how this one plays out, particularly in a senior school context like ours. </p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifyJPC_1OUIror_LKgb_VK5aZO6N1giY1_NkWvPAYuVvKR5cNNnym_GG0fRWXAFahMAFlMuUxz1oFsRowM32Dz9iyqEotMUDsX4Ip7rHU7bGuA_9VIIKs5nAuDa70DLTEcXHXVr0XYmwbQP6GGEnALPaQmPYy3UCbZuFQspcsF3Ucwy8PokHec582BC_ed/s350/weirdalfoil_2322.webp" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="347" data-original-width="350" height="317" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifyJPC_1OUIror_LKgb_VK5aZO6N1giY1_NkWvPAYuVvKR5cNNnym_GG0fRWXAFahMAFlMuUxz1oFsRowM32Dz9iyqEotMUDsX4Ip7rHU7bGuA_9VIIKs5nAuDa70DLTEcXHXVr0XYmwbQP6GGEnALPaQmPYy3UCbZuFQspcsF3Ucwy8PokHec582BC_ed/s320/weirdalfoil_2322.webp" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Me preparing to ban cell phones</td></tr></tbody></table><p>Personally, for the most part, I am hoping we can do what we have always done, just get on with evolving and innovating, regardless of what the national directives are and continue to focus on what matters for our kids, our communities and our teachers. </p><p>That said, it is worth revisiting the policies below (and yes, National does say the same thing several times in different ways) and to gird our loins for pushing back against needless standardisation and centralised control of learning and getting ready to push back against more testing. </p><p>As they say - forewarned is forearmed. </p><span id="docs-internal-guid-7b7138a9-7fff-e8ce-bded-4401391c7a60"><span style="font-family: inherit;"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">National Party</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Teaching the Basics Brilliantly</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Our education system is failing too many children. National will make sure schools are teaching the basics brilliantly, so every child has the opportunity to succeed.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Our plan will ensure kids have the foundation they need in reading, writing, maths and science to set them up for success.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Under National, parents will know if their kids are doing well or, more importantly, if they’re falling behind. It’s not acceptable to allow children to fall further and further behind without anyone noticing or taking action to help them catch up.</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">National will set every child in New Zealand up for success and restore excellence to the heart of the education system.</span></p><b><br /></b><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"><b>National’s plan for Teaching the Basics Brilliantly</b></span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">An hour each on reading, writing and maths every day</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Minimum requirements for what schools must teach every year in reading, writing, maths and science</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Regular standardised assessment and clear reporting to parents</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Better training and more tools to support teachers</span></p></li></ul><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Policy highlights</span></p><br /><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">National will turn our education system around and make sure every child has the opportunity to master the basics and set themselves up for success.</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">National will introduce minimum class time for the basics, along with clear minimum requirements for the reading, writing, maths and science content children must be taught in each year of school.</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Regular assessment and crystal-clear reporting will ensure parents know how their child is progressing, where they might need help, and where they can be extended.</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">We’ll make training on reading, writing, maths and science a requirement for new and existing teachers to ensure they have the confidence and skills to teach the basics brilliantly.</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">And we’ll provide teachers with high-quality resources like lesson plans to free them up to focus on teaching, not just planning.</span></p></li></ul><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">National will:</span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Require an hour of maths and two hours of reading and writing on average each day in primary and intermediate schools.</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Rewrite the curriculum to outline the knowledge and skills that primary and intermediate schools must cover each year in reading, writing, maths and science.</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Require standardised, robust assessment of student progress in reading, writing and maths at least twice a year every year from Year 3 to Year 8, with clear reporting to parents.</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Introduce an exit exam for primary and intermediate teaching graduates to demonstrate expertise in reading, writing, maths and science instruction, and require existing teachers to undertake professional development in teaching the basics.</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Develop a free online resource bank with lesson plans and materials aligned with the new curriculum to reduce teacher workload.</span></p></li></ul><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Source:</span><a href="https://assets.nationbuilder.com/nationalparty/pages/17680/attachments/original/1679531437/Teaching_the_Basics_Brilliantly.pdf?1679531437" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;"> https://assets.nationbuilder.com/nationalparty/pages/17680/attachments/original/1679531437/Teaching_the_Basics_Brilliantly.pdf?1679531437</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"> </span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">National’s Literacy Guarantee</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Teach every child to read using structured literacy by making it a requirement at primary school.</span><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"><br /></span><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Introduce short phonics checks for year two students to inform parents and teachers about each child’s reading progress.</span><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"><br /></span><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Provide structured literacy intervention for learners who need extra support.</span><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;"><br /></span><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Ensure teachers get training on how to use the structured literacy approach</span></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">National’s Literacy Guarantee builds on our plan to lift achievement and restore excellence in our education system, called Teaching the Basics Brilliantly, which includes:</span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">An hour each of reading, writing and maths every day.</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Minimum requirements in the curriculum for what schools must teach every year in reading, writing, maths and science.</span></p></li><li aria-level="1" dir="ltr" style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-wrap: wrap; vertical-align: baseline;">Regular standardised assessment and clear reporting to parents. • Better training and more tools to support teachers.</span></p></li></ul><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Source:</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><a href="https://assets.nationbuilder.com/nationalparty/pages/18373/attachments/original/1694140637/Literacy_Guarantee.pdf?1694140637" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://assets.nationbuilder.com/nationalparty/pages/18373/attachments/original/1694140637/Literacy_Guarantee.pdf?1694140637</span></a></p><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">National will ban cell phone use at school</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">National will ban cell phone use at school to help lift achievement and support every child to make the most out of their education.</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Schools will be able to decide exactly how they enforce it, but it could mean requiring students to hand in their phones before school or leave them in their lockers or bags.</span></p><br /></span></span><p><span style="font-family: inherit;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space-collapse: preserve;">Source:</span><a href="https://www.blogger.com/blog/post/edit/6044576021219205068/8523129090195340825#" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://www.national.org.nz/cell_phone_use_at_school</span></a></span></p><p><span style="font-family: inherit; font-size: 20pt;">Act Party</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Building the Foundations for Education Success</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Almost every aspect of a person’s adult life will be defined by the education they receive as a child. An education crisis today will turn into a crime crisis, a vulnerable children crisis, an economic crisis and an inequality crisis tomorrow.</span></p><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit; font-size: 11pt; white-space-collapse: preserve;">ACT will:</span></p><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Develop a traffic light system for unjustified absences, which will be publicly available in real-time.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Redirect funding from centrally controlled truancy services so schools can fund or purchase services directly.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Extend the B4 School Check to include education progress as well as health. ECE providers that fail to contribute to child development may risk losing their funding or license.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Set minimum criteria that any curriculum taught in New Zealand primary schools must follow, but allow for multiple curriculum versions.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Ensure all schools participate in standardised testing.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Develop an online league table, like Australia’s ‘My School’, to help parents understand how their school is performing compared with other schools.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Refuse to lower the bar for literacy and numeracy standards. ACT will conduct another set of mock exams in 2024 to gauge progress on higher literacy and numeracy standards and commit to enforcing higher standards from 2025.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Abolish University Entrance as a separate qualification and replace NCEA level three requirements with the current University Entrance requirements.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Ensure employers’ and tertiary institutions’ input is included in the development of achievement and unit standards.</span></p></li></ul><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Reforming Failing Schools</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Improving schools that fail is one of the most important things we can do to give children better lives. ACT has a plan to reform schools that fail, including allowing successful schools to take them over to give more children access to an excellent education.</span></p><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">ACT will:</span></p><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Use information on school attendance and educational progress to prioritise ERO school inspections.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Ensure ERO’s school evaluation reports are consistent and based on clear, objective, and relevant criteria.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Improve the Ministry of Education’s slow and ineffective approach to managing under-performance by enforcing a clear and structured intervention process for identifying and intervening in under-performing schools.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Replace the current practice of appointing a limited statutory manager or commissioner to a struggling school. A tendering process would enable existing school operators to apply to take over schools that fail. Applications would consider the school operator’s track record of success. Where there is more than one school operator interested in the takeover, the Ministry would be responsible for selecting the best candidate based on who would best serve the school community.</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Evaluate the outcomes of school interventions, as persistent failure is likely to indicate system-wide weaknesses in the education system.</span></p></li></ul><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Guaranteeing the Freedom to Learn</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">We have some of the highest-performing schools and students in the world, but we also have a long tail of underachievement in disadvantaged communities. Our education system is a slow moving disaster. ACT has a plan for a world-class education system.</span></p><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;"><b>Teaching Excellence Reward Fund</b></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">ACT will establish a $250 million a year Teaching Excellence Reward Fund to reward excellence in the classroom, encourage professional development, and deliver better educational outcomes.</span></p><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;">Solutions to the Truancy Crisis</span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Almost every aspect of a person’s adult life will be defined by the education they receive as a child. If we want better social outcomes, we can’t keep ignoring the truancy crisis.</span></p><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Solutions such as:</span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Daily national attendance reporting</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Empowering schools to deal with truancy</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Traffic light system</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">An infringement notice regime for parents</span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;">Accountability for schools through mandatory reporting</span></p></li></ul><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Source: </span><a href="https://www.act.org.nz/education" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; color: #3588f4; text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://www.act.org.nz/education</span></a></span></p><p dir="ltr" style="background-color: white; color: #838383; font-family: Montserrat; font-size: 15px; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><br /></span></p>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-40213880299337643982023-09-28T18:36:00.001+13:002023-09-28T18:36:50.187+13:00#ACEL Day Two | Michelle Dennis Head of Digital Haileybury - Creating a Whole School Approach to AIX link: https://twitter.com/michelledennis<div><br /></div><div>Types of AI - vision speech, language, search, decision<div><br /><span id="docs-internal-guid-730f994d-7fff-6504-cd2a-b9f2e85c89f0"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: "Proxima Nova", sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="border: none; display: inline-block; height: 428px; overflow: hidden; width: 643px;"><img height="428" src="https://lh5.googleusercontent.com/p-q2UuPiLUAarvp1EDRiDJAlC3Ooc6aeAk8J0R3RA-PK5AYiu_8gQ86hzliWGDdZpuq-65CYJTZ-MCSaFS9xd1YOXGJ8g7um79-8GiJWF3c6o-vqw88gWFlsIqABRv84LCI-4S0XT_yoo8uRchcWmkI" style="margin-left: 0px; margin-top: 0px;" width="643" /></span></span></p>Source: <a href="https://inclusioncloud.com/insights/blog/azure-cognitive-services/">https://inclusioncloud.com/insights/blog/azure-cognitive-services/</a></span></div><div><span><br /></span></div><div><span><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: "Proxima Nova", sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="border: none; display: inline-block; height: 436px; overflow: hidden; width: 447px;"><img height="436" src="https://lh3.googleusercontent.com/B9dVtsfDWDzPHWT4Bv6yFmwOl95d78wwmF-mAe_dhlZih2xV7rnzVwX5_FILJV07EgsU7nSGsD8AO7nB-NPlwwy20bJM9prBmB5aq02gPTAB9k9LkeBiY1U0T6jnXrfUmhrEfocIkChBXFfA6BznlGY" style="margin-left: 0px; margin-top: 0px;" width="447" /></span></span></p><br /><br />Source: <a href="https://ai4k12.org/">https://ai4k12.org/</a><br /><br />Every time you interact with AI you are training the AI and making it better.<br /><br />Showed a number of images getting listeners to choose which photos are real people and which are generated, highlighting how hard it is to to pick. <br /><br />Showed the results showing the same prompt being used a year apart and showing how much AI has already evolved and improved. <br /><br />Showing AI-created video, currently short and have to pay for service but this will change soon. <br /><br />ChatGPT and friends - ChatGPT is growing the most quickly. Talked about prompts and the ways you iterate improving and updating responses.<br /><br />ChatGPT - lowered the level of skill needed to get responses. Low threshold to use it but suggests needing to understand some of the ways it works. <br /><br />ChatGPT Vision - now breaks down images into words. Example - uploaded an image and then asked ChatGPT to create the webpage version via coding. <br /><br /><a href="https://openai.com/blog/chatgpt-can-now-see-hear-and-speak">https://openai.com/blog/chatgpt-can-now-see-hear-and-speak</a> <br /><br />ChatGPT is one of a large number of tools. As well as the AI built into existing platforms. <br /><br />We can’t separate the school system from AI, it’s already there. It’s increasingly built into the platforms and services we use. It is changing rapidly. <br /><br />Such rapid change can make people feel uncertain, especially when people feel so exhausted post-COVID. <br /><br /><b>Haileybury’s Approach to AI</b><br /><br />Our guiding principles for AI<br /><ul style="text-align: left;"><li><span>Critical thinking and ethics</span></li><li><span>Privacy and security</span></li><li><span>Creative uses</span></li><li><span>Key skills</span></li><li><span>Academic integrity</span></li></ul></span>Critical thinking and ethics<span><br /><ul style="text-align: left;"><li><span>Hallucination and inaccuracies - can no longer pick unreliable sources etc</span></li><li><span>Misinformation, bots and bias</span></li></ul><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: "Proxima Nova", sans-serif; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="border: none; display: inline-block; height: 361px; overflow: hidden; width: 643px;"><img height="361" src="https://lh6.googleusercontent.com/VB9JVaj70iIrCvIF4RNH7U_UcwLdb7_SuVpTcyHgaWSdL7HaOeC7XvvgMWz47u5kHEa1ZxuVa9orh75DZhK2RohiLp-Ytl3N6QSAXZKFQ6gu_BvCRCfYTvXZR9Ls6jePPGx36cdOfBfunY04ZI-AVf0" style="margin-left: 0px; margin-top: 0px;" width="643" /></span></span></p><br /><a href="https://www.youtube.com/watch?v=UG_X_7g63rY">How I'm fighting bias in algorithms | Joy Buolamwini</a><br /><br />Larger societal questions - Search for your work in popular AI training datasets <a href="https://haveibeentrained.com/">https://haveibeentrained.com/</a><br /><br />Privacy & Security <br /><br />Key skills<br /><ul style="text-align: left;"><li><span>Intentionally developing foundational skills</span></li><li><span>Being intentional about the use of AI</span></li><li><span>Be clear about when and where it might be used. This will change from department to department and situation to situation.</span></li></ul>Community engagement - Ran sessions with the community to ensure they weren’t left behind. <br /><br />A digital divide - or an AI divide.<br />We need all students to have access to AI and be educated about AI.<br /><br /></span></div><div><span>Regarding detecting plagiarism - don't rely on Turnitin - the most reliable thing is a teacher who knows the students! Amen!!<br /></span></div></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-39159620048132061012023-09-28T15:22:00.001+13:002023-09-28T15:22:11.925+13:00#ACEL Day Two | Kristen Douglas National Manager, Schools, headspace - School Leaders As Ecosystem Engineers - Leaning In With Intention And Attention<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlfqSzOrnUT7caNhbA4eQWQA-RX57NeXBO4NK0iD9JdURi6sL-8-IwhJIc0tAAXvNsYEzRac9iuS1mG3iuiYe8xPx8MtsCN8-MDhfVZSVXNfk9ejC8YeuWj4ZYMrc3W9j_AkAouE0ztCnHRayMzkFaEFRfr2Q7QqrJHKXaT0HWG2DlTG5jWimfafTfTAAJ/s1102/logo-headspace.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="733" data-original-width="1102" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlfqSzOrnUT7caNhbA4eQWQA-RX57NeXBO4NK0iD9JdURi6sL-8-IwhJIc0tAAXvNsYEzRac9iuS1mG3iuiYe8xPx8MtsCN8-MDhfVZSVXNfk9ejC8YeuWj4ZYMrc3W9j_AkAouE0ztCnHRayMzkFaEFRfr2Q7QqrJHKXaT0HWG2DlTG5jWimfafTfTAAJ/s320/logo-headspace.png" width="320" /></a></div><div><br /></div>From the programme:<br /><br />Kristen will explore the contemporary approaches to workforce well-being and considerations for future leaders focusing on:<br />• How to socially, emotionally, and relationally lead staff<br />• Building trust and connection<br />• Feeding your culture with intention<br />• Careful conversation not corrosive conversations, and<br />• Getting back to deep listening.<br /><br />“Are you a thermostat or a thermometer? One changes the temperature but the other merely measures it”. (Planetshakers 2021) <br /><br />Link to website: <a href="https://headspace.org.au/">https://headspace.org.au/</a><br /><br />Supporting humans through adversity.<br /><br />Headlines for today:<br /><ul style="text-align: left;"><li>Schools are complex ecosystems and micro-leadership behaviours play a powerful role</li><li>It takes a village to raise a child and communities start in schools</li><li>It is critical to connect people for regulation, safety and balance</li><li>Leaders must be able to lead individuals and entire communities - these are different skills</li><li>Being in balance is the very core of individual and community function</li></ul>Principals as ecosystem engineers<span id="docs-internal-guid-5a4d0a85-7fff-64ff-7261-31548292be70"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: "Proxima Nova", sans-serif; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><b><br /></b></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"></p><div class="separator" style="clear: both; text-align: left;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/ysa5OBhXz-Q" width="320" youtube-src-id="ysa5OBhXz-Q"></iframe></div><a href="https://www.youtube.com/watch?v=ysa5OBhXz-Q">How Wolves Change Rivers</a><br /><br />Example of wolves being ecosystem engineers<br /><br /></span><div><span>Levels of organisation<br /><ul style="text-align: left;"><li><span>Community</span></li><li><span>Population</span></li><li><span>Individuals</span></li></ul>Schools are an ecosystem - we must care for every aspect of it.<br /><ul style="text-align: left;"><li><span>Improving School Climate</span></li><li><span>Maximising social capital</span></li><li><span>Slow down in order to speed up</span></li><li><span>Spaces to stop and reflect</span></li><li><span>Reflective practice - diarise it as a leader.</span></li><li><span>The power of yarning</span></li><li><span>Deep listening</span></li></ul>The balcony view - Get out of the weeds and see the bigger picture<br /><br />Bruce Perry - ‘Disconnection and loneliness in our society are playing a major role in the increased anxiety, sleep problems, substance use, and depression we’re seeing.<br /><a href="https://www.carrolup.info/on-relationships-and-connectedness-bruce-perry/">https://www.carrolup.info/on-relationships-and-connectedness-bruce-perry/</a> <br /><br />Make time for reflection and connection opportunities<br />Culture and climate - “You need to feed the goat”, you should never take the culture and climate for granted. <br /><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"></p><div class="separator" style="clear: both;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/lmyZMtPVodo" width="320" youtube-src-id="lmyZMtPVodo"></iframe></div><a href="https://www.youtube.com/watch?v=lmyZMtPVodo">Why good leaders make you feel safe | Simon Sinek</a><br /><br />Schedule your priorities, don’t prioritise your schedule/ <br /><br />Don’t manage your team, manage your attention. <br /><br /><b>Simon Sinek - The path versus the trees</b><br />“There's plenty of path, there's plenty of snow. It's the same thing for you. If you focus on the obstacles, all you will see is obstacles. If you focus on the path through the trees, all you will see is path through the trees.”<br />We need to focus not on the obstacles but focus on the path through the obstacles.<br /><br />Resilience versus distress tolerance. You don’t build psychological resilience by feeling good all the time.</span></div><div><br /><span><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img height="400" src="https://lh6.googleusercontent.com/098RC1iJoj1oF8soI6fjRoCA4i4P23MSgoLjRkjL0AtpDHG-AIDoGHIC7ZxihTbfWk6eKnaiOBzRkOTfLl7ovDVw60Ym55GhVNpEpyWku-1THBEedbA1NRAzOoo57GT0rk9BS9fT_GL1wrYZUx0xjsw=w397-h400" style="margin-left: auto; margin-right: auto; margin-top: 0px;" width="397" /></td></tr><tr><td class="tr-caption"><br />If you are having a distressing thought - tell yourself “CTRL, ALT, DELETE”<br /><br />Recommended Reading - ‘What happened to you?’ by Dr Bruce Perry<br /><a href="https://www.amazon.com/What-Happened-You-Understanding-Resilience/dp/1250223180">https://www.amazon.com/What-Happened-You-Understanding-Resilience/dp/1250223180</a><br /><br />Three calls to action:<br /><ol><li>Get up on the balcony</li><li>Consider how you have led communities and individuals in 2023</li><li>Give staff time to reflect</li></ol></td></tr></tbody></table></span></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-63783650300619820292023-09-28T13:07:00.000+13:002023-09-28T13:07:18.966+13:00#ACEL Day Two | Mark McCrindle - Disruptive factors shaping the future of education<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1fbBSuxp59xWJfvbqzncHEUv7RIskyxjOt9qLGeOZgfST-j6TluTip75YThZSYTi9Nbg6HVCSjoeS8tCGS7r7z5oJ9GCp2PFQiH2sSzBZP8701h4pCH0iql-oJ5yWSALDwNPaq3qPEKYoQp8OeXc-UXRx3AlM2uzTObrc3WB2SAPCLj-lbzsMQR76GUp2/s1200/Education-2023-infographic-mockup.webp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1159" data-original-width="1200" height="386" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1fbBSuxp59xWJfvbqzncHEUv7RIskyxjOt9qLGeOZgfST-j6TluTip75YThZSYTi9Nbg6HVCSjoeS8tCGS7r7z5oJ9GCp2PFQiH2sSzBZP8701h4pCH0iql-oJ5yWSALDwNPaq3qPEKYoQp8OeXc-UXRx3AlM2uzTObrc3WB2SAPCLj-lbzsMQR76GUp2/w400-h386/Education-2023-infographic-mockup.webp" width="400" /></a></div><br /><div><br /></div>A focus on leadership & well-being amidst great challenges and opportunities.<br /><br />From the programme:<br /><br />While previously considered a profession that offers a balanced lifestyle, more recently the education sector has gone through a steady professionalisation and a stagnation in the lifestyle benefits it can offer. As the responsibility of teachers continues to grow, and emerging interest in the profession declines, schools and the education sector more broadly must appropriately respond to the current and future needs of educators. In this session Mark will provide a practical, data-driven and engaging guide to these education trends, how these massive shifts are changing the way in which students engage with their education, and teachers engage their students, and why work wellbeing is a non-negotiable for the future and how to achieve it.<br /><br /><b>Demographic growth and change</b><br /><ul style="text-align: left;"><li>Australia's 2.2% annual growth rate</li><li>More people and more students</li><li>Internal migration</li><li>Rise of the regions 60% have considered to the regions. 20% looking to actually move to the regions.</li><li>Aging population leading to structural funding deficits. There aren’t fewer children, the older ages expanding faster.</li><li>48% of Australians have at least one parent born overseas.</li><li>Generational language (tech) gap.</li></ul><br /><b>AI, digital change and emerging technology</b><br /><br />Views of teachers on AI<br />71% believe it will increase plagiarism<br />62% believe it will change assessment<br />57% believe it will hinder student's ability to write<br />31% believe it will improve productivity<br />28% believe it will benefit learning<br />27% believe it will hinder the ability to write code<br />59% of teachers see AI as a tool and 41% see it as a threat.<br /><br />68% teachers said their school supported learning with AI<br />64% teachers said their school was equipped to deal with AI<br />59% teachers said their school champions use of AI<br /><br />What do students use most to learn new skills?<br />Teachers 50%<br />Websites 48%<br />TikTok 42%<br />Parents 39<br />YouTube 37%<br /><br />“The Great Screenage”<br /><br />We have been attached to screens for years, they have just got smaller and more personalised. <br /><br />75% Gen Z check device within 3 mins of waking<br /><br />Prefer voice-controlled tech<br /><br /><b><br /></b><div><b>Student Mental Health</b><br /><br />Asthma is the most prevalent health issue up to 14 years.<br />16-64 Mental health most prevalent<br />65+ Arthritis<br />75% of GenZ often/sometimes feel lonely even though they are more connected than ever. <br /><br />Community - Diversity and Unity<br /><img height="268" src="https://lh6.googleusercontent.com/fxo3PcDj7NW1MgxAcxMrKEd2dkHZkojWtxazjwobFA0TpucQ8LIIOIvJjDZ1x6nvEBUWqIyzzabohD8_mKiTzJpALSrGHnMdhVpkz6xqkhoaF3-TYUhr5m1jrtUtKrgsSIqkkNZM_B94e0m1A1-qb7k=w400-h268" width="400" /><br /><br /><b><br />Holistic Learning for Future Proofing</b><br /><br />65% of children will go into careers that don’t exist yet<br />Great speed, greater scale of transformation. We need to be able to keep learning.<br />The options generation represents unlimited pathways. <br /><br /><br /><b>Attracting and retraining the next generation of teachers<br /></b><br />Shifting from an industrial view of teaching to an artisan view of teaching.<br />86% see teacher burnout as one of the biggest disruptors of education.<br />78% feel burnt out after the pandemic<br />73% feel overwhelmed by the amount of work they need to achieve in a week.<br /><br />How likely would you be to recommend a career in teaching?<br />19% said very likely in 2020 and only 6% said very likely in 2023.<br /><br />Why teachers consider leaving.<br />72% were enticed to consider leaving due to a desire for a greater work/life balance<br />44% ability to work from home<br />44% greater flexibility<br />38% better rennummeration<br />28% better workplace cultures<br /><br />The key desire for careers that:<br /><ol style="text-align: left;"><li>Having a purpose and meaning in their work</li><li>What aligns with their core values</li><li>A workplace of community</li><li>Positive impact on those around them</li><li>Workplace flexibility</li></ol>What can we do as leaders?<br /><ol style="text-align: left;"><li>We need to lead with empathy - Leadership style - collaboration and contribution</li><li>Focus on culture - the character and personality of your school. The culture created and depth of people development.</li><li>Commit to growth - growth of people. Communication and feedback are wanted more by younger generations.</li></ol>“The success of a leader is measured not by what they achieve on their tenure, but by what they set in motion.” - Mark McGrindle. <br /></div><div><br /></div><div>Mark's website: <a href="https://markmccrindle.com/" target="_blank">https://markmccrindle.com/ </a></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-47798692538364329982023-09-27T18:51:00.005+13:002023-09-27T18:51:49.995+13:00 #ACEL Day One | Jeanette Cheah, CEO, HEX - Unleashing the power of exponential intelligence Website: <a href="https://www.startwithhex.com/">https://www.startwithhex.com/</a><br /><br />From the website: Made For Gutsy Learners<br /><br />The rate of change in tech is exponential, but the rate of change in traditional education is kinda flat...<br /><br />So we hang out at the intersection of education and innovation, delivering a new kind of learning. We're all about experiences that are immersive, up-to-date, and based in the real world.<br /><br />5000+ learners have loved our seriously fun virtual programs, study abroad experiences, and hackathon-style events. And they leave HEX with amazing confidence, skills and networks — as well as university accreditation.<br /><br />2019<br /><ul style="text-align: left;"><li>One-month runway</li><li>Zero revenue forecast</li><li>Team of seven staff</li><li>Jobkeeper not yet announced</li><li>Schools and students under pressure.</li><li>COVID closed down the borders</li></ul>What would you think? <br /><br />How would you feel?<br /><br />What would you do?<br /><br />That time I cried at the kitchen table - choosing electives as a teenager and feeling like it was predetermining their entire career. <br /><br />40% of CEOs know their business will be redundant within 10 years.<br /><br />The exponential opportunities.<br /><br />eXQ - Exponential Intelligence (trademarked) <br /><br /><img src="https://lh6.googleusercontent.com/nobsSvJJjH6WWKdrQl4C6lhL5R0ggwN_uMblpnxWKe1n7MWNXoJuUKvqqnGlwfJmspbrjGIijdc1KUAXeEJQJp15AzeXmeRBxYkOJqRGRxANah1g1GX6V3S9To_1qBLQrDPEJEKYm-ji5uOFDEE9dzQ=w400-h298" /><br /><br />Today’s socioeconomic challenges are innovation opportunities. <br /><br />Why is it exciting:<br /><ul style="text-align: left;"><li>Potential for new education design and standards.</li><li>New talent sourcing and training.</li><li>New ways of working</li><li>New leadership superpowers</li></ul><br /><img src="https://lh4.googleusercontent.com/V3nVtguXKaoh6V6HfoMVyK-BLYRScB3rjDzw-fHWuCJ1BsVj5hgP0ZFAjsy5a0cI98hVWxLuHdWdi6cl0QUvFE89y27K99cCDulx6v6vepzZVfpgKMohhJmmbhjRAKobNzn-H95hSyhNDTgJYbqTgWs=w400-h291" /><br /><br /><br />Industrial revolution - replacing and augmenting muscle with mechanical power<br /><br />AI revolution - replacing and augmenting brain power with technological power.<br /><br />Introduced HEX Ed <a href="https://www.startwithhex.com/program/hex-high-accelerator-program">https://www.startwithhex.com/program/hex-high-accelerator-program</a><br /><br /><b>Three ways you can improve your eXQ</b><br /><br />#1 - Improving your social capital <br /><br /><img src="https://lh6.googleusercontent.com/ioqsQuYF7oKKgBQpRTcE8X_0mvnovM_lzsJSPb1leOTU2mBftQlFDJ8cX33JU5eQjtFDEMPro7z2VCz5xHnBmp4MkDoWYkBOG4QvkMvHWr69Dc1Wj2BTBW91LA_uuEJSnOQtLOBlfjH2CxdF4Yw__1k=w400-h299" /><br /><br />#2 - Challenge perfectionism<br /><br /><img src="https://lh5.googleusercontent.com/XlwGZUu151FdWScSRvz9ZnlLJYpBfQrv9I7NunV2Q_nnk7IW2oisEdRQNgaN4xin0xVOBju9vuMWncfT0hDHGJ4uoRRcV_FQeAwRH3vOIs6jqjMX1d9IK_v0tEa6XKXKy09ROPAnfzxP4hcn20RqcUI=w400-h300" /><br /><br />#3 - Leading yourself first<br /><br /><img src="https://lh3.googleusercontent.com/tUTFmNGtGnxBoBXdbrVAMFEtcaVSQX-PiKhomqNZewsAdmtX-XNip8MInwFGmjGceWsqtVwY1CE2etmbrRXeyFzbqLitlskTlGcjU9TEDg890ebUN4tVcU8OmUaEqsAwpsk256Xs3XPccSqN40d_lTk=w400-h299" /><br /><br />The future is exponential.<br /><br />Your students are too. <br />Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-67913761631119687982023-09-27T18:24:00.002+13:002023-09-27T18:24:26.915+13:00#ACEL Day One | Paul Watson and Ernie Ayala - Redefining Education - Innovation in Education (Emmanuel Catholic College)<div class="separator" style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYOfCOUl-OBZojxIMQnmj9hb_lX_I_qCm20xvPXDbmanuvb9rrHqnSFEkSRFA9BWcibaK6U7vFvMnCAwrsqmxLK16iMb8HbqxXBpOfGZZreq32cO25_WCZaJPMKKsADLTB51cRtNWP3EiwyxYBKw2kvkcm1HKpuqEIxwfOmLnzxr5kZG327mqV3c0BTz_o/s2480/EMMANUEL_COLLEGE_001R-2.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYOfCOUl-OBZojxIMQnmj9hb_lX_I_qCm20xvPXDbmanuvb9rrHqnSFEkSRFA9BWcibaK6U7vFvMnCAwrsqmxLK16iMb8HbqxXBpOfGZZreq32cO25_WCZaJPMKKsADLTB51cRtNWP3EiwyxYBKw2kvkcm1HKpuqEIxwfOmLnzxr5kZG327mqV3c0BTz_o/w400-h194/EMMANUEL_COLLEGE_001R-2.jpeg" /></a></div><br />These are rough and ready notes but great to see a traditional school taking the initiative to transform their school.<div><br />Education doesn’t need to be reformed - it needs to be transformed!<br /><br />The key is not to standardise education but to personalise it. <br /><br />Prioritise the acquisition of skills over content. <br /><br />Community buy-in is needed. Started with staff, then students, then parents.<br /><br />What do we believe about how kids learn best? Conditions for powerful learning do not describe our current system. There is a major disconnect between what the research tells us and what we continue to do in schools. <br /><br />Provocations included OECD - Four Futures and the reality that we may not exist if we don’t change things. <br /><br />From the OECD: https://www.oecd.org/education/ceri/Brochure-Four-OECD-Scenarios-for-the-Future-of-Schooling.pdf <br /><br />Scenario 1 | Schooling extended<br />Scenario 2 | Education outsourced<br />Scenario 3 | Schools as Learning Hubs<br />Scenario 4 | Learn-as-you-go<br /><br />Think Learning Studio was another source of provocation:<br /><a href="https://thinklearningstudio.org/the-bread-the-key-and-the-future-of-education/">https://thinklearningstudio.org/the-bread-the-key-and-the-future-of-education/</a><br />(Well worth a look at the articles in the News section)<br /><br />2023 saw a major shift across what is a mainstream large secondary school. <br /><br />The school started by sending out provocative videos each Sunday night. All videos were less than 7 minutes and focused on schools doing things differently. <br /><br />Changed the structure of the school day.<br />Leaders create the right conditions for students to flourish. <br />Demand for change led by new teachers.<br /><br /><b>2023 - What did we learn?</b><br /><br /><b>Learning blocks</b> - changed from 6 periods to a mix of 100-minute blocks and 50-minute blocks. The pedagogy behind it is what made the difference. <br /><br />Students were surveyed regularly.<br /><br />Create opportunities for better learning experiences. More collaborative and experiential learning. More experiments. More active learning. <br /><br />Surveyed parents, students, and teachers. Students were 75% positive, parents 67%, and teachers 64%.<br /><br /><b>Thursday optional day</b> - online from home, school or do external work experience. Teachers are scheduled to be on the floor. No new content is taught that day. Practical workshops run all day. <br /><br />Students doing better at university as a result. Did you find the introduction of the Year 12 flexi days useful? Students were 94% positive, parents 77%, and teachers 72%.<br /><br />Students used flexible days in a variety of ways - appointments, study, workshops, going to the beach, and mental health day. <br /><br />It’s not all about academics - every Thursday I go to the beach with my Dad. This year we have reconnected. <br /></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-19462929509192559962023-09-27T15:12:00.002+13:002023-09-27T15:12:13.990+13:00#ACEL Day One | Viviane Robinson - Virtuous Educational Leadership: Doing the Right Work, the Right Way <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsKXRJ2n3IAYKLpZh7ymbCiuJKdU9hAqo_B3Xi72dis46MRtUKKKdN4Srm7D76ySZnHDYgTqxj2jfZuiz0OAh_Euf5xEYmBAvhK88F9-_8Jiy1Uc4JIUf1-6qw5IwVKmACYHgYioZ0wctSD3UvXCDOIkByK1NwRT7Pd_PZVV0oSlk7S9HjPWTOduJhSmkO/s500/viviane.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="500" data-original-width="350" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjsKXRJ2n3IAYKLpZh7ymbCiuJKdU9hAqo_B3Xi72dis46MRtUKKKdN4Srm7D76ySZnHDYgTqxj2jfZuiz0OAh_Euf5xEYmBAvhK88F9-_8Jiy1Uc4JIUf1-6qw5IwVKmACYHgYioZ0wctSD3UvXCDOIkByK1NwRT7Pd_PZVV0oSlk7S9HjPWTOduJhSmkO/s320/viviane.jpeg" width="224" /></a></div><br /><div>Why focus on leadership character?</div><ol style="text-align: left;"><li>Leaders are powerful. Your decisions affect the learning of 100s of students.</li><li>Leaders need the ability to discern what is right.</li><li>Leaders need to be a force for good in contexts that tempt them to be otherwise.</li></ol><div style="text-align: center;"><img height="284" src="https://lh5.googleusercontent.com/UPXWHBYIq-hceKf4FSPWpET0ZBNZbUxbrkSiEZW9gJwMn1ra3YbsG9VsxT76vBTZEFY7ZhXwWQ97ww_N9knr8AvERYaSYtK_WuK1sxxwf02qoYtChlsG-ras_1X5ypFD2IJZE53n-ruAJRYpVhHXnUs=w400-h284" width="400" /></div><br />Values are words, and virtues are actions. <br /><br />What is the right work? The right work is the dedicated pursuit of proper purposes of education. <br /><br />Three proper purposes<br /><ol style="text-align: left;"><li>Preparation of children and young people through mastery of the competencies they require to lead fulfilling and productive lives.</li><li>Socialisation into particular cultures and communities.</li><li>The development of autonomy by enabling children and young persons to exercise choice without surrendering the will of others or uncontrolled inner drives.</li></ol><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img src="https://lh5.googleusercontent.com/9dPDI6KwlqkVa1goQb1AH489Drnk9MYq038ThIeUFF5ZreOXEsIucBpq9ehKkVyGPLH37i3r8v3PXak5vUDSBiydsynuI5vD3FiB7B8OBV_QiPsSfuAbFCYEnT5xGAM5rJbSRliYS3SOcyKmrNXiUfg=w400-h299" style="margin-left: auto; margin-right: auto;" /></td></tr><tr><td class="tr-caption" style="text-align: center;"><b style="text-align: start;">Leading for deep learning</b></td></tr></tbody></table><br /><br />The right leadership work<br /><ul style="text-align: left;"><li>Purpose: Ensure Deep Learning</li><li>Learners learn the science of deep learning and of teaching for deep learning</li><li>Derive broad descriptions of the right leadership work</li></ul><br />Overcoming obstacles or problems that get in the way of achieving goals.<br /><br />Three aspects of a leader’s works<br /><ol style="text-align: left;"><li>Maintaining business as usual</li><li>Dealing with crises and surprises</li><li>Solving the problems that prevent improvement</li></ol><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img src="https://lh5.googleusercontent.com/gio3Ipp_glWkicc_NoMjtsPGHxqzUSUvS8a9GbBGo-4eYr_pYHDAjOBJuE6IJRnGdxsLnqF_MMizGBlKdwDMi_E4k6bYTmWZquZUxsdq8Mi2gjhT-j8YCgQ2MUhXEeKgEqEfDiSYxYqhNBLUYbJxjv0=w400-h301" style="margin-left: auto; margin-right: auto;" /></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="text-align: start;"><b>What is the problem?</b></span></td></tr></tbody></table><br />The Five Stages of Collaborative Complex Problem-Solving (CCPS)<br /><ol style="text-align: left;"><li>Problem identification</li><li>Problem causes</li><li>Solutions requirements</li><li>Problem solutions</li><li>Problem outcomes</li></ol><div style="text-align: center;"><img height="281" src="https://lh5.googleusercontent.com/jRH2f4d8aeM_zxuf_5BL4eJQsQkk4z4CL1gbrz72x3cgt3NEUdsDq_Ajq6KgLe8a13HcCHC9ksBa3Q79eqvBrMnSjcjNWYb5oVcxBgwmmAnHjaMyjEEzFK7Dw-IKKd_e5KfejXlMuFHSExyJ8AOYErI=w400-h281" width="400" /></div><br />The right way requires virtues:<br /><ul style="text-align: left;"><li>Leadership virtues</li><li>Problem-solving virtues</li><li>Interpersonal virtues</li></ul>Worthy leadership motivation<br /><ul style="text-align: left;"><li>Strong commitment to proper purposes of education</li><li>The desire for collective success in achieving the purposes</li><li>Cares deeply about students' well-being and success</li></ul>Problem-solving virtues<br /><ul style="text-align: left;"><li>Strategic</li><ul><li>Establishes clear priorities</li><li>Perseveres</li><li>Connects micro and macro</li></ul><li>Analytic</li><ul><li>Truth seekers rather than truth claimers</li><li>High accuracy low defence motivation</li><li>Skilled at casual inquiry</li></ul><li>Imaginative</li><ul><li>Integrates rather than polarises</li><li>Resists trade-offs and compromises</li><li>Comfortable with initial uncertainty and complexity</li></ul></ul><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img src="https://lh6.googleusercontent.com/blhk4mw104qyV2J6ZzenQFJNZ-yQA3sNCdKlYFnykvwzV7SZT-qujQV6eEQbo7iwhvebq9h4hqG01ukBXmNWbcUHfPCGEJE7kP5z2-OGYxs5pRkp04yjIW9Dh64_9pcYXVAgZcIxod4eqOrqn5qzH1Y=w400-h283" style="margin-left: auto; margin-right: auto;" /></td></tr><tr><td class="tr-caption" style="text-align: center;"><b><span style="text-align: start;">Leaders’ beliefs determine the work<br />(assumptions can be damaging)</span><br style="text-align: start;" /></b></td></tr></tbody></table><br /><br /><div style="text-align: center;"><img height="289" src="https://lh3.googleusercontent.com/8_VHrXqRIT1Yuu99VqUIfXWM9FKiCFor-OQzE1Ax4CXv5Uk2kweEd5DCPXGjUnx9rLWWnx_Ip5IyNZA6y5ZoIYRraNY6m0mux2_6i-69PRN2qTD37vcwvhLKlhnWbrhV126UN11Vm45fxVR7Zy6s1SE=w400-h289" width="400" /></div><br /><br />Interpersonal virtues<br /><ul style="text-align: left;"><li>Integrity </li><ul><li>Tells the truth</li><li>Walks their worthy talk</li><li>Principled decision making</li></ul><li>Respect</li><ul><li>Open to others' influence</li><li>Listens to contrary views</li><li>Accords appropriate autonomy</li></ul><li>Courage</li><ul><li>Doing what is right despite fear of others' reactions</li><li>Virtuous and non-virtuous courage</li></ul><li>Empathy</li><ul><li>Accurate understanding of other’s experience</li><li>Avoiding pre-judgements</li><li>Avoidance of excessive empathy</li></ul></ul>The right way requires virtues - a Taxonomy of Virtues for Educational Leaders<br /><ul style="text-align: left;"><li>Leadership virtues</li><ul><li>Worthy leadership motivation</li></ul><li>Problem-solving virtues</li><ul><li>Strategic</li><li>Analytic</li><li>Imaginative</li></ul><li>Interpersonal virtues</li><ul><li>Integrity</li><li>Respect</li><li>Courage</li><li>Empathy</li></ul></ul>Learning to be more virtuous<br /><ul style="text-align: left;"><li>Reading</li><li>Reframe your thoughts</li><li>Rehearse your speech</li><li>Collect evidence of your practice</li><li>Hold high standards</li><li>Reflect on your successes and failures. </li></ul>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-54871578271118675132023-09-21T19:09:00.008+12:002023-10-03T09:02:57.428+13:00(Updated 02/10/23) Vote Education 2023 - What’s on the cards for education in the 2023 elections? <p><span style="font-family: inherit;"> </span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><img border="0" data-original-height="1092" data-original-width="1942" height="225" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRSN6QJ89Iu4GZoITiXivVhBTgzud1FevTp75lkJz0Qj-8xViwDkwuXTk6QTmfso2T89qURg2KifFZMYWYiKa9hVrVOnz_T4jetR3-KGyV_RCmneZPzOn6UgacxPVEfgbNkfK_pr09NZotw9SqFrE8xB5Q0okupA-ffTp9b7Sbf9wsrPr4YcHFr7WXoFzm/w400-h225/Screen%20Shot%202023-09-21%20at%206.40.33%20PM.png" style="margin-left: auto; margin-right: auto;" width="400" /></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">Possible actual photo that inspired many of this year's policies</span></td></tr></tbody></table><p></p><div style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhRSN6QJ89Iu4GZoITiXivVhBTgzud1FevTp75lkJz0Qj-8xViwDkwuXTk6QTmfso2T89qURg2KifFZMYWYiKa9hVrVOnz_T4jetR3-KGyV_RCmneZPzOn6UgacxPVEfgbNkfK_pr09NZotw9SqFrE8xB5Q0okupA-ffTp9b7Sbf9wsrPr4YcHFr7WXoFzm/s1942/Screen%20Shot%202023-09-21%20at%206.40.33%20PM.png"><span style="font-family: inherit; font-size: x-small;"></span></a></div><p></p><span id="docs-internal-guid-95ad486a-7fff-683c-154a-fd562dba6b0d"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;"><br /></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">As we barrel along towards the 2023 General Election and as educators dig deep to find the energy to give a damn about anything beyond surviving the end of Term Three and desperately hoping to enjoy a sickness-free break and some much-needed sunshine, it is important we find a way to engage with what’s on the horizon for education this election cycle. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">If like me you are thinking that education is all but missing in action (beyond a few clickbait-worthy headlines) this election season you wouldn’t be wrong. Clearly “cost of living” and “getting tough on crime” are the issues de jour this time around. It is disappointing to see the resolute lack of vision for education across the board this year. Our two major players seem to be vying for first place by serving up shades of beige and different versions of “back to basics” ideology with little more than financial literacy, literacy, numeracy and truancy on the menu with a bit of banning cellphones dished up for dessert on the right-hand side. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Our minor parties are consistent in that their education policies are little more than educative expressions of their respective visions and principles. NZ First has to win some sort of prize for not even bothering to craft any policies, but rather, defaulting to shouting "anti-woke" nonsense instead with their promise to “restore education and stop indoctrination by removing gender ideology from the curriculum, especially from primary school.” Such as shame, as we all know how much schools love a good bit of indoctrination. Heaven forbid, schools become safe inclusive spaces for all. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">I have to say I am dumbfounded at the lack of vision and the lack of aspiration we seem to have for education. Is it just me or did 5-10 years ago seem like some sort of future-focused fever dream where we talked about equity, inclusion, developing the skills and competencies we need for an increasingly complex world and the need to close the digital divide to work toward a more equitable and flexible model of schooling? And where has the focus on wellbeing gone? Where is the aspiration for schools to be a place that nurtures young New Zealanders who might tackle the wicked problems our world is facing? Have any of these parties even read any international 'Future of Education' reports? If they have, they are not apparent in any of the policies or priorities I see below. The closest we come to a digital strategy appears to be banning cell phones. I am actually embarrassed for our country. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">When did our politicians become afraid of having a vision and a strategy that actually moved beyond “going back to basics” and voter-baiting headlines that all present little more than simplistic solutions to complex or non-existent problems? Does no one “have a dream” for our young people? Does no one care about us creating a world-leading education system that wants to deliver inclusive, innovative, sticky, flexible and relevant learning that will equip our young people to be the future builders (and problem solvers) we so desperately need? There is no question that the basics are important, but we don’t need to look back or go back, we need to be bold, brave, and commit to doing things differently and moving onward and upward. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">In the coming weeks, I am keen to put together my policy wishlist. If you have any suggestions please add them in the comment section below. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">In the meantime if any politicians or policy writers happen to read this. Here are a few pieces of recommended reading to pull you out of the past:</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">From the OECD: </span><a href="https://www.oecd.org/education/future-of-education-brochure.pdf" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://www.oecd.org/education/future-of-education-brochure.pdf</span></a></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">From UNESCO: </span><a href="https://unesdoc.unesco.org/ark:/48223/pf0000379707" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://unesdoc.unesco.org/ark:/48223/pf0000379707</span></a><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"> </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">From the OECD: </span><a href="https://www.oecd.org/education/ceri/Brochure-Four-OECD-Scenarios-for-the-Future-of-Schooling.pdf" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://www.oecd.org/education/ceri/Brochure-Four-OECD-Scenarios-for-the-Future-of-Schooling.pdf</span></a><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"> </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">From Microsoft: </span><a href="https://edudownloads.azureedge.net/msdownloads/Microsoft-EducationReimagined-Paper.pdf" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://edudownloads.azureedge.net/msdownloads/Microsoft-EducationReimagined-Paper.pdf</span></a><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"> </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">From Google: </span><a href="https://edu.google.com/intl/ALL_nz/future-of-education/" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://edu.google.com/intl/ALL_nz/future-of-education/</span></a></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Below is a summary of what each party is promising to do for education. I did the trawling, so you don’t have to…. (feel free to let me know if I have missed anything, and I will update as more announcements are made). Everything below is taken directly from the respective party websites as of 21 September 2023. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">I warn you now, that it is an underwhelming read, however, if you care about education, please read, debate, share and vote as strategically as possible. </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;"><br /></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"></span></p><div class="separator" style="clear: both; text-align: center;"><br /></div><span style="font-family: inherit; font-size: 20pt;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2E9yV1G4ibT22tJQ74PTVONfSGBbiqK25XJcE3XYI2fK4zlf5tcb8oskQvQvP7jEVDEFj0U6XIfTFVIEn0dE2JrP6Ad5LKBLh8HwqsArVcmUJfPYRbRDHQoDvvIJVjCGGdZk2TKkFZn7fU0bjibrvQpf4aBfEfyZ4N9O7v2A6uhAH_ap0kMVY9Ll3IvyI/s1920/nzlp_logo_2019.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="513" data-original-width="1920" height="54" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2E9yV1G4ibT22tJQ74PTVONfSGBbiqK25XJcE3XYI2fK4zlf5tcb8oskQvQvP7jEVDEFj0U6XIfTFVIEn0dE2JrP6Ad5LKBLh8HwqsArVcmUJfPYRbRDHQoDvvIJVjCGGdZk2TKkFZn7fU0bjibrvQpf4aBfEfyZ4N9O7v2A6uhAH_ap0kMVY9Ll3IvyI/w200-h54/nzlp_logo_2019.png" width="200" /></a></div><div><span style="font-family: inherit; font-size: 20pt;"><b>Labour Party</b></span></div></span></span><div><br /></div><div><br /></div><div><br /></div><div>Updated 02/10/23 - note I did not add any of the points that started with"Continue to..." as that's just padding!</div><div><br /></div><b>The Early years</b><br />From March 2024, a re-elected Labour government will:<br /><ul style="text-align: left;"><li>Extend 20 hours free Early Childhood Education to 40,000 two-year-olds saving these families up to $130 a week.</li><li>Increase the subsidies for ECE centres to ease the pressure on fees.</li></ul><b>Class Sizes</b><br />Labour will work towards the recommendations of the Ministerial Advisory Group on staffing and reduce staff-student ratios, starting with reducing the ratio in Years 4-8 from 29 students per teacher to 28 students per teacher by 2025. We will also develop a long-term plan for staffing and resourcing of schools to keep up with changing needs and the modernisation of best practice.<br /><br /><b>Maths and Literacy</b><div>A re-elected Labour Government will:<ul style="text-align: left;"><li>Provide at least two million hours of free catch-up maths and literacy tutoring support for secondary students focussing on the regions most affected by COVID lockdowns, the North Island Weather Events, and other disruptions to learning over the past three years, and including targeted programmes specifically designed for Māori and Pacific students.</li><li>Develop and deliver programmes to support students to accelerate their progress in reading and maths, especially over Years 2-6.</li><li>Continue to roll out and encourage the uptake of the Better Start Literacy Programme for new entrants’ students.</li><li>Provide a maths and literacy training fund to upskill and support primary and intermediate teachers to implement the new maths and literacy curriculum and lift the quality of maths and literacy teaching.</li><li>Roll out Core Teaching Requirements in maths and literacy to guarantee foundational teaching and learning in these subjects.</li></ul><b>Education Pathways for disengaged youth and increasing attendance rates</b><br />A re-elected Labour Government will:<br /><ul style="text-align: left;"><li>Increase attendance rates through funding the attendance service and attendance officers in schools.</li><li>Labour will improve the collection and reporting of attendance data to drive better intervention for Disengagement.</li></ul><b>Valuing our leaders</b><br />A re-elected Labour Government will:<br /><ul style="text-align: left;"><li>Develop a comprehensive school leadership strategy so school principals and those aspiring for school leadership roles are well supported and prepared.</li><li>Work to improve the staffing management formulas used for the allocation of management support and professional development opportunities for school leaders.</li><li>Work to increase the number of leadership advisors as we continue to progress the reform of Tomorrow’s Schools, prioritising areas with a high number of principals within their first five years or where retention is an issue.</li><li>Consider updating and expanding the Kahui Ako models to focus on shared responsibility for all students within the cluster and empower experienced principals to lead their clusters including by</li><ul><li>working with the sector to lift the moratorium on schools joining;</li><li>aligning the expansion of leadership advisors with clusters;</li><li>involving principals in the recruitment process of others in the cluster; and</li><li>implementing the outcomes of the staffing Ministerial Advisory Group through the refreshed Kahui Ako model.</li></ul></ul>A re-elected Labour Government will:<br /><ul style="text-align: left;"><li>Review the funding of universities.</li><li>Restore the requirement for university councils to have two remunerated student members and ensure students have a strong collective voice in the decisions made by tertiary institutions so that providers are responsive to learning needs and improve the quality of education.</li><li>Improve transition support for neurodiverse students moving between secondary schooling and tertiary education, for example by increasing neurodiversity understanding among secondary and tertiary staff through professional development and seeking improvements in the systems students use.</li></ul>A re-elected Labour Government will:<br /><ul style="text-align: left;"><li>Make the Apprenticeship Boost Initiative permanent to provide both apprentices and employers certainty of a secure pathway into trades and training under a Labour Government. This ensures a strong pipeline of skilled workers for key industries.</li><li>Work with Regional Skills Leadership Groups to identify and support better ways to meet future skills and workforce needs in their regions, both now and in the future.</li><li>Create a statutory right for workers to access vocational education, and the resources for both the training and the release from work to attend, to support a Just Transition as well as the new structures created through the Reform of Vocational Education.</li><li>Remove the youth and training rates that penalise young people who also need to survive, thrive, and become productive members of the workforce.</li><li>Improve the Ministry of Social Development’s employment services so they are more accessible and provide one-on-one support for those struggling to get into employment, training, or re-establish careers disrupted by technological change and or medical injury.</li><li>Work to improve and expand health and education voluntary bonding schemes, as part of a wider review and redesign of the programmes across Government. Adult and Community Education, sometimes called night classes, has a long, proud history in New Zealand in providing opportunities for ‘second chance’ education, personal development, learning new skills, recreation and building social and community cohesion. In Budget 2020, we reversed National’s cuts with an initial boost to revitalise night classes.</li></ul><div>Source: https://www.labour.org.nz/news-labour_manifesto_2023</div><div><br /></div><b>Teaching young New Zealanders practical financial skills</b><br />Young people will leave school knowing how to do a budget, open a bank account, manage bills and invest their money as part of Labour’s new financial skills in schools programme. Making sure young New Zealanders leave school knowing how to manage their finances is too important to be left to chance. Labour’s plan is about teaching Kiwi kids practical financial skills that they will use for life. Evidence tells us the current approach means too many students leave school without the financial skills they need. Over the last six years, Labour has been growing financial teaching capability within New Zealand schools – including by making it a core part of the School Leaver’s Toolkit. But more needs to be done.<br /><br />We’re taking the next step in our work to create an education system that gives every young New Zealander the best chance to succeed. A re-elected Labour government will require financial literacy to be taught at all levels in all schools by 2025.<br /><br />What will students learn?<br />All young people will leave school with a core knowledge of: </div><div><ul style="text-align: left;"><li>saving and investing</li><li>budgeting and financial management</li><li>setting financial goals and planning ahead</li><li>banking</li><li>borrowing, credit and debt</li><li>Kiwisaver and insurance</li><li>income and taxes</li><li>consumer rights, and</li><li>identifying and managing risk.</li></ul>Source: <a href="https://www.labour.org.nz/news-practical_financial_skills">https://www.labour.org.nz/news-practical_financial_skills</a><span style="font-family: inherit;"><br /></span><h1 dir="ltr" style="line-height: 1.38; margin-bottom: 6pt; margin-top: 20pt;"><span style="font-size: 20pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhe53E3jmg_uHOdrHQX001IOlATUtzWhdBBZ-9R6zuVmqT1Ws7UEboXJv7LzAh13G9XJEGMnZuXwllNcfn9MEMsuBeiMDQYdG1yhFJn4YgXfTxM_gufrm7R-eZ9La8ej4ZIh_zubc38_k-hpnUfeZj4RZAlO36z5kxuP9Kx-Gfe9JPe7viJqrUSf1jxKN2a/s960/National.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="502" data-original-width="960" height="104" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhe53E3jmg_uHOdrHQX001IOlATUtzWhdBBZ-9R6zuVmqT1Ws7UEboXJv7LzAh13G9XJEGMnZuXwllNcfn9MEMsuBeiMDQYdG1yhFJn4YgXfTxM_gufrm7R-eZ9La8ej4ZIh_zubc38_k-hpnUfeZj4RZAlO36z5kxuP9Kx-Gfe9JPe7viJqrUSf1jxKN2a/w200-h104/National.png" width="200" /></a></div><h1 dir="ltr" style="line-height: 1.38; margin-bottom: 6pt; margin-top: 20pt;"><span style="font-family: inherit; font-size: 20pt;">National Party</span></h1></span></span></h1><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Teaching the Basics Brilliantly</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Our education system is failing too many children. National will make sure schools are teaching the basics brilliantly, so every child has the opportunity to succeed.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Our plan will ensure kids have the foundation they need in reading, writing, maths and science to set them up for success.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Under National, parents will know if their kids are doing well or, more importantly, if they’re falling behind. It’s not acceptable to allow children to fall further and further behind without anyone noticing or taking action to help them catch up.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">National will set every child in New Zealand up for success and restore excellence to the heart of the education system.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">National’s plan for Teaching the Basics Brilliantly</span></span></p><ol style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">An hour each on reading, writing and maths every day</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Minimum requirements for what schools must teach every year in reading, writing, maths and science</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Regular standardised assessment and clear reporting to parents</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Better training and more tools to support teachers</span></span></p></li></ol><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Policy highlights</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">National will turn our education system around and make sure every child has the opportunity to master the basics and set themselves up for success.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">National will introduce minimum class time for the basics, along with clear minimum requirements for the reading, writing, maths and science content children must be taught in each year of school.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Regular assessment and crystal-clear reporting will ensure parents know how their child is progressing, where they might need help, and where they can be extended.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">We’ll make training on reading, writing, maths and science a requirement for new and existing teachers to ensure they have the confidence and skills to teach the basics brilliantly.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">And we’ll provide teachers with high-quality resources like lesson plans to free them up to focus on teaching, not just planning.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">National will</span></span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Require an hour of maths and two hours of reading and writing on average each day in primary and intermediate schools.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Rewrite the curriculum to outline the knowledge and skills that primary and intermediate schools must cover each year in reading, writing, maths and science.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Require standardised, robust assessment of student progress in reading, writing and maths at least twice a year every year from Year 3 to Year 8, with clear reporting to parents.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Introduce an exit exam for primary and intermediate teaching graduates to demonstrate expertise in reading, writing, maths and science instruction, and require existing teachers to undertake professional development in teaching the basics.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Develop a free online resource bank with lesson plans and materials aligned with the new curriculum to reduce teacher workload.</span></span></p></li></ul><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Source: </span><a href="https://assets.nationbuilder.com/nationalparty/pages/17680/attachments/original/1679531437/Teaching_the_Basics_Brilliantly.pdf?1679531437" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://assets.nationbuilder.com/nationalparty/pages/17680/attachments/original/1679531437/Teaching_the_Basics_Brilliantly.pdf?1679531437</span></a><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"> </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">National’s Literacy Guarantee</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Teach every child to read using structured literacy by making it a requirement at primary school.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Introduce short phonics checks for year two students to inform parents and teachers about each child’s reading progress.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Provide structured literacy intervention for learners who need extra support.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Ensure teachers get training on how to use the structured literacy approach.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Read more about National’s Literacy Guarantee</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">National’s Literacy Guarantee </span></span></p><ol style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Teach every child to read using structured literacy by making it a requirement at primary school. </span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Introduce short phonics checks for Year 2 students to inform parents and teachers about each child’s reading progress. </span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: decimal; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Provide structured literacy intervention for learners who need extra support. 4. Ensure teachers get training on how to use the structured literacy approach. </span></span></p></li></ol><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">National’s Literacy Guarantee builds on our plan to lift achievement and restore excellence in our education system, called Teaching the Basics Brilliantly, which includes: </span></span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">An hour each of reading, writing and maths every day. </span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Minimum requirements in the curriculum for what schools must teach every year in reading, writing, maths and science. </span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Regular standardised assessment and clear reporting to parents. • Better training and more tools to support teachers.</span></span></p></li></ul><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Source: </span><a href="https://assets.nationbuilder.com/nationalparty/pages/18373/attachments/original/1694140637/Literacy_Guarantee.pdf?1694140637" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://assets.nationbuilder.com/nationalparty/pages/18373/attachments/original/1694140637/Literacy_Guarantee.pdf?1694140637</span></a></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">National will ban cell phone use at school</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">National will ban cell phone use at school to help lift achievement and support every child to make the most out of their education.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Schools will be able to decide exactly how they enforce it, but it could mean requiring students to hand in their phones before school or leave them in their lockers or bags.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Source:</span><a href="https://www.national.org.nz/cell_phone_use_at_school" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://www.national.org.nz/cell_phone_use_at_school</span></a></span></p><h1 dir="ltr" style="line-height: 1.38; margin-bottom: 6pt; margin-top: 20pt;"><span style="font-size: 20pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzOAN183Shzr0w2kdWTnd72cu0AB6hMNCs8E3OVlZ1irYzcDj2fTrfo-9RmDzVtFfnsGticoagB6pPM-uuhIR6yorIfzE8_sBkM3bKcdizbGkAmPVrIb5FDECyZ3L-q_OQW2SRxuvrCb8exVSOzXwsyuS5L4nrddyoknvEa3QVecxQB_zsHDCJhDoDW234/s1598/Green_Party_of_Aotearoa_New_Zealand_logo.jpeg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="490" data-original-width="1598" height="61" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzOAN183Shzr0w2kdWTnd72cu0AB6hMNCs8E3OVlZ1irYzcDj2fTrfo-9RmDzVtFfnsGticoagB6pPM-uuhIR6yorIfzE8_sBkM3bKcdizbGkAmPVrIb5FDECyZ3L-q_OQW2SRxuvrCb8exVSOzXwsyuS5L4nrddyoknvEa3QVecxQB_zsHDCJhDoDW234/w200-h61/Green_Party_of_Aotearoa_New_Zealand_logo.jpeg" width="200" /></a></div><h1 dir="ltr" style="line-height: 1.38; margin-bottom: 6pt; margin-top: 20pt;"><span style="font-family: inherit; font-size: 20pt;">Green Party</span></h1></span></span></h1><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Vision</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">All children and young people develop their skills and talents and learn how to use them for good in the world. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Values and Principles</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Aotearoa New Zealand's early childhood, primary and secondary education system must be consistent with the following values and principles: </span></span></p><span style="font-family: inherit;"><br /></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Honour Te Tiriti o Waitangi: Education should share the stories of our past and help us ground a sense of national identity in Te Tiriti o Waitangi. Māori should have control of and tino rangatiratanga over their education and have the right to contribute to the education of all New Zealanders, as through the mechanisms of Matike Mai. </span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Ecological Wisdom: Education should nurture respectful relationships with the natural world and a sense of responsibility and reciprocity, including the protection of the taiao in line with tikanga Māori.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Social Responsibility: Education should foster lifelong learning for all New Zealanders and nurture learners' dispositions and skills, to enable them to lead lives filled with hope, joy and satisfaction. It should meet the diverse needs of individuals as well as the needs of the whole community. </span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Appropriate Decision-Making: Education should encourage and support people to take responsibility for their own learning and for helping others learn effectively. </span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Non-Violence: Education should uphold children and young people’s rights, celebrate diversity, and build skills for peaceful conflict resolution and cooperation.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Contribution: Education should develop the skills needed to fully participate in society and to contribute innovatively and creatively to the work of creating a healthy and sustainable society.</span></span></p></li></ul><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Strategic Priorities</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">The Green Party’s strategic goals include: </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">“...inclusive education will be available to all.”</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Actions in this policy that will help achieve this include:</span></span></p><span style="font-family: inherit;"><br /></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Trial alternative models of school governance that improve inclusivity and self-determination in education. (1.14)</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Provide advice and support on implementing the breadth of the National Curriculum in local contexts. (1.1)</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Resource the universal teaching of te reo Māori and tikanga Māori in all public schools. (4.11)</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">End classroom streaming or grouping by perceived ability, recognising this exacerbates inequality and is not supported by evidence for improved learning outcomes. (6.10) </span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Ensure that all schools and early childhood services have policies, practices, resources and programmes to create a whole school culture that is inclusive, and supports the identification and elimination of prejudice, racism, bullying, intimidation, and violence. (9.1)</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Establish a unit within the Ministry of Education designed to support schools, and the education system in general, to listen and respond to the voices of children. (10.3)</span></span></p></li></ul><div><span style="font-size: 14.6667px; white-space-collapse: preserve;"><br /></span></div><h1 dir="ltr" style="line-height: 1.38; margin-bottom: 6pt; margin-top: 20pt;"><span style="font-size: 20pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrlWyj_SNuSMdj1e_Qa4POriL0J_vfdH9upiHM5Ja5X023xHwOO-u_RuNEyBNdyHyKABe4irsnl1JGyJR_wj8lMI6CmOE_aMe2SYxzYY2j03MvZRqhlD5e2vWWJpM75C5JF8JDsmUnzi9zOqzgiVYon5XjlSN8nSmd4PzM_k_yFwGRcjAFzeiBQZ2YHtE1/s351/act.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="144" data-original-width="351" height="82" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrlWyj_SNuSMdj1e_Qa4POriL0J_vfdH9upiHM5Ja5X023xHwOO-u_RuNEyBNdyHyKABe4irsnl1JGyJR_wj8lMI6CmOE_aMe2SYxzYY2j03MvZRqhlD5e2vWWJpM75C5JF8JDsmUnzi9zOqzgiVYon5XjlSN8nSmd4PzM_k_yFwGRcjAFzeiBQZ2YHtE1/w200-h82/act.png" width="200" /></a></div><h1 dir="ltr" style="line-height: 1.38; margin-bottom: 6pt; margin-top: 20pt;"><span style="font-family: inherit; font-size: 20pt;">Act Party</span></h1></span></span></h1><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Building the Foundations for Education Success</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Almost every aspect of a person’s adult life will be defined by the education they receive as a child. An education crisis today will turn into a crime crisis, a vulnerable children crisis, an economic crisis and an inequality crisis tomorrow.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit; font-size: 11pt; white-space-collapse: preserve;">ACT will:</span></p><span style="font-family: inherit;"><br /></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Develop a traffic light system for unjustified absences, which will be publicly available in real-time.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Redirect funding from centrally controlled truancy services so schools can fund or purchase services directly.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Extend the B4 School Check to include education progress as well as health. ECE providers that fail to contribute to child development may risk losing their funding or license.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Set minimum criteria that any curriculum taught in New Zealand primary schools must follow, but allow for multiple curriculum versions.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Ensure all schools participate in standardised testing.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Develop an online league table, like Australia’s ‘My School’, to help parents understand how their school is performing compared with other schools.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Refuse to lower the bar for literacy and numeracy standards. ACT will conduct another set of mock exams in 2024 to gauge progress on higher literacy and numeracy standards and commit to enforcing higher standards from 2025.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Abolish University Entrance as a separate qualification and replace NCEA level three requirements with the current University Entrance requirements.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Ensure employers’ and tertiary institutions’ input is included in the development of achievement and unit standards.</span></span></p></li></ul><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Reforming Failing Schools</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Improving schools that fail is one of the most important things we can do to give children better lives. ACT has a plan to reform schools that fail, including allowing successful schools to take them over to give more children access to an excellent education.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">ACT will:</span></span></p><span style="font-family: inherit;"><br /></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Use information on school attendance and educational progress to prioritise ERO school inspections.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Ensure ERO’s school evaluation reports are consistent and based on clear, objective, and relevant criteria.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Improve the Ministry of Education’s slow and ineffective approach to managing under-performance by enforcing a clear and structured intervention process for identifying and intervening in under-performing schools.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Replace the current practice of appointing a limited statutory manager or commissioner to a struggling school. A tendering process would enable existing school operators to apply to take over schools that fail. Applications would consider the school operator’s track record of success. Where there is more than one school operator interested in the takeover, the Ministry would be responsible for selecting the best candidate based on who would best serve the school community.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Evaluate the outcomes of school interventions, as persistent failure is likely to indicate system-wide weaknesses in the education system.</span></span></p></li></ul><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Guaranteeing the Freedom to Learn</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">We have some of the highest-performing schools and students in the world, but we also have a long tail of underachievement in disadvantaged communities. Our education system is a slow moving disaster. ACT has a plan for a world-class education system.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;"><b>Teaching Excellence Reward Fund</b></span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">ACT will establish a $250 million a year Teaching Excellence Reward Fund to reward excellence in the classroom, encourage professional development, and deliver better educational outcomes.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Solutions to the Truancy Crisis</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Almost every aspect of a person’s adult life will be defined by the education they receive as a child. If we want better social outcomes, we can’t keep ignoring the truancy crisis.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Solutions such as:</span></span></p><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Daily national attendance reporting</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Empowering schools to deal with truancy</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Traffic light system</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">An infringement notice regime for parents</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Accountability for schools through mandatory reporting</span></span></p></li></ul><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Source: </span><a href="https://www.act.org.nz/education" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://www.act.org.nz/education</span></a></span></p><span style="font-family: inherit;"><br /></span><h1 dir="ltr" style="line-height: 1.38; margin-bottom: 6pt; margin-top: 20pt;"><span style="font-size: 20pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSDk7gwyzC7Y1LbJ9u6ZDcNdUNf1oQqOibUyW1xxdkwT9JxIjvI8EfHiU1dYXj-PH3q5Zy5zZkzqGl1Ssa3pl66SzapoRm1KUU2lh6qnp24OTgUinPWJERVMc3Vc5dn_neltYybF3P7qfMGX3DNI3UziSfmG3OunPp5UXHsLuqd2khTZKtrStRPGi4L0h7/s526/Maori_Party_logo.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="185" data-original-width="526" height="71" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSDk7gwyzC7Y1LbJ9u6ZDcNdUNf1oQqOibUyW1xxdkwT9JxIjvI8EfHiU1dYXj-PH3q5Zy5zZkzqGl1Ssa3pl66SzapoRm1KUU2lh6qnp24OTgUinPWJERVMc3Vc5dn_neltYybF3P7qfMGX3DNI3UziSfmG3OunPp5UXHsLuqd2khTZKtrStRPGi4L0h7/w200-h71/Maori_Party_logo.png" width="200" /></a></div>Te Pāti Māori </span></span></h1><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Our education system is continuing to fail far too many Māori students. Kaupapa Māori education is under-resourced, undervalued and remains marginalised in the education system. The Pākehā mainstream education system is broken and institutionally racist, despite the good work of many. </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Fundamental change is required to ensure that tamariki and rangatahi Māori can fulfil their potential.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">The Māori Party vision for education is to ensure that all tamariki are supported to thrive and be themselves and receive high-quality education that sets them on the pathway to achieve their dreams, regardless of where they go to school. No one can realise their aspirations unless they know who they are, where they come from, and are proud of their culture and heritage.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Our policy is centred around three pou; resourcing and valuing kaupapa Māori education, overhauling the Pākehā mainstream system and creating pathways for school leavers.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">The Māori Party will:</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Resource and value kaupapa Māori education</span></span></p><span style="font-family: inherit;"><br /></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Ensure all Māori medium education is funded equal to its mainstream equivalents through equity-based funding models</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Establish a $200m fund to drive whānau, hapū and iwi education and training initiatives including the establishment of new hapū-based wānanga</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Implement the Te Kōhanga Reo settlement claim (WAI 2336) including by significantly increase operational funding for kōhanga, recognising kaiako qualifications, and guaranteeing pay equity.</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Increase and promote scholarships available for young Māori to train as teachers of Te Aho Matua and for reo Māori speakers to train as teachers</span></span></p></li></ul><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Overhaul the mainstream education system</span></span></p><span style="font-family: inherit;"><br /></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Require a minimum of 25% of the education budget be directed to Māori models of delivery and pastoral care</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Ensure that te reo Māori and Māori history are core curriculum subjects in primary up to Year 10 at secondary schools</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Establish an independent Māori Standards Authority to oversee Māori language funding and audit providers to ensure they meet cultural and reo Māori competency standards</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Fund free digital devices and free internet for all children from Yr4 – Yr13</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Remove the power of schools to expel any student younger than the school leaving age of 16</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Require that all schools have Māori in their staff senior leadership teams</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Fund schools to hire additional Māori support staff who are well-paid and centrally funded</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Establish a Māori-led taskforce with the mandate to transform how Māori students with disabilities and learning differences are taught and supported</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Ensure that Māori staff are hired, and existing Māori staff paid extra, to lead cultural programmes such as kapa haka, taiaha, raranga and running school-based marae</span></span></p></li></ul><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;"> </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">Create pathways for school leavers</span></span></p><span style="font-family: inherit;"><br /></span><ul style="margin-bottom: 0px; margin-top: 0px; padding-inline-start: 48px;"><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Establish a $276m fund to ramp up the work of STEM and STEAM academies, such as the Pūhoro STEM Academy</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Double the existing Māori and Pacific trade training and cadetships placements per annum</span></span></p></li><li aria-level="1" dir="ltr" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; list-style-type: disc; vertical-align: baseline; white-space: pre;"><p dir="ltr" role="presentation" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-wrap: wrap; vertical-align: baseline;"><span style="font-family: inherit;">Permanently remove fees from apprenticeships</span></span></p></li></ul><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Source: </span><a href="https://www.maoriparty.org.nz/education_training" style="text-decoration-line: none;"><span style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://www.maoriparty.org.nz/education_training</span></a><span style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"> </span></span></p><span style="font-family: inherit;"><br /></span><h1 dir="ltr" style="line-height: 1.38; margin-bottom: 6pt; margin-top: 20pt;"><span style="font-size: 20pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0uQFRIBA-1Xumexg8esTCxHNbuegWr9b7gjmnNDivR13d0uqfH4bkKW560b6ADEm4iqXXf3sNa6tzv83pTdrsFeypGkXBQQvUZ1YGtD6whVkIXmaSPFk4nPZOoteW-JENB6imeIZ7rS2BrWi08TU6m5ESucHjPuG5Sv8tCOM3mtzsaXOkHDRQECqJWV_p/s1199/1200px-NZ_First_logo_2017.png" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="347" data-original-width="1199" height="58" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0uQFRIBA-1Xumexg8esTCxHNbuegWr9b7gjmnNDivR13d0uqfH4bkKW560b6ADEm4iqXXf3sNa6tzv83pTdrsFeypGkXBQQvUZ1YGtD6whVkIXmaSPFk4nPZOoteW-JENB6imeIZ7rS2BrWi08TU6m5ESucHjPuG5Sv8tCOM3mtzsaXOkHDRQECqJWV_p/w200-h58/1200px-NZ_First_logo_2017.png" width="200" /></a></div>New Zealand First</span></span></h1><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="background-color: white; color: #212529; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;"><span style="font-family: inherit;">New Zealand First is going to restore education and stop indoctrination by removing gender ideology from the curriculum, especially from primary school. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="background-color: white; color: #212529; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space-collapse: preserve;">Source: </span><a href="https://www.nzfirst.nz/2023_commitments" style="text-decoration-line: none;"><span style="background-color: white; color: #1155cc; font-size: 12pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space-collapse: preserve;">https://www.nzfirst.nz/2023_commitments</span></a></span></p><br /></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-14166861111426695242023-06-01T13:40:00.001+12:002023-06-01T13:40:03.391+12:00Assessment in the Age of AI - Claire Amos<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYjsuX8v9Zu0staepya_d4T0DkLdp07-JSx4Gvv-nuPiYRliC3v72VGOgS9mXP1nlcX3kCvUlPLX-D1Jeigq4vxa97JaBd5WUgdkMtc44V2T0Phhc_oSfYShkjSzFS2sQjs-kZOAyTZA2TzpQ2grS2effw9umEHfxp8NmLMgifLZXSHei-82igHFFNsg/s960/Assessment%20in%20the%20Age%20of%20AI%20-%20Claire%20Amos.pptx.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhYjsuX8v9Zu0staepya_d4T0DkLdp07-JSx4Gvv-nuPiYRliC3v72VGOgS9mXP1nlcX3kCvUlPLX-D1Jeigq4vxa97JaBd5WUgdkMtc44V2T0Phhc_oSfYShkjSzFS2sQjs-kZOAyTZA2TzpQ2grS2effw9umEHfxp8NmLMgifLZXSHei-82igHFFNsg/s320/Assessment%20in%20the%20Age%20of%20AI%20-%20Claire%20Amos.pptx.jpg" width="320" /></a></div><p>Below are the slides I shared at NZQA's 'Assessment in the Age of AI' symposium. </p><p>This is my brief overview of how we are approaching AI at Albany Senior High School and some of the concerns and some of thoughts I have about the topic. </p><p>In short, I am worried we are so damn busy we aren't giving it the attention it needs. I also worry that leaders will try and ignore and/or attempt to ban and that this ignores the fact that Pandora's Box is well and truly opened and this thing is developing faster than we can imagine and is increasingly woven into platforms and tools we already use. We are sitting at a fork in the path where both options lead to a world fundamentally altered by AI and we need to choose whether to work with it or stick our heads in the sand. That decision is going to have a tangible impact on how well our young people are going to be equipped to thrive in the future. </p><p>We need to embrace AI, and approach it with curiosity, criticality and care. </p><p>One of the speakers pointed out that students already fall into three categories:</p><p></p><ul style="text-align: left;"><li>The students who are using it, but using it poorly. Using it to write answers for them and cheating themselves of learning.</li><li>The students who are fearful of it and don't want to be seen to be plagiarising so are not even engaging with it (or at least consciously) and missing out on important skill building.</li><li>The students who are using it creatively and critically and who are accelerating their learning (and the digital divide) and outcomes as a result. </li></ul><div>I don't know about you, but I want all students to be supported to be in the third category and I want teachers in that space as well. And I want to close that divide in the process.</div><div><br /></div><div>There is no denying this thing will and has already made it near impossible to define what is original student work. That means we need to seriously think about why we actually formally assess, what we assess and how we assess. These young people will be going into jobs where, whatever they do, will undoubtedly involve their ability to use these tools to do it better. Why not start preparing now. </div><div><br /></div><div>We also need to get on and front foot the conversations about AI and implicit bias, the echo chambers that algorithms create, the fact that we can no longer judge what is real and what is AI created and that none of this is going anywhere. Pushing the use of AI underground is not going to support our young people in tackling the many risks and ethical issues. </div><div><br /></div><div>As my dear friend, Dan Milward commented on DisruptED, stated.</div><p></p><div><span style="color: #050505; font-family: inherit;"><span style="font-size: 15px;"><i>Now let’s move on to the doing and action part, please.</i></span></span></div><i>In a world where people are getting unstuck with their tasks, businesses are quadrupling productivity using LLMs, and while my generation is watching generations literally turn into social media phone zombies… I don’t think this is very productive...</i><div><i>...What I’d like to see this time next year though is a wealth of new resources and engaging AI activities that complement and weave into our curriculum.</i></div><div><i><br /></i></div><div>With the rate at that this thing is evolving we are already falling behind and I really do think that if we don't sit up and take notice it will just be one more reason why young people will recognise that formal secondary school is nigh on redundant. Let's take advantage of this opportunity to make some exciting and positive changes, to evolve our approaches to teaching, learning and assessment before it really is too late. </div><div><br /></div><div>Oh and of course, this is yet another reason why it is paramount that we close the bloody digital divide!!.</div><div><br /></div><div style="text-align: center;"><a href="https://docs.google.com/presentation/d/11mlWafi-XPY1LvMROf3KsN1CXg-4_O62e0nuKnA3OsY/edit?usp=sharing" target="_blank">Link to the full slide deck</a></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgabbWcNcjJ4B3jLN5HbF8-JyhkBZaytvcLQZvKvTfL4XBx3Y5cLI_FcgEgLGRafzJe__2mcLm3IsfI7jwG1n6cydMvu1r4Nd8AGUrjEaIEs1SDdszqlQsmexi-QCM_LqCUJ14E9absG8X1ZiZE8w55o3SdsIRtYasOyaKt5zuq9fUYK680_Zm2E9_F1g/s960/Assessment%20in%20the%20Age%20of%20AI%20-%20Claire%20Amos.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgabbWcNcjJ4B3jLN5HbF8-JyhkBZaytvcLQZvKvTfL4XBx3Y5cLI_FcgEgLGRafzJe__2mcLm3IsfI7jwG1n6cydMvu1r4Nd8AGUrjEaIEs1SDdszqlQsmexi-QCM_LqCUJ14E9absG8X1ZiZE8w55o3SdsIRtYasOyaKt5zuq9fUYK680_Zm2E9_F1g/w640-h360/Assessment%20in%20the%20Age%20of%20AI%20-%20Claire%20Amos.jpg" width="640" /></a></div><br /><div class="separator" style="clear: both; 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margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG-29jmVOHsUSSus8vMAd06l81bQ_iR9DuU9TcnddVeVWQnjdyg48neJijo6sFbR5TYKurfT7rAHD0Wvbuk_3-ck9mIRfLZa3_2dZIfohL6__MQl94J_UHNZqclHyYfBiMzXFkSz5XpunkR2fyADTYrhpwmFIsp8bAdKQpeb-hbtRzBHh_f8xqjVYdQg/w640-h360/Assessment%20in%20the%20Age%20of%20AI%20-%20Claire%20Amos%20(2).jpg" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuUzJuc_9JkY2z6Er-w0hkOTzJwBnzkY9FbOxy-t-nCpDN2hTEYZ8u7YIXyAoGJZJyRpmNPs5qSwTyBITSY--QnWSb6tJrkFxrvtmeOT2nCIgN_Qq4uOOyi4g85MpMWGSTuRfHo_XMdstZtcsPNwtLmdtPIZp-ZYDabunnL9zMirpZhRpE6uDM4Hg6Eg/s960/Assessment%20in%20the%20Age%20of%20AI%20-%20Claire%20Amos%20(3).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuUzJuc_9JkY2z6Er-w0hkOTzJwBnzkY9FbOxy-t-nCpDN2hTEYZ8u7YIXyAoGJZJyRpmNPs5qSwTyBITSY--QnWSb6tJrkFxrvtmeOT2nCIgN_Qq4uOOyi4g85MpMWGSTuRfHo_XMdstZtcsPNwtLmdtPIZp-ZYDabunnL9zMirpZhRpE6uDM4Hg6Eg/w640-h360/Assessment%20in%20the%20Age%20of%20AI%20-%20Claire%20Amos%20(3).jpg" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnjZUTozTpUeZRJYISVCq3k6wd1AejTNvZQmYYOtEq4KbN_tcRKO0ble2mbV2E78QdXI3cZ6St-G8U1tkb4ATjftgNlV0GnLKX1y8KCTPZMNyeHvmx4Mq91WlAivPHLI5WKagPfiNhLQmCtAp6aAKzRBVK4x-2kku-xHmaRpYe7rrZVs_r_LdR4oXxkw/s960/Assessment%20in%20the%20Age%20of%20AI%20-%20Claire%20Amos%20(4).jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="960" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnjZUTozTpUeZRJYISVCq3k6wd1AejTNvZQmYYOtEq4KbN_tcRKO0ble2mbV2E78QdXI3cZ6St-G8U1tkb4ATjftgNlV0GnLKX1y8KCTPZMNyeHvmx4Mq91WlAivPHLI5WKagPfiNhLQmCtAp6aAKzRBVK4x-2kku-xHmaRpYe7rrZVs_r_LdR4oXxkw/w640-h360/Assessment%20in%20the%20Age%20of%20AI%20-%20Claire%20Amos%20(4).jpg" width="640" /></a></div><br /><br /><div><br /></div><div><br /></div><div><br /></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-65296603479133218942023-05-31T10:14:00.003+12:002023-05-31T10:31:42.747+12:00 The Dawn of AI - Dr Simon McCallum<p><span style="font-family: inherit;">Today I am lucky enough to be down at the NZQA 'Assessment in the Age of AI' symposium. I will share my presentation later today. We started the day with a kick-ass keynote from Dr Simon McCallum. You can listen to him speak about the topic here:</span></p><p><span style="font-family: inherit;"><a data-saferedirecturl="https://www.google.com/url?q=https://urldefense.proofpoint.com/v2/url?u%3Dhttps-3A__www.youtube.com_watch-3Fv-3D9QzKas7lNfw%26d%3DDwMGaQ%26c%3D_Zm2Kb9yJrso4r0-N78Ezl-a6DfgMbIISn5tZXXqWk4%26r%3D5JiI_Cm_d8wmYnxbRrcQNQYRbJIuBkXFdpELTakx22E%26m%3DstcnzoCzZ425H-CJw-kXxZWeRgltpGTmSIQE5VRCktcyXjkGQf8j88NsxKjtmBd9%26s%3DF1xXI59aRdwgpZn3fICVnbcAaQXhRmI29UhNt1NDuqU%26e%3D&source=gmail&ust=1685570985151000&usg=AOvVaw3sxHdbuwI5FMDOBIrpONQQ" href="https://urldefense.proofpoint.com/v2/url?u=https-3A__www.youtube.com_watch-3Fv-3D9QzKas7lNfw&d=DwMGaQ&c=_Zm2Kb9yJrso4r0-N78Ezl-a6DfgMbIISn5tZXXqWk4&r=5JiI_Cm_d8wmYnxbRrcQNQYRbJIuBkXFdpELTakx22E&m=stcnzoCzZ425H-CJw-kXxZWeRgltpGTmSIQE5VRCktcyXjkGQf8j88NsxKjtmBd9&s=F1xXI59aRdwgpZn3fICVnbcAaQXhRmI29UhNt1NDuqU&e=" style="background-color: white; color: #1155cc;" target="_blank">How AI chatbots could shake up the world</a><span style="background-color: white; color: #222222;"> </span><span style="background-color: white; color: #222222;">- item from TV show Q+A introducing AI and our keynote Simon McCallum</span></span></p><p><span style="font-family: inherit;">Below are my notes from his session. No apologies for typos and shorthand. ;) </span></p><span id="docs-internal-guid-3ca8f890-7fff-eabc-70bb-ce9c3d4f97c8"><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Understanding Generative AI</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">A large language model was initially designed with translation in mind. Translating requires understanding. "Meaning is Usage", mapping words and the connection between words. Some of what we mean is embedded in the words we use. LLM start by mapping words into vectors connecting relationships between words. Meaning in tokens, attention on windows, and building understanding. </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;"><br /></span></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXs-tborKUa77oIbmnxg_OaBNTqmuWELPqtDKIBy3PRAR7-HkSptIZmmVp7abBjpHMQxxT-StBKAMJS69Ec_rEMgzZZTAwjFe62s4ELRdTeR9-vIIvZO3Yu1KG-5BDLsveY4tF7HdL2mZ6_Fi7dTEb6K1W_oYxFdn6ev52jRK8og0oMEtHKtPuCt7p7w/s1310/Screen%20Shot%202023-05-31%20at%2010.16.29%20AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="434" data-original-width="1310" height="212" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhXs-tborKUa77oIbmnxg_OaBNTqmuWELPqtDKIBy3PRAR7-HkSptIZmmVp7abBjpHMQxxT-StBKAMJS69Ec_rEMgzZZTAwjFe62s4ELRdTeR9-vIIvZO3Yu1KG-5BDLsveY4tF7HdL2mZ6_Fi7dTEb6K1W_oYxFdn6ev52jRK8og0oMEtHKtPuCt7p7w/w640-h212/Screen%20Shot%202023-05-31%20at%2010.16.29%20AM.png" width="640" /></a></div><br /><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Source: </span><a href="https://www.analyticsvidhya.com/blog/2017/06/word-embeddings-count-word2veec/" style="font-family: inherit; text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">https://www.analyticsvidhya.com/blog/2017/06/word-embeddings-count-word2veec/</span></a></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Tokens are the basic units of text or code that an LLM AI uses to process and generate language. Tokens can be characters, words, subwords, or other segments of text or code, depending on the chosen tokenization method or scheme. Tokens are assigned numerical values or identifiers and are arranged in sequences or vectors, and fed into or outputted from the model. Tokens are the building blocks of language for the model.</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Source: </span><a href="https://learn.microsoft.com/en-us/semantic-kernel/prompt-engineering/tokens" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">https://learn.microsoft.com/en-us/semantic-kernel/prompt-engineering/tokens</span></a><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Everything is learned purely through communication and not lived experience. It's a shadow representation, but surprisingly correct. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: inherit;">Prompt engineering </span></b></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Prompting is important. Triggering the right context. Too long and the model forgets. </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Pretext > <user query> > Posttest</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Each output word is added to the input for the next calculation. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Building context - Prompt Engineering</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">What they are good at</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Translating level of language\Creating stories</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Provide insight</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Many tools using GPT backend - just add words to the context. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Dump rubric into top of any writing. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">No longer just interacting with a large language model. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">LLM Plus code </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Systems built around the LLM</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Pre-processing, guardrails, eval, constitutions</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Post-processing, formatting, code eval., automation</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Agent-based systems. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Designing in the guardrails, and systems around AI that try to guide it. They are trying to build a conscience that the underlying system doesn't have. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Additional processing </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">GPT-4 with plugins</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Add LLMs to any task </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Connect to the nest</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Get information</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Send information</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Interact with people</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">AI Safety?</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Can get actual references. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: inherit;">AutoGPT/Agents</span></b></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Uses python to call the LLM</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Give it a task</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">It asked GPT to create a plan</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The code then steps through executing the plan. </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Can be expensive $20 to solve a complex problem</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">But it can solve multistage challenges</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Very scary as we don't know what plan it will have, it could make a mistake and do something weird. If I et it have full access it could destroy my stuff. What would this look like on a global scale? Rogue AI.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: inherit;">Cultural Simulation</span></b></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Connect Sims to AI</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">They have motivations</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">They use language to communicate</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Respond to language</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">You can talk to them.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Stable Diffusion - https://beta.dreamstudio.ai/generate</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Dall-E 2 </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Nvidia AI playground - https://www.nvidia.com/en-us/research/ai-playground/</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Question about what is the creators but when combined with AI whose art is it?? The DNA of the original creator is still there. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Not like humans</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Blooms Taxonomy</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><b><span style="font-family: inherit;">Not ground up</span></b></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">AI can “understand” language</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">AI does not “understand” words</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Failure is very different</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Search and augmentation</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">It hasn’t had experiences it is remembering. A different intelligence to ours. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Further reading: Learning in Artificial Intelligence: Does Bloom's Taxonomy Apply? </span><a href="https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2891191" style="text-decoration-line: none;"><span style="color: #1155cc; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; text-decoration-line: underline; text-decoration-skip-ink: none; vertical-align: baseline; white-space: pre-wrap;">https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2891191</span></a></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Uses for AI</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Three main user groups</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Students that use it to avoid learning</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Students that are afraid of AI and avoiding</span><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;">Students who use AI a lot and use it in interesting ways. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Assessment</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">ChatGPT - NCEA L3</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Bard & Bing - Level 7 - 9 in some areas</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">All work is now group work</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Assess your contribution to the group</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Motivation to learn</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The path</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">We no longer know the path to productivity</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">What are foundational skills?</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">What must we do?</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Is tradition a good indicator?</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Augmenting</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Augmenting humans</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Measuring "authentic" human</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">What is assessment for? </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Credit farming</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Transactional assessment</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Alignment problems what the assessment tests and what the student can do</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Types of assessment</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Diagnostic - pre-learning</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Formative - for learning</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Summative - measurement/accreditation</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Motivational - agentic, intrinsic, relevant, covert.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Authentic assessment </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Authentic to what?</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Lost connection between task and time</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Complex reasoning does not equal complex thought </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Task performance does not equal competence</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Student + AI is hard to measure and changing. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Replacing thinking</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Concern that AI replaces thinking</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Accelerating Learning</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-family: inherit;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;">Good use cases</span><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"> </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Big picture - ask for detailsDetailed thinker - ask for big picture</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Asking the </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Get tailored explanations</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Educators becoming motivational speaker and inspiration - not content and planning. </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Policy changes</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Treat AI as a co-author </span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Using AI as an editor</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Justifying not using AI to help</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Requiring AI evaluation for bias.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Treating AI as a horse</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">A great tool</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Mostly riders responsibility</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Acceptance that shit happens</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">AI for assessment</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Flipped Exam - extracting information by </span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">2-5 years</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Massive productivity shock</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The collapse of the knowledge economy</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Value human authenticity and connection</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Emotional intelligence</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Most academic learning becomes like exercise and dieting.</span></span></p><span style="font-family: inherit;"><br /></span><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; font-weight: 700; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">The Apathy epidemic</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Obesity of the mind</span></span></p><p dir="ltr" style="line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span style="font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><span style="font-family: inherit;">Abdicating thinking to AIs. </span></span></p><div><span style="font-family: Arial; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-numeric: normal; vertical-align: baseline; white-space: pre-wrap;"><br /></span></div></span>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-16372170128110795832023-03-31T15:32:00.007+13:002023-04-01T04:42:54.768+13:00Deeper Learning 2023 - My big takeaways<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWYETSYbfUYakOL8O0IQRXNhrovXxRfk0vKtkMaqVoPKR_trLOgy87EWm5cyLZrZm4iIAOj78SWWmowz-ECS1FHdPDgl2Klc623dv-1sTwox4MsQGDCx66ZS4RyS_fYu6plpv0HSN-43AT2s967GOkKxgE7XuFwarOx8Zo3hThl18f4ijEc_KT1iVXlg/s1800/lessons-learned-SYLVIE.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1239" data-original-width="1800" height="220" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWYETSYbfUYakOL8O0IQRXNhrovXxRfk0vKtkMaqVoPKR_trLOgy87EWm5cyLZrZm4iIAOj78SWWmowz-ECS1FHdPDgl2Klc623dv-1sTwox4MsQGDCx66ZS4RyS_fYu6plpv0HSN-43AT2s967GOkKxgE7XuFwarOx8Zo3hThl18f4ijEc_KT1iVXlg/s320/lessons-learned-SYLVIE.jpeg" width="320" /></a></div><br /><p>As Deeper Learning 2023 comes to a close it's important to reflect on the key takeaways. As with every conference it delivered a mixture of new learning and affirmations for what we already do. Below is what I have taken away after three full-on days of listening and learning as much as I can.</p><p><b>1) New Zealand is already doing amazing things</b></p><p>So often I feel like we look overseas, whether it is Singapore, Finland or the USA we tend to think that others are somehow ahead of us. Well, I can assure you this isn't the case. We have an incredibly flexible education system (at least we do at the moment), we have a national curriculum that calls for localisation and personalisation, and we have a flexible assessment framework (at least we do at present) that allows us to meet the needs of individual learners and when I think of the learning we deliver at both Hobsonville Point Secondary School and Albany Senior High School, we are already doing what many of the schools in the USA aspire to do. Impact Projects, advisories and increasingly integrated and self-directed learning is already happening in Aotearoa, and I know it isn't just limited to HPSS and ASHS, it is happening in many schools. What this conference highlighted is that this mix is what brings people flocking to this conference. It is what High Tech High and Big Picture Learning are world-famous for. Well, I've got news for them, little old New Zealand is doing it and not only are we doing it, but we are also smashing it. </p><p>I have come away from this event thinking DisruptED actually needs to be an international conference, because not only can a number of our schools talk about the power of projects, advisories and personalised learning we can also share the journey we are on with decolonising our curriculum. This was very much an area that schools here are only just touching on, I think Aotearoa has some very real learning that we should be sharing. </p><p><b>2) Projects, advisories and personalised self-directed are the ingredients for the secret sauce</b></p><p>Building on the last point, this conference really did highlight what I have grown to believe over the last ten years since beginning at HPSS and now leading ASHS - projects, advisories and personalised self-directed learning really is the holy trinity of genuine 21st (and probably 22nd) Century Learning. This also reinforces my frustration with the direction the NCEA Change Package and co-requisites are going and absolutely reinforces my mortification as to where National would like to take us. I'm sorry folks, I know you are already shattered, but really do need to "gird our loins" and get ready for battle to protect the flexibility we currently have. I am all for Te Mātaiaho and our focus on Mana Ōrite mō te mātauranga Māori but I am not sold on much else and I am certainly not sold on the "back to basics" rhetoric we are hearing from the opposition. We need to do whatever we can to ensure we continue to have a system that lets us be responsive, lets us personalise and allows us to privilege project-based learning. </p><p><b>3) We need to create a credential and formally recognise project-based learning</b></p><p>Many of you will know I have been campaigning for this for a long time. The fact that the NCEA Change Package didn't take the opportunity to recognise generic or cross-curricular skills is criminal. If NZQA isn't going to reward project-based learning as an entity in and of itself, who else can? Could the industry offer up a credential, or could the council or some other community or tertiary body step up to the plate? In New York, their district created the Seal of Civic Readiness that recognised student projects that made an impact on their community. What could we do to make this happen in this space? The reality is, we value what we measure and we should celebrate what we value. </p><p><b>4) We need to let the students "leave to learn"</b></p><p>On more than one occasion at this conference, I have heard stories and examples of senior students being encouraged to be out of school one or two days a week. Whilst I absolutely believe in the value of face-to-face learning, this week has reminded me that schools around the world are encouraging young people to manage their own learning outside of school, are encouraged to do uni papers, do internships or projects outside the school for one or two days a week. And you know what, the sky isn't falling, these young people are thriving! We really do need to get over this idea of physical attendance five days a week, particularly for our Year 13s. They need to have the training wheels taken off, we need to give them space to try and fail, to manage themselves, albeit in bite-size portions. We really do need to recognise the power of learning to learn!</p><p><b>5) We need to get better at making learning visible</b></p><p>One thing that High Tech High is very very good at is the physical displays of learning everywhere you look. I'm not sure if it's a Kiwi thing but I just don't think we show off and visually shout about learning the way Americans do and to be honest we need to do better. Whether it is literal exhibitions of learning out in the community, learning hanging on every wall in the school or the publication of beautiful newspapers, magazines and books, High Tech High, Big Picture Learning, PBL Works and Open Way Learning all know the power of sharing and celebrating student learning however they can. The creation of beautiful and often collaborative artefacts makes a real difference. I think maybe we need to get over our national coyness and get better at embracing being the tallest of poppies and showing off the learning any way that we can. We often talk about the power of high expectations and exhibiting learning only builds on this idea - we have high expectations, and then, goddamit, we are going to celebrate when that learning happens. One of the things I really appreciated, it often wasn't about sharing shiny polished outcomes, messy learning was shared as well. </p><p>Finally, thanks to anyone who has engaged with these posts. To be honest, the live blogging thing is as much about me forcing myself to process and take notes as it is about sharing, but if you have taken the time to come along with me for the ride, I do want to say thank you! </p>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-60539267767692197572023-03-31T08:30:00.002+13:002023-04-01T04:45:50.273+13:00Deeper learning Closing Keynote - On Becoming a Good Ancestor in Education with Dr. Rochelle Gutiérrez<p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq0rJFvuSuGhoPWKZmh36ioGMLQaRXtIWJzXb0fSu5AP8xSXJVWFfAHPx_SQ1AkF6iv6H_CQr1dw-9ktmT2Uo9DpZ3uYLct817lcmCBq3A8VjmXNAfGaZVTSZgelVLc7tbube4m76w_QerJwofcXFb_aVVCQGMQsS3o5X24h_BjeHlwIrXEYFlb4TSWg/s4032/IMG_8453.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhq0rJFvuSuGhoPWKZmh36ioGMLQaRXtIWJzXb0fSu5AP8xSXJVWFfAHPx_SQ1AkF6iv6H_CQr1dw-9ktmT2Uo9DpZ3uYLct817lcmCBq3A8VjmXNAfGaZVTSZgelVLc7tbube4m76w_QerJwofcXFb_aVVCQGMQsS3o5X24h_BjeHlwIrXEYFlb4TSWg/s320/IMG_8453.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Dr. Rochelle Gutiérrez</td></tr></tbody></table><br /><i><b>From the Deeper Learning website</b></i><p></p><p><i>Dr. Rochelle Gutiérrez' scholarship focuses on issues of identity and power in mathematics education, paying particular attention to how race, class, and language affect teaching and learning. An expert in rehumanizing education and creative insubordination, her keynote will integrate indigenous ways of knowing and being, what it means to build new futures, and so much more!</i></p><i><b>Rochelle Gutiérrez - University of Illinois at Urbana Champaign, Champaign, IL</b><br />Dr. Rochelle Gutiérrez’s research interrogates the unearned privilege that mathematics holds in society and the roles that race, class, language, and gender play in teaching/learning mathematics so as to open up new possible relationships between humans, mathematics/science, and the planet. </i><div><br /></div><div><b>Activism - Creative Insubordination</b></div><div>When you are fighting for the rights of people you don't need no badges. Don't ask for permission we know our ancestors have given us guidance. You don't buy organic because it's good for you, you buy organic because it's an act of solidarity, and you do it because you want to support the workers. Mass farms are not good for the workers on those farms. </div><div><b><br /></b></div><div><b>What does it mean to be a good ancestor? </b>Rochelle talked about educators doing the work to support the aspirations of learners to aim high. Do the research to understand where the best place is for a student to go to college to pursue their dreams. Not the local college, not the easy college to access. She talked about her Mother as an educator and how she would also get students to go to college in teams, particularly Latino students who would be strengthened by going as a community. She talked about how she cut deals with universities to accept multiple students so students could have a family and support in the white spaces. She shared a story about her mother talking to the server at Costco and asking her if she is going to college, handed over her card and offered to help. And the two women in the line asking her mother for her card. Talking about the idea of doing what is necessary to help their communities thrive.</div><div><br /></div><div>There were a lot of parallels between what Rochelle shared and the work of Dr Russell Bishop and Dr Mere Berryman and 'Teaching to the North-East'. </div><div><br /></div><div><b>Ontology, Epistemology and Axiology</b></div><div><ul style="text-align: left;"><li>Know who you are</li><li>Know where you come from</li><li>Honour your culture </li><li>Become a good ancestor</li></ul></div><div><ul style="text-align: left;"><li>All knowledge is relational</li><li>Stories are literal and metaphorical; they remake us</li><li>We create the future we want to belong to</li></ul><div>You need to know you are and where you have come. Your entire life's work is figuring out what your gifts are and how you give them freely. It is about abundance and giving, not about hoarding. </div></div><div><br /></div><div>Stories are literal and metaphorical. Some people think we vote every three years, but the reality is we vote with our feet and the decisions we make every single day. We have the ability to create the future we want to belong to us.</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmMOp7c9AR7673trLrzPJnvnREyZ9RFhwnkjH25CjNuBTQYX9JjAEufUef_iVrgK_VZv7a-OVu4l1neVZnsPPzYX1-0Kb78NonAMrNOoLMwKlMhyvCN9z5mIYkoa8FObWpRysrhXlDmGki5T_QJCm8-xoGXFBCYhIO-I6fqCeYxzOpvMxzgg5B_Ju-Zw/s4032/IMG_8455.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmMOp7c9AR7673trLrzPJnvnREyZ9RFhwnkjH25CjNuBTQYX9JjAEufUef_iVrgK_VZv7a-OVu4l1neVZnsPPzYX1-0Kb78NonAMrNOoLMwKlMhyvCN9z5mIYkoa8FObWpRysrhXlDmGki5T_QJCm8-xoGXFBCYhIO-I6fqCeYxzOpvMxzgg5B_Ju-Zw/s320/IMG_8455.JPG" width="320" /></a></div><br /><div><b><br /></b></div><div style="text-align: center;"><b>Quisieron enterrarnos sin saber que eramos semilla</b></div><div style="text-align: center;"><b>They tried to bury us; they didn't know we were seeds </b></div><div><br /></div><div>Loved this Mexican proverb about adversity being a source of strength and learning and moving forward. </div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTI55DkfnG36EdGiyKLLbge4ukdYjgNbu81VpTujkPoIFonxnhvMfEQO2h8XHZA53g_DHiJXqhHbYhL4j6w2SY2tG6fqpZcRqGZpuJ73uK2TEhdL7almUC6OWLcLVWRp2fk-eIPDvZ6j41AF52TYzWwyCxg_o1X8rdRxNkYjjPlA8jJhZ_dYPoR0mMMQ/s4032/IMG_8456.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTI55DkfnG36EdGiyKLLbge4ukdYjgNbu81VpTujkPoIFonxnhvMfEQO2h8XHZA53g_DHiJXqhHbYhL4j6w2SY2tG6fqpZcRqGZpuJ73uK2TEhdL7almUC6OWLcLVWRp2fk-eIPDvZ6j41AF52TYzWwyCxg_o1X8rdRxNkYjjPlA8jJhZ_dYPoR0mMMQ/s320/IMG_8456.JPG" width="320" /></a></div><br /><div><br /></div><div>The stories we tell in Mathematics. Much of the issue is the colonial scripts we have told about mathematics. We have been taught to be hesitant to use our bodies in maths. Who gave Mathematics the privilege of being "important". Are we giving too much power to the colonialist narratives we have been told?? We need to move from a socio-political to a spiritual space. </div><div><br /></div><div>There has never been another you, there has never been another us. Make the most of your connections. How are you showing you are listening and what are you/we going to do?</div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-4907906558288226352023-03-31T07:43:00.002+13:002023-04-01T04:49:41.399+13:00Deeper Learning Den Talk - Big Picture with Sofia Ervin and Karla Cruz Godoy<p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNP_-4xiW6R5V_ZiJyYKoeiO9Fs5RT3bzV4zJUkD-Ze78U9RGJHD7tY-CfTR1G35gvfk_akBZiYtvewHmgmDusXIQuTLNElODIAh4HF8G6yqkEzsnFDP_twSXhZgcd4kYCpTvPu7G3xTo52kZPWOGREawUOqDMiXq292Eg4_UCt5gDwqlmRcsQ3F8Hpw/s4032/IMG_8449.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNP_-4xiW6R5V_ZiJyYKoeiO9Fs5RT3bzV4zJUkD-Ze78U9RGJHD7tY-CfTR1G35gvfk_akBZiYtvewHmgmDusXIQuTLNElODIAh4HF8G6yqkEzsnFDP_twSXhZgcd4kYCpTvPu7G3xTo52kZPWOGREawUOqDMiXq292Eg4_UCt5gDwqlmRcsQ3F8Hpw/s320/IMG_8449.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Karla Cruz Godoy and Sofia Ervin</td></tr></tbody></table><b><br /></b><p></p><p><b>From the conference website:</b></p><p><i>Join San Diego Met alumna Karla Cruz Godoy and current SD Met senior, Sofia Ervin as they share the elements & design of their experiences at a Big Picture Learning school and how it has contributed to their identities as lifelong learners and beyond. This den talk will explore interests, relationships, and the self in the context of being a BPL student.</i></p><p><i>Sofia Ervin is a 17-year-old senior from San Diego, California who attends the San Diego Met. She is a young activist who participates passionately in speaking up in the name of student voice, especially black student voice. Some of her influences include groundbreaking creatives such as Spike Lee, Jean-Michel Basquiat, and John Singleton.</i></p><p><i>Karla Cruz Godoy is an educator, community organizer, and strong advocate of Big Picture's mission and values. Karla’s love for Big Picture originated from her own experience as an alumnus of the San Diego Met, Class of 2012. Currently, Karla serves as the Special Projects Manager at Big Picture Learning, where she provides strategic and programmatic support for a variety of projects including, but not limited to the Deep Learning Equity Fellowship, Ashe Leaders Fellowship, Leadership Journeys, and BPL's annual international conferences. </i></p><p><b>Background of Big Picture Learning</b></p><p>The Big Picture Learning design is a dynamic approach to learning, doing, and thinking that has been changing the lives of students, educators, and entire communities since 1995. The design components are based on three foundation principles: first, learning must be based on the interests and goals of each student; second, student’s curriculum must be relevant to the people and places that exist in the real world; and finally, a student’s abilities must be authentically measured by the quality of her or his work.</p><p><b>How Big Picture Works</b></p><p></p><ul style="text-align: left;"><li>The Advisor works with a small group of students to find what motivates and interests each student.</li><li>The Mentor, a lawyer, engineer, merchant, etc., guides each student’s internship.</li><li>The Parent is actively enrolled as a resource to the BP community.</li><li>The Student (and peers) interact to reinforce each other’s passion for real work in the real world. The result is a self-teaching community of learners where no one feels left out, and each helps motivate the other.</li></ul><p></p><p>(<a href="https://bsd405.org/bigpicture/about/what-is-big-picture-learning/#:~:text=The%20design%20components%20are%20based,authentically%20measured%20by%20the%20quality" target="_blank">Source</a>)</p><p>I was lucky enough to visit the first BPL school The Met in Boston back in 2013. <a href="https://teachingandelearning.blogspot.com/2013/04/edutouring-lights-camera-action-at-met.html" target="_blank">You can read my reflections here</a>. It's heartening to hear that the culture really hasn't changed. One takeaway from this session is that hiring alumni really helped maintain and build on the original DNA of the school. </p><p>The Den Talk starts as a 20-minute conversation on stage between Sofia (San Diego Met Senior) and Karla (San Diego Met Alumni) followed by question design. The following are some of the themes that came through in the discussion. </p><p><b>Readiness for the real world</b> - Sofia talked about the power of internships (both interned at San Diego Pride) and the opportunity to take college papers. The power of being on a college campus and how to access college professors and counsellors. The confidence and maturity were evident, as she said, by the time they graduate - they are ready to go. </p><p><b>Small by design </b>- Sofia talked about the power of a small campus. BPL is small by design with the school within the school capped at 150 students. She highlighted that it was impossible to not belong and that students were always "seen" due to the size of the school community. </p><p><b>Power of advisory</b>- students are part of a small advisory group, both Sofia and Karla talked about the importance of the Advisory (similar to ASHS Tutorial or HPSS Learning Hub). The advisory is the student's homeroom throughout their time at BPL and the advisor moves through with them, looking after the learning and welfare of the young person and supporting them with internships, and projects and connecting their learning across the curriculum.</p><p><b>Power of exhibitions of learning </b>- once again I heard about the power of sharing and celebrating learning with their community. Sofia stressed the power of choosing who she shared her learning with. </p><p><b>School week structure</b> - Monday, Wednesday Friday you go to school and on other days you can do college papers and internships. Another takeaway, once again, was the power of leaving to learn and getting over the idea that students need to be in school to learn. </p><p><b>Student voice </b>- Just give young people a chance. Trust young people. You learn through trial and error. Hosting "town halls" with students to guide change. Power of alumni and student voice. The power of co-design. Invite the student as a collaborator. Not as a token voice. Student activists have a lot to think about and a lot to say. </p><p><b>There is not one path to success</b> - Sofia talked about her generation and the increasing recognition that definitions of success are broadening and changing and the way that BPL celebrates this. </p><p><b>The power of alumni</b> - How are you using alumni in your growth and development?? Hire young people who have been in your schools. Don't just get them to complete a profile but invite them back in to mentor and teach. Make sure you foster a connection that's valuable for both the school and the alumni. This was a real takeaway for me as a school leader and definitely going on my to-do list. </p><p><b>Relationship of Principal with the student body</b> - Visible principal who directly connects with the student body. Need to know that any student can go into the Principal's office and is open to hearing ideas. </p>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-23377358911818740502023-03-31T07:24:00.004+13:002023-04-01T04:52:09.918+13:00Deeper Learning Den Talk - Decolonising ourselves with Aisha Bain and Manasa Yeturu<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixQ9aWYH5CEfvsg5XfvMtYMse291HVxvdExVGLLcx7BHdpnGbIuHuZ2hwDlWnWEj-6AQQdq2PooJPXvQxTJlkZSa2NUxUkSjUW11t7jl5UOTa6l73KabgEVpXHyqUkYp62b1jwMnuB8FKv_5GpiiT1-3UPZx8FwvopMEDJmJqklrUYfN5no7xumS3Bsg/s4032/IMG_8451.JPG" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="3024" data-original-width="4032" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixQ9aWYH5CEfvsg5XfvMtYMse291HVxvdExVGLLcx7BHdpnGbIuHuZ2hwDlWnWEj-6AQQdq2PooJPXvQxTJlkZSa2NUxUkSjUW11t7jl5UOTa6l73KabgEVpXHyqUkYp62b1jwMnuB8FKv_5GpiiT1-3UPZx8FwvopMEDJmJqklrUYfN5no7xumS3Bsg/s320/IMG_8451.JPG" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Aisha Bain and Manasa Yeturu</td></tr></tbody></table><br /><p><i>This talk is for you - for your body, your mind, your soul, your spirit, your past selves, and the you that is becoming. This talk is raw and real. It is about rejecting what no longer serves us, about the things we don't talk about because they are filled with pain, and yet create barriers to our healing and to our unbounded possibilities. This talk is a rejection of white supremacy, we are not doing anything that gets in the way of the liberation of our people and of everybody. This talk grapples with our leadership that comes from love and rage, the place of being with the complexities around us and within us - yet not to be consumed by them. This talk is deep belly laughter, joy, celebration. Come talk with us. See you soon!</i></p><p><b><i>Speaker Bios</i></b></p><p><i><b>Manasa Yeturu. </b>Educator. Dancer. Poet. Designer. Diver. Those are just some of Manasa Yeturu’s life descriptors. She is currently a lecturer at Stanford's Hasso Plattner Institute of Design and co-lead of d.School’s renowned multi-disciplinary program Design For Extreme Affordability. Manasa has 15+ years of experience working the intersection of social justice + design, from being part of Teach for India’s team in their startup years to leading government innovation initiatives alongside Kamala Harris's team to building financially inclusive services for underserved women all around the world; she is no stranger to working on complex problems with the ethos of equity & collective care at the centre of her design work. She believes in a world where we can all lift each other up and dance with the community in the process.</i></p><p><i><b>Aisha Bain</b> is a black feminist warrior, social justice activist, smasher of patriarchy, and uses her imposing height and incredible stank eye to silence mansplaining in an instant.</i></p><p><i>Aisha is an inspiring leader with over 15 years of experience in senior leadership and has managed programs and partnered with community organisations responding to violence against women and girls in prevention, mitigation, service provision, advocacy, and policy change in more than a dozen countries. As a filmmaker, artist and author, Aisha has a particular passion for using creative tools and media to further social justice movements and to raise the voice and visibility of women and girls within those movements.</i></p><p><a href="https://deeperlearning2023.sched.com/event/1J5dw/den-talk-aisha-bain-and-manasa-yeturu">Source</a></p><p><b>Opening line. Let's decolonise this talk! Decolonise our language. Say what you mean, mean what you say.</b> We got you. We are enough just as we are. We need to widen our safety net. Aisha shared her experiences throughout the pandemic and beyond and talked about how for the first time she shared her challenges widely and learned the power of expanding the safety net. Inviting people in. </p><p><b>Who takes care of the caretakers?</b> It is important to hold, but also we must hold each other. Aisha talked about being angry for so long and that anger is fuel. But also realised that she was exhausted and the rage was impossible to control. Not just leading from a place of rage but also a place of love. </p><p><b>All the things that go unsaid.</b> And what might have been possible if we actually said what we mean. Aisha decided after the pandemic that she would say what she thinks. She talked about racialised internalised oppression and how that changes what we say and how we behave. Say what you want to say and feel what you want to feel. </p><p><b>We are enough just as we are.</b> At some point, the world tells you are too much and how you should behave, particularly as a woman. Work from a place of compassion. Manasa shared a story where she also highlighted the importance of taking the time to tell people how much she appreciated them. </p><p><b>We don't have to love everyone and we don't have to be loved by everyone.</b> It's okay to have our people.</p><p>As an aside, this was the first time I had been in a talk where people clicked fingers in response to comments and it was rather beautiful. Sweeping generalisation warning - I can't help feeling that Americans do the whole earnest sharing thing in a way we don't tend to do in New Zealand and whilst the Kiwi in me initially bristled at the overt acts of vulnerability and support, what I soon reflected on is if this was actually a colonial construct that we Kiwis have (or I have)? Is our critique of tall poppies also a colonial construct? I don't know, but I'm going to think about it. I goddam loved this talk and the messages I heard and the lessons I learned. </p><p><b>Takeaways for educators</b> - how might we encourage teachers and students to decolonise themselves as well as educators focusing on decolonising education. How do we support students to say what they mean and mean what they say? </p>All the sharing kept me thinking of this whakatauki:<br /><br /><b>Nāu te rourou, nāku te rourou, ka ora ai te iwi</b><br />With your food basket and my food basket, the people will thrive<div><br /></div><div>And why yes, I did have a big old cry in this session. All that vulnerability and finger-clicking got me!</div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-86196053866897485592023-03-30T13:12:00.002+13:002023-04-01T04:54:11.591+13:00Deeper Learning Deep Dive - All Politics is Local<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5dM13a0Uq0zcnyuK_mMfqR2MOBmYnR5luU7xuTzk6SDeiTzXxIR38MIPZJIva8RMiloWtaD3MdVuQkUSAUjQ4kAldOY2_gu2NKDEupaNb-INmffpFEoz7QuMEeF-Varfc6W-osjbJepibSnjMREy21AKpOwUW3wD8YQjlPirgGe2ynMK6bpDvtOBhig/s1994/Screen%20Shot%202023-03-30%20at%2012.33.06%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1058" data-original-width="1994" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5dM13a0Uq0zcnyuK_mMfqR2MOBmYnR5luU7xuTzk6SDeiTzXxIR38MIPZJIva8RMiloWtaD3MdVuQkUSAUjQ4kAldOY2_gu2NKDEupaNb-INmffpFEoz7QuMEeF-Varfc6W-osjbJepibSnjMREy21AKpOwUW3wD8YQjlPirgGe2ynMK6bpDvtOBhig/w400-h213/Screen%20Shot%202023-03-30%20at%2012.33.06%20PM.png" width="400" /></a></div><br /><b><i>Deep Dive Descriptor - All Politics is Local</i></b><p></p><p><i>Step into the shoes of two New York City high school principals as they grapple with shaping civically engaged, empathetic young people ready to lead the world. With an emphasis on civic knowledge, skills, mindsets, and experiences, we will simulate our civic capstone projects that are democratic in nature and empowering by design. Together, we will uncover the connections between civic engagement and authentic SEL work in the classroom, and analyze student artefacts from past civic capstones for deeper learning competencies. You will walk away with a capstone project toolkit to support similar work at your school sites.</i></p><i><b>Speakers</b><br /><br /><b>Hannah Kehn - New Visions for Public Schools</b><br />Founding Principal<br />Brooklyn, KY<br /><a href="https://newvisions.org/humanities4">https://newvisions.org/humanities4</a><br /><b><br />Robert Hiller - New Visions Charter School for Advanced Math & Science</b><br />Principal<br />Bronx, NY<br /><a href="https://newvisions.org/ams">https://newvisions.org/ams</a><br /><br /><b>Aruna Patel</b><br />New Visions for Public Schools<br />Lead Curriculum Development Professional Learning Manager<br />Rahway, NJ<br /><a href="https://newvisions.org">https://newvisions.org</a></i><br /><br />The Deep Dive session was an opportunity to do an extended workshop (4 hours) that basically became a high-speed simulation of the task or strategy the workshop was about. In this instance, it was an opportunity to experience the "Capstone Civics Project" that students completed in the final semester of school at the New Visions for Public Education schools in New York.<div><br /></div><div>For the most part, the projects were similar to what we might call Impact Projects but with a very clear focus on Civics Education. Students work collaboratively to identify, define and address a community-based issue of their choosing and are organised into groups at the start of senior year. Groups create a plan of action including draft ideas and prototypes, collect data on the impact of their prototypes, and provide a plan for sustaining their work after graduation.</div><div><br /></div><div><b>So how was this different to what we see in Impact Projects? </b></div><div>On one level, not much. There were however two ideas I did takeaway and am still thinking about how we might develop, adapt or use them. </div><div><br /></div><div><b>The first idea that really resonated was the opportunity for students to work from home. </b>With the project being the final capstone (graduation) project, students could pitch their project and if successful could work from home every Friday (their project day). It struck me that graduating to this level of independence (if you demonstrated readiness) was a great way to prepare students for life beyond school.</div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTk3FbPualwyr6bjbX5IyRwJ4yQY-otfm-j0XolHIK73akYreVN47DJVoV0isgUNL3Lt_XzS-kp5cuAKE3Y8a1f595bcU4KoaCMw5gQ1REavRErxNZPny1d0IKc3f2IC5Lq7Hi2MbnURRgGZs3YuDK2cy8kfHyjEpHy50tm7BRhQsVfd1HDkFG0_iejg/s399/sealcivicreadiness.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="395" data-original-width="399" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTk3FbPualwyr6bjbX5IyRwJ4yQY-otfm-j0XolHIK73akYreVN47DJVoV0isgUNL3Lt_XzS-kp5cuAKE3Y8a1f595bcU4KoaCMw5gQ1REavRErxNZPny1d0IKc3f2IC5Lq7Hi2MbnURRgGZs3YuDK2cy8kfHyjEpHy50tm7BRhQsVfd1HDkFG0_iejg/w200-h198/sealcivicreadiness.png" width="200" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">The Seal of Civic Readiness</td></tr></tbody></table><div><br /></div><div><b>The second idea I liked was the way that the district had created a credential that was awarded, based in part on this project called - The Seal of Civic Readiness. </b>Whilst this specific award is VERY American, I couldn't help thinking what an industry or community/council award that has national recognition could look like? Having been in two schools dedicated to long-term large-scale projects I know first-hand the value of Impact projects, I also know that our community can fail to recognise their true value. </div><div><br /></div><div>You can access all of the resources from the workshop here: <a href="https://docs.google.com/presentation/d/170xBm2-x9vpYI5W1q-mkQ2imB_RGuU57iE6xR2pzF4g/edit?usp=sharing" target="_blank">Link to Deep Dive Slideshow</a></div><div><br /></div><div><b>My final takeaway, which is becoming a theme of this conference is the reminder of the great work already happening in New Zealand.</b> I think it is important that we reflect on the creative, innovative and increasingly localised and personalised learning we already see happening across our schools. It is also important that we work to protect and build on the work we are doing, particularly if we consider what may be in the pipeline for our education system in New Zealand. </div><div><br /></div><div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrKBpNPtp-nsI7rfKhaN4xN6Xf-0s9DDVD5kNbVDnVfv3gG0vvkljpAknIgx-_dTWLeWzZw9wpl0IwQyhpniMeR9U0-ZRQvLb_QA51eXQVzyfMO9RevRBVH7V7Arg1eN4JBronHDf5lIS8j7HTneLLYquIoGoJnDlDMCcpF4BtSqY0qAAgEN2ZQeDwsQ/s987/5ec57a6770b155075fdf21aa.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="648" data-original-width="987" height="420" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrKBpNPtp-nsI7rfKhaN4xN6Xf-0s9DDVD5kNbVDnVfv3gG0vvkljpAknIgx-_dTWLeWzZw9wpl0IwQyhpniMeR9U0-ZRQvLb_QA51eXQVzyfMO9RevRBVH7V7Arg1eN4JBronHDf5lIS8j7HTneLLYquIoGoJnDlDMCcpF4BtSqY0qAAgEN2ZQeDwsQ/w640-h420/5ec57a6770b155075fdf21aa.png" width="640" /></a></div><div><br /></div>The Deeper Learning conference is very much framed around the Deeper Learning Competencies which are, in many ways, a variation of our NZC Key Competencies. When talking to my educational colleagues here in the US, I am reminded of just how progressive our NZC was and is. My hope is that the refresh does build on this and continues to take us forward and not back. </div><div><br /></div><div>The longer I am here, the more determined I am that we have got to fight for what we know is effective teaching and learning, and we need to push back if any changes coming our way don't improve on what we already know is pretty damn special! </div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-52916807394632889022023-03-30T05:02:00.002+13:002023-04-01T04:56:16.734+13:00Deeper Learning Workshop - Seek Nuance: Teaching in Polarising Times (Ryan Sprott - PBL Works)<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtn0C-6NON0ObHqYjJfCflDxiQLR1nqcv92LygCKXn84lfd_yJpF5gxOMRGKEI2x_tuKnn_L7_we2oTMn6MdxUI3R850bQ-6EMO7enUicdRNyhRLYuzTLT4fbV3TgfNqL5i0iQ8LmqyeWdJfVfe5CBwYiJtdoEvcnKr3y0SdonkXSlKgTwAKtdMVyOdA/s2084/Screen%20Shot%202023-03-29%20at%201.49.40%20PM.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1030" data-original-width="2084" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtn0C-6NON0ObHqYjJfCflDxiQLR1nqcv92LygCKXn84lfd_yJpF5gxOMRGKEI2x_tuKnn_L7_we2oTMn6MdxUI3R850bQ-6EMO7enUicdRNyhRLYuzTLT4fbV3TgfNqL5i0iQ8LmqyeWdJfVfe5CBwYiJtdoEvcnKr3y0SdonkXSlKgTwAKtdMVyOdA/w400-h198/Screen%20Shot%202023-03-29%20at%201.49.40%20PM.png" title="Source: https://borderlandcollective.org/" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Source: https://borderlandcollective.org/</td></tr></tbody></table><p>If there is one thing to say about the Deeper Learning Conference it is that the conference and workshop design is exceptional. From the kick-off on the field that felt more like High School Musical graduation than PD, to the way they establish a conference whānau, made up of a smaller group of around 25 educators, who you meet up with throughout the three days. The group is the same people who signed up for the Deep Dive topic we are doing today (on Day 2) which ensures we also have some common interests. </p><p>The workshop we did in the afternoon of Day 1 was a 90-minute session the topic of which we selected from around 30 options. To be honest, it was near impossible to choose just one session. Each session had to be clearly designed to ensure active participation rather than just any kind of stand-and-deliver. The session I went to was a fantastic example of how to engage adult learners whilst also modelling great classroom teaching. Not surprising when you consider the facilitator Ryan Sprott is one of the senior leaders at PBL Works.</p><p><b><i>Workshop - Seek Nuance: Teaching in Polarising Times (Ryan Sprott - PBL Works)</i></b></p><p><i>You can read more about Ryan here: <a href="https://www.pblworks.org/author/ryan-sprott-0">https://www.pblworks.org/author/ryan-sprott-0</a> </i></p><p><i>And you can read more about PBL Works here: <a href="https://www.pblworks.org/">https://www.pblworks.org/</a></i></p><p>Ryan shared with us a student project he had facilitated prior to working for PBL Works, it was, as he described it, one of those "sticky learning experiences" that was transformative for both teachers and students alike. The project looked at a complex issue that was deeply contextualised for his Texan students - the border between USA and Mexico. Ryan was quick to point out that the topic wasn't something teachers could lift and plop into their classroom, he stressed the importance of whatever they were dealing with being deeply contextualised and immediately relevant to the community in which the student was situated. He also highlighted the importance of complexity and going beyond anything binary. He stated what many of us already know, complex issues are where the deepest learning takes place. </p><div>Ryan framed the workshop around four quotes which also guided us through the four tenets that framed the project. </div><div><br /></div><div>Before I get into the tenets, I suggest you check out the Borderland Collective. As with the walls of High Tech High, the level of visible learning is phenomenal. </div><div><br /></div><div><b><i>What is Borderland Collective?</i></b></div><div><i>Borderland Collective is a long-term participatory art and education project based in Texas. The project utilizes collaborations between artists, educators, youth, and community members to engage complex social issues and build space for diverse perspectives, meaningful dialogue, and varying modes of creation and reflection. </i></div><div><i><br /></i></div><div><i>Exhibitions have been held at such venues as Artpace in San Antonio, Krannert Museum at the University of Illinois in Champaign-Urbana, University of Arizona Museum of Art, on public buildings throughout Marfa, Texas, and storefront windows in Miles, Texas. We are currently working on a project with staff and students at the University of Washington in Seattle who come from migrant farmworker backgrounds. The project will open at the Washington State History Museum in 2022.</i></div><div><i><br /></i></div><div><i>Source: <a href="https://borderlandcollective.org/About">https://borderlandcollective.org/About</a></i></div><p>The really transferable learning that I took away from this workshop was the four tenets of the project learning design below.</p><p><b>The Four Tenets</b></p><p><b>A question to open minds</b></p><p></p><ul style="text-align: left;"><li><b>Focus on a maximally contentious topic</b></li><li><b>Invite dialogue from different perspectives</b></li><li><b>Provide checks to teachers' biases</b></li><li><b>Challenge underlying assumptions</b></li></ul><p></p><p><b>Dialogue as action</b></p><p></p><ul style="text-align: left;"><li><b>Don't debate. Use dialogue instead.</b></li><li><b>Develop and ask inquiry-driven questions</b></li><li><b>Interrogate perspectives through structured, equitable, student-driven dialogue.</b></li><li><b>Amplify underrepresented perspectives</b></li></ul><div>Great explanation of why you should encourage dialogue rather than debate here: <a href="https://www.pblworks.org/blog/3-tips-exploring-controversial-issues-pbl">https://www.pblworks.org/blog/3-tips-exploring-controversial-issues-pbl</a></div><p></p><p><b>Art as Inquiry</b></p><p></p><ul style="text-align: left;"><li><b>Look closely</b></li><li><b>Celebrate and exhibit the process over product</b></li><li><b>Embrace ambiguity</b></li><li><b>Create, curate, and archive new knowledge</b></li></ul><div>Great examples of responsive and creative learning and assessment approach here: <a href="https://www.pblworks.org/blog/reimagining-art-pbl">https://www.pblworks.org/blog/reimagining-art-pbl</a></div><p></p><p><b>Assessment for Liberation</b></p><p></p><ul style="text-align: left;"><li><b>Focus on skills </b></li><li><b>Co-define goals</b></li><li><b>Focus on metacognition</b></li></ul><div>The fact that students don't learn from the experience, they learn from reflecting on the experience was another big takeaway. The other takeaways were the idea of long-term participatory project-based learning, setting up a topic, issue, or context that is addressed over time and the importance of slowing down and stepping outside. </div><div><br /></div><div>The artefacts students created were often collective and often were as much about sharing the journey as it was about the final assessment or destination. The publishing was universally exceptional, even if the work with the pages was often raw. The term <b>visible learning </b>is resonating more than ever after the first day. </div><div><br /></div><div>Now off to Day 2. Will share more later!</div><div><br /></div><div>Link to project: <a href="https://borderlandcollective.org/">https://borderlandcollective.org/</a></div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEin5yFcVknuhTSO2RLqYy0jTWIBJNglM4MWnUUTKacIz7NibLnpFi4R29qZJX_l_r8kC4hucjOUONnA1FqTiwMhXLciB7NIfAqsAzRSYe6tFIQpoQrYEJ2ZCnZpJnSxuFkkCnka5MjInQ5ERTxWkK-xlabY4tgiq6R0iIAouCBkI-UqtB_r-hdsxOywhQ/s2080/Screen%20Shot%202023-03-29%20at%201.48.57%20PM.png" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1094" data-original-width="2080" height="336" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEin5yFcVknuhTSO2RLqYy0jTWIBJNglM4MWnUUTKacIz7NibLnpFi4R29qZJX_l_r8kC4hucjOUONnA1FqTiwMhXLciB7NIfAqsAzRSYe6tFIQpoQrYEJ2ZCnZpJnSxuFkkCnka5MjInQ5ERTxWkK-xlabY4tgiq6R0iIAouCBkI-UqtB_r-hdsxOywhQ/w640-h336/Screen%20Shot%202023-03-29%20at%201.48.57%20PM.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Source: https://borderlandcollective.org/</td></tr></tbody></table><p></p>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-48280203434078219292023-03-29T09:28:00.002+13:002023-04-01T04:58:08.790+13:00High Tech High - the power of visible learning<div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEN72lCrflP0yWYcfOJT7S0osyg9WT7iregeeLM-_S2PzBt3UXGXhP2HTT6aPS2KmQMOOPtUfjwaAoiGSu4_qNJUIzksCr8BOOapcHipsU6ClkLIVTjSuPChvz9WncusBLpn93mcFVWggHI-5ZrBf8JJ4ZHlt4ye5nOYs50DQQbeBuXN_ry_0HmQIbcA/s4032/IMG_8335.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgEN72lCrflP0yWYcfOJT7S0osyg9WT7iregeeLM-_S2PzBt3UXGXhP2HTT6aPS2KmQMOOPtUfjwaAoiGSu4_qNJUIzksCr8BOOapcHipsU6ClkLIVTjSuPChvz9WncusBLpn93mcFVWggHI-5ZrBf8JJ4ZHlt4ye5nOYs50DQQbeBuXN_ry_0HmQIbcA/w400-h300/IMG_8335.JPG" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7mqmu4KNHeGBl6rM4c2vsAyroPEELiK9yK18tQlUf_8ebhriV0s2yW_ZWtqvahziHKyxng3vF1yE5tWELDIVeJ-LNfCMnpyC2gCjqL81KsahuELebdbdz2ZC0sgn83pQpf9ekz_gx0S4Blqrzz1mMQ8u3jWT1g0UGUKRMSIvBrZIfHO50dS2ST2qE_A/s4032/IMG_8336.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi7mqmu4KNHeGBl6rM4c2vsAyroPEELiK9yK18tQlUf_8ebhriV0s2yW_ZWtqvahziHKyxng3vF1yE5tWELDIVeJ-LNfCMnpyC2gCjqL81KsahuELebdbdz2ZC0sgn83pQpf9ekz_gx0S4Blqrzz1mMQ8u3jWT1g0UGUKRMSIvBrZIfHO50dS2ST2qE_A/w400-h300/IMG_8336.JPG" width="400" /></a></div><p>Over the next few days, I am lucky enough to be attending the Deeper Learning conference at High Tech High in San Diego. This morning I went on a pre-conference tour with two senior students and a teacher. You'll be glad to know that teachers are an unruly bunch wherever you are on the globe. The students did a stellar job of managing the constant questions fired at them. </p><p></p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2YfqE_MZyOE2e2-5LRI0DaBzFx6gkqrtu3fe8i3RZ-dhCP_egQw4B94iDrdziRjC9H2L8LaoKhTsTyHlQS6iQHUMVlXnBSCGbojiFENXqWxEbGBd34w3iD4xHeXoLRfYl43Y-d5Th1WYJ58_juf6GXr6jmPQR-LNRHHDNtYuRl9KlCi0rcgc4tV9pvQ/s4032/IMG_8339.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2YfqE_MZyOE2e2-5LRI0DaBzFx6gkqrtu3fe8i3RZ-dhCP_egQw4B94iDrdziRjC9H2L8LaoKhTsTyHlQS6iQHUMVlXnBSCGbojiFENXqWxEbGBd34w3iD4xHeXoLRfYl43Y-d5Th1WYJ58_juf6GXr6jmPQR-LNRHHDNtYuRl9KlCi0rcgc4tV9pvQ/w400-h300/IMG_8339.JPG" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: justify;"><span style="text-align: left;">From the outside, High Tech High is relatively unassuming, a series of school buildings that fail to prepare you for the creativity and visible learning that is evident on every wall and every space in the interior. </span></div><p></p><div class="separator" style="clear: both; text-align: justify;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEJ9wi1fRJ46t6EoC3y9jlKwf3P65v68gl8wqaLYgEgPDAXBvJxHhKxS0bB5hfw08kpG0iqzRx76LWhkR-4zho5QHji1HLfRUco7XBtXtM8sIvfLRxIjtmFo13bQ9eSeH_mz4gD3rzyyEwo4KFuOKN7plmE8b6Nz85cBHopAPh4eXsDWMPJ_nEzMlkow/s4032/IMG_8351.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEJ9wi1fRJ46t6EoC3y9jlKwf3P65v68gl8wqaLYgEgPDAXBvJxHhKxS0bB5hfw08kpG0iqzRx76LWhkR-4zho5QHji1HLfRUco7XBtXtM8sIvfLRxIjtmFo13bQ9eSeH_mz4gD3rzyyEwo4KFuOKN7plmE8b6Nz85cBHopAPh4eXsDWMPJ_nEzMlkow/w400-h300/IMG_8351.JPG" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBSkapLyTJiUC22H3wtL57IYVATlIqSdG27-hlw3sLTdBDbmuLi_jBhSCe1mNS4ILUT2kubYt_UDiBzVxlLXt9pv1Vdrf2Na0IsRPwGZdX8dkZvLphVhH9LcPYO00EWS8KeJ6BDa4urBwZLZT-u4ujA6JdabDuDYjd3dOL5Ws74lP_yHGgwIytkrqOag/s4032/IMG_8352.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBSkapLyTJiUC22H3wtL57IYVATlIqSdG27-hlw3sLTdBDbmuLi_jBhSCe1mNS4ILUT2kubYt_UDiBzVxlLXt9pv1Vdrf2Na0IsRPwGZdX8dkZvLphVhH9LcPYO00EWS8KeJ6BDa4urBwZLZT-u4ujA6JdabDuDYjd3dOL5Ws74lP_yHGgwIytkrqOag/w400-h300/IMG_8352.JPG" width="400" /></a></div><p style="text-align: justify;"><span style="text-align: left;">The Elementary and High School is a series of classrooms, many with glass walls and connected by shared common spaces. The feel is something in between more traditional school structures and the ILEs such as Hobsonville Point Secondary School and Albany Senior High School, possibly most similar to the spaces at Albany Junior High School. In Elementary learning is either integrated or connected with Media/Arts and Science/Maths each being taught by a single teacher. The courses vary from a single subject focus to more connected, to completely integrated, depending on the teacher. At the High School learning is separated into single subjects but learning may still be connected across subjects.</span></p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqy6vxr97ffe_QSelJah_moEiyNis4LvLZ6qqLmNUNrKIgUyD1ajvhgnho9DKnNjP4mlsBwbrQqFyy_DvTwZmuzdTCdOzjKtLCVSY-BaZ2jLqRyOwh9JkoM-cMNFTSZIn6ac3rHCrSCNJYU4QelzVFGjd9QA2GeE6MuxLn9NZ3VbOo9HMsSJ5Hnbw6yg/s4032/IMG_8358.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqy6vxr97ffe_QSelJah_moEiyNis4LvLZ6qqLmNUNrKIgUyD1ajvhgnho9DKnNjP4mlsBwbrQqFyy_DvTwZmuzdTCdOzjKtLCVSY-BaZ2jLqRyOwh9JkoM-cMNFTSZIn6ac3rHCrSCNJYU4QelzVFGjd9QA2GeE6MuxLn9NZ3VbOo9HMsSJ5Hnbw6yg/w400-h300/IMG_8358.JPG" width="400" /></a></div><br /><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnSOQkq_3e9AVVpV8tCm7IDzpG8BQBpTfOmmmnwRvLiPPqmoa-jVRk1xdzUvBNqC3uSNFePNEShTtFpwou0UUkONNfRdd5WRzZun9sJ_YrS2Qrv9HGFjZMTMamKTw7pkgs9JEod_q2iIGQwvAbMyXgIwEj528WhZGZTWJahpJ1pbn13pAQKvAdBojb6w/s4032/IMG_8366.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhnSOQkq_3e9AVVpV8tCm7IDzpG8BQBpTfOmmmnwRvLiPPqmoa-jVRk1xdzUvBNqC3uSNFePNEShTtFpwou0UUkONNfRdd5WRzZun9sJ_YrS2Qrv9HGFjZMTMamKTw7pkgs9JEod_q2iIGQwvAbMyXgIwEj528WhZGZTWJahpJ1pbn13pAQKvAdBojb6w/w400-h300/IMG_8366.JPG" width="400" /></a></div><p>High Tech High is probably most famous for its project-based learning. Projects, however, do not exist as a subject by themselves, instead, all learning is project-based and students are usually managing 1-2 projects at any one time. Projects may exist within the confines of one subject or may sit across more than one subject. Projects are either completed individually or some are in groups, usually in threes. I got the sense that project themes or topics were reused as both students, who attended different campuses, commented on a Maths/Humanities project they loved in Elementary school. The project involved taking a photo of their face and splitting it in half. On one side they explored the geometry of their face and on the other half, they explored the concepts of beauty ideals.</p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFlXI8PduG9_PE41c5zmf95G_jteThmfKSgFd94f3aYjc4omRKvIv58QURPE3r9filLj31CNM5FikdoaxGrQpFZHye5a5fPV3kRThqbu3OhW006o-TTW3i8iUlpYMmMVSmsuIb2Fhl6oLHKWDanj4sEmva7iXCHiI268UJOfPHQGwPI6fLrURYZy-RfA/s4032/IMG_8356.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4032" data-original-width="3024" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFlXI8PduG9_PE41c5zmf95G_jteThmfKSgFd94f3aYjc4omRKvIv58QURPE3r9filLj31CNM5FikdoaxGrQpFZHye5a5fPV3kRThqbu3OhW006o-TTW3i8iUlpYMmMVSmsuIb2Fhl6oLHKWDanj4sEmva7iXCHiI268UJOfPHQGwPI6fLrURYZy-RfA/w300-h400/IMG_8356.JPG" width="300" /></a></div><p>The High School week includes five subjects (with integrated project-based learning), two 35-minute advisory blocks a week and two electives which basically sound like extra-curricular offerings they could choose from. Being a charter school High tech High isn't required to offer Physical Education so electives tended to include physical activities as well as more creative arts and interest groups. Advisories sounded similar to Tutorials (as we call them at ASHS) or Learning Hubs (as they are called at HPSS).</p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUMqHNEtc0jrNB1loOyA5zIniqJmKbmo6nalQ345V3fHNrThmNcbvGk_Y6SJ5PUh48AABeLyB0eFWVb3JzvRWQcHs9XEV-DTf5WpptEmhkDqgRTW2-t-dk29EKByB7Rec0HCTMWhunUDFLCRXAdmJBk3rJw0fxkk-TTqcp5_Tdhtg2h51jyLb86U6E_Q/s4032/IMG_8367.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3024" data-original-width="4032" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiUMqHNEtc0jrNB1loOyA5zIniqJmKbmo6nalQ345V3fHNrThmNcbvGk_Y6SJ5PUh48AABeLyB0eFWVb3JzvRWQcHs9XEV-DTf5WpptEmhkDqgRTW2-t-dk29EKByB7Rec0HCTMWhunUDFLCRXAdmJBk3rJw0fxkk-TTqcp5_Tdhtg2h51jyLb86U6E_Q/w400-h300/IMG_8367.JPG" width="400" /></a></div><p></p><p>Probably the most striking thing about High Tech High was their commitment to making learning visible. As well as hosting regular Exhibitions of Learning, every wall and hallway is a celebration of learning. There is nothing pristine or precious about classroom spaces and walls are absolutely covered with explanations and examples of class projects. High Tech High really does take "visible learning" to a whole new level. </p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihb1-NWEmUGH6JEmYCpCXDZvBhe0H4o4BsKUMg7lrricetxc-LJOFyZ3T3xoE0a_MZmoH3tLOEcLB3xDdreT7-Fh_W6D_BGvTbfcMxXxjCbUFB-g2QwI55paKZ8FdnvNCKx4TNTRvHBlvC9OGNW6P8YeSbKmz9hyUJEzGZkwDSUaNjduP5QksJc8kEVg/s4032/IMG_8345.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4032" data-original-width="3024" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEihb1-NWEmUGH6JEmYCpCXDZvBhe0H4o4BsKUMg7lrricetxc-LJOFyZ3T3xoE0a_MZmoH3tLOEcLB3xDdreT7-Fh_W6D_BGvTbfcMxXxjCbUFB-g2QwI55paKZ8FdnvNCKx4TNTRvHBlvC9OGNW6P8YeSbKmz9hyUJEzGZkwDSUaNjduP5QksJc8kEVg/w300-h400/IMG_8345.JPG" width="300" /></a></div><p></p><p>I came away from the tour inspired (particularly by the physical displays of learning) but also really proud of what we are doing back in New Zealand, particularly the work that I have experienced and seen happening at Albany Senior, Hobsonville Point, Rototuna and the like. Our schools are doing what happens here, and then some. And as with everywhere (including across our schools in New Zealand) good teaching sounds and looks like good teaching - student-centred, inclusive, visible, deep and inclusive. It was also heartening to hear the same stories whether it be the challenges regarding community perception, to students opting to come late to advisory and the large 'No Vaping' signs in the bathroom. When it comes to innovative education and teenagers, many things are universal. 😂</p><div class="separator" style="clear: both; text-align: left;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhavH0dISSuz-ZmCEordpREViHUcGpN6zTsAIGcE3VsHfpJxk3Ie0i1xFsjeuTk-JO8zYACptzAgDIStQznHgFRXlb6j7kklXF8NnaG2T3bKCLsXocDfJIpmisDo_IqavtEn91Esz8gQe9Dci4T-MMO5ow8iSb_Iyfkgxr8iMc27Uyd9ZtHPCsE7xWizQ/s4032/IMG_8346.JPG" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4032" data-original-width="3024" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhavH0dISSuz-ZmCEordpREViHUcGpN6zTsAIGcE3VsHfpJxk3Ie0i1xFsjeuTk-JO8zYACptzAgDIStQznHgFRXlb6j7kklXF8NnaG2T3bKCLsXocDfJIpmisDo_IqavtEn91Esz8gQe9Dci4T-MMO5ow8iSb_Iyfkgxr8iMc27Uyd9ZtHPCsE7xWizQ/w300-h400/IMG_8346.JPG" width="300" /></a></div><p></p><p>This afternoon I head into the conference proper, the lawn outside is already set up High School Musical styles, ready to kick off the event with a bang (and a song). I will aim to post of few more updates along the way. </p>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-46725941272522882912023-03-12T17:31:00.011+13:002023-03-13T12:23:43.562+13:00Teacher's strike - teachers matter, let's reallocate some pieces of pie within education to give them what they deserve!<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeCWdZC62huMJVNvqsvi70O4gp_zi9uKsa0qOtV8FRmQY-XZi6UPxNng8JIzQrno-JWHo91v_oxjR5DmBchkWUqGPgWDB26sFs_oIsqSFlvXdiT_QhEgDZ4j5as8HaM2RJCCPK35apqjH5aaCKj_SAzsu1-1FkNQYuLlnG09tocmIW9Rob69RzvXAizQ/s299/piece-of-the-financial-pie-cake-your-share-vector-45344523.jpeg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="250" data-original-width="299" height="250" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgeCWdZC62huMJVNvqsvi70O4gp_zi9uKsa0qOtV8FRmQY-XZi6UPxNng8JIzQrno-JWHo91v_oxjR5DmBchkWUqGPgWDB26sFs_oIsqSFlvXdiT_QhEgDZ4j5as8HaM2RJCCPK35apqjH5aaCKj_SAzsu1-1FkNQYuLlnG09tocmIW9Rob69RzvXAizQ/s1600/piece-of-the-financial-pie-cake-your-share-vector-45344523.jpeg" width="299" /></a></div><div class="separator" style="clear: both; text-align: left;">This Thursday the 16th March both Primary and Secondary teachers will be striking. There is no question, teachers deserve more money. Put bluntly, there is a teacher shortage, teaching has become increasingly complex and to top it off they are also the profession most at risk of contracting COVID-19 <a href="https://www.nzherald.co.nz/nz/covid-19-school-protections-unacceptable-science-led-whanau-centred-response-needed-researchers/56EBJ6D5PVBTXM52G5DJE26LQU/" target="_blank">with teachers having the highest rates of infection of any occupational group.</a> And I say all of this as a career educator 25 years in who is still very much in love with the profession. I also say all of this as someone who recognises the challenges that governments face when everyone seems to be asking for more. I recognise that the NZ Government and Ministry of Education has a limited budget and when all of the sectors go to their Ministers cap in hand we can not expect more money to be allocated to one sector at the expense of another. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">Earlier today I read two posts by Paula Wine that got me thinking. You can read her excellent insights <a href="https://www.facebook.com/groups/312972372765589/permalink/1260321954697288/?comment_id=1260424774687006&notif_id=1678587108932377&notif_t=group_comment&ref=notif" target="_blank">here</a> and <a href="https://www.facebook.com/groups/312972372765589/permalink/1260329891363161/" target="_blank">here</a>. In the first post she provides a compelling case for the real value of teacher's work and in the second post she highlighted a potential contributing factor, the massive expansion of the Ministry of Education since the <a href="https://nzhistory.govt.nz/culture/the-1980s/1989" target="_blank">Tomorrow's Schools</a> reform took place in 1989. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;">It was the latter post that sent me down a series of rabbit holes. As I looked more closely at how schools, teaching staff and the Department of Education / Ministry of Education has changed in the last 30 or so years I found some startling figures that potentially highlight where we may have gone wrong where when we look at how we allocate money within the education sector. </div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><i>Note - If you believe any of the figures are incorrect below please let me know! It was bloody hard locating and deciphering the figures available. I have included the sources I used at the bottom of this post. </i></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><b>Interesting statistical fact #1 </b></div><div>In 1989 there were 2810 schools in NZ and in 2021 there was 2536 schools in NZ. We now have fewer schools in New Zealand than we did over 30 years ago.<br /><br /></div><div><b>Interesting statistical fact #2</b></div><div>In 1989 we had approximately 300 staff at Department of Education <b>managing </b>2810 schools. In 2021 we had 3000+ staff <b>supporting</b> 2536 "self- governing and self-managing schools". </div><div><br /></div><div>Remember, post 1989 the management of schools became decentralised and also self-governing. Principals today are reminded often that the MoE cannot provide directives or direct interventions or solutions to challenges because they, the MoE, no longer manage or govern schools. </div><div><br /></div><div>So in the period of time where the management and governance of schools has been handed over to the individual school, school leader and school board the Ministry of Education has expanded its personnel by ten-fold. And to <b>support</b> fewer schools than it actually <b>directly managed</b> prior to 1989.</div><div><br /></div><div><div class="separator" style="clear: both;"><b>Interesting statistical fact #3 </b></div><div class="separator" style="clear: both;">In 2021 $4,673,645,000 was spent on 56,253 teachers averaging at $83,083 per annum per teacher</div><div class="separator" style="clear: both;">and $432,885,000* was spent 3000(+) personnel at MoE averaging at around $140,000 per annum per MoE employee. *based on published 'Personnel Costs' in 2022 MoE Annual Report.</div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">So not only has the MoE expanded ten-fold the average income of MoE personnel is around 40% more than that of a teacher? </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>The issue is also the solution</b></div><div class="separator" style="clear: both;">So herein lies the issue (or should that be, the many issues) and herein also lies the potential solution. Albeit a totally oversimplified one. As far as I can see there is enough money in the pie to pay teachers what they are worth. Bureaucratic creep has seen the MoE staffing model blowout, and that figure doesn't even include the millions spent on external contractors. Schools in New Zealand are both self-managing and self-governing, this should mean that the MoE could and should be pared right back. Surely. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><a href="https://conversation-space.s3-ap-southeast-2.amazonaws.com/Tomorrows+Schools+FINAL+Report_WEB.pdf" target="_blank">Note - the Tomorrow's School Review Report did suggest a radical rethink of the MoE. We really should have listened. </a></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">And knowing the number or teachers who have left the teaching for MoE, a radical downsize of our Ministry might just help solve the teaching shortage as well. And for what it's worth I calculated (based on what figures I could locate) that if you were to downsize the MoE by 75%, and only do that, you could increase the total spend on teacher salaries by 7% to match inflation. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Teaching, like many workforces is at breaking point, but unlike many sectors we do have fat within the sector. If I were the Minister of Education (or even the Minister of Finance) I'd be taking stock and contemplating something both outrageous and courageous. Now is the time to reimagine the Ministry of Education and we need to do it for the sake of teachers and ultimately the sake of our children. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Note - This is issue is NOT levelled at the current government, it is the result of a 30 year shift. </div><div class="separator" style="clear: both;"><div class="separator" style="clear: both;"><b><br /></b></div><div class="separator" style="clear: both;"><b>Postscript</b></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><b>And it's not just about the money...</b></div><div class="separator" style="clear: both;">And while I was at it I would look beyond the pay issue and consider the ridiculous expectations placed on school leaders and teachers trying to wade through the mire of disconnected educational changes and initiatives at the moment. I I have no doubt that the lack of any kind of cohesive strategy or singular change plan is made much much worse by the number of chefs in MoE kitchen. </div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;">Seriously, if 'Wack-a-Mole' became an Olympic sport NZ educational leaders and teachers would take out the bloody Gold! <a href="https://teachingandelearning.blogspot.com/2023/01/an-open-letter-to-our-incoming-prime.html" target="_blank">Here's my take on that particular issue. </a></div></div><div class="separator" style="clear: both;"><br /></div><div class="separator" style="clear: both;"><div><div class="separator" style="clear: both;"><b>Sources</b> (If you have more useful stats or sources please share below!)</div></div><div><p>1989 Stats </p><p><a href="https://www.educationcounts.govt.nz/__data/assets/pdf_file/0016/7126/1989-Education-Statistics-of-NZ-Booklet.pdf">https://www.educationcounts.govt.nz/__data/assets/pdf_file/0016/7126/1989-Education-Statistics-of-NZ-Booklet.pdf</a></p><p>2021 Stats </p><p><a href="https://www.educationcounts.govt.nz/statistics/teacher-numbers#4">https://www.educationcounts.govt.nz/statistics/teacher-numbers#4</a></p><p><a href="https://www.education.govt.nz/our-work/our-role-and-our-people/careers-in-education/#:~:text=Our%20organisation%20has%20more%20than,in%2037%20locations%20across%20Aotearoa.">https://www.education.govt.nz/our-work/our-role-and-our-people/careers-in-education/#:~:text=Our%20organisation%20has%20more%20than,in%2037%20locations%20across%20Aotearoa.</a></p><p><a href="https://www.treasury.govt.nz/publications/estimates/vote-education-education-and-workforce-sector-estimates-2021-22-html#section-8">https://www.treasury.govt.nz/publications/estimates/vote-education-education-and-workforce-sector-estimates-2021-22-html#section-8</a></p><p><a href="https://www.education.govt.nz/our-work/publications/budget-2021/">https://www.education.govt.nz/our-work/publications/budget-2021/</a></p></div></div></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-2356985170131625162023-01-23T18:35:00.002+13:002023-01-23T18:35:53.834+13:00An open letter to our incoming Prime Minister the Hon. Chris Hipkins<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8KqeSS2-p_fNruOAN4M01D55DrVpQDvklnJvb8QUl_Z0r6B1ciZkU1NPu4eS8_FVu3bVNQ08qeXHi1d-qcVckNYb2iM6Kf-03QjxtFRm_xd8QKH3jlRyNjUlqJYx8Bmag9RXLJRaseTVcieKqEQccusiSop82TtCHSrSDGCearraI8e5XVVcV2gWAZA/s300/Letter.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="168" data-original-width="300" height="179" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8KqeSS2-p_fNruOAN4M01D55DrVpQDvklnJvb8QUl_Z0r6B1ciZkU1NPu4eS8_FVu3bVNQ08qeXHi1d-qcVckNYb2iM6Kf-03QjxtFRm_xd8QKH3jlRyNjUlqJYx8Bmag9RXLJRaseTVcieKqEQccusiSop82TtCHSrSDGCearraI8e5XVVcV2gWAZA/w320-h179/Letter.jpeg" width="320" /></a></div><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p><br /></p><p>Dear Chris Hipkins,</p><p>As the incoming Prime Minister I know you are prioritising getting back to basics, to clearing the decks and focusing on what really matters. With this in mind, and off the back of three years of leading a school through a pandemic, I hope you look to education and the opportunities for parring back and prioritising a few key changes rather than tsunami of changes we currently face. It would be a win, win, win - for the government balance sheet, teacher wellbeing and ultimately student success. We all know that doing less better is the key to powerful and successful change. </p><div>I have already written about <a href="https://teachingandelearning.blogspot.com/2022/05/spanz-day-3-lets-get-loud-its-time-to.html">my concerns regarding the waves of educational change</a> that is about to wash through the educational landscape and until recently was convinced it was<a href="https://teachingandelearning.blogspot.com/2022/07/voteeducation2023-so-what-educational.html"> simply a matter of prioritising the NZC refresh before we focus in the NCEA change package</a>, and whilst I still believe this is necessary, looking more closely as the timeline and strategy for the NZC refresh it has become clear, that in its current state that even if we were to do this it will be a painful, frustrating, and ultimately damaging few years ahead!<br /><br />At present the timeline for the rollout is as below.<br /><h3>NZC Refresh timeline</h3><h4>2022 to 2023</h4>(NZC) Social Sciences content ready for use.<br />(CS) Mathematics and Statistics, English and Science content designed and tested<br /><h4>2022 to 2025</h4>(NZC) NZC framework trialled progressively.<br />(CS) Te Kete Ipurangi (TKI) progressively replaced with new Online Curriculum Hub.<br /><h4>2023 to 2024</h4>(NZC) Mathematics and Statistics, English and Science content ready for use; Technology, the Arts, Learning Languages, Health and Physical Education content designed and tested.<br /><h4>2024 to 2025</h4>(NZC) Technology, the Arts, Learning Languages, Health and Physical Education content ready for use.<br /><h4>2025</h4>(NZC) All schools using refreshed curriculum by the end of 2025, and Records of Learning ready for use; Implementation and support for refreshed NZC continues.<br /><br /><i>And exactly whilst this is happening secondary schools are managing this...</i><br /><br /><div><h3>NCEA Change Package Timeline</h3><br />Note - schools can opt in or out of pilots<br /><h4>2023</h4>Pilot all NZC NCEA Level 1 subjects (full pilot).<br /><br />Pilot NCEA Level 2 Te reo Māori (mini-pilot).<br /><br />Pilot all TMoA NCEA Level 1 Wāhanga Ako (full pilot).<br /><br />Pilot all TMoA NCEA Level 2 Wāhanga Ako (mini-pilot).<br /><br />Implement Te Ao Haka (across all three NCEA levels).<br /><br />Implement Te Reo Matatini me te Pāngarau | Literacy and Numeracy (mandatory co-requisite; implementation subject to sector readiness).<br /><br />Implement refreshed Vocational Pathways through phased approach.<br /><h4>2024</h4>Implement NCEA Level 1 subjects and Wāhanga Ako.<br /><br />Pilot all NZC NCEA Level 2 subjects (full pilot).<br /><br />Pilot NCEA Level 3 Te reo Māori (mini-pilot).<br /><br />Pilot all TMoA NCEA Level 2 Wāhanga Ako (full pilot).<br /><br />Pilot all TMoA NCEA Level 3 Wāhanga Ako (mini-pilot).<br /><h4>2025</h4>Implement NCEA Level 2 subjects and Wāhanga Ako.<br /><br />Pilot all NZC NCEA Level 3 subjects (full pilot); Pilot all TMoA NCEA Level 3 Wāhanga Ako (full pilot).<br /><h4>2026</h4>Implement NCEA Level 3 subjects and Wāhanga Ako.<br /><br /><br />And note that by drip-feeding of the NZC Refresh whilst rolling out NCEA means that standards will have potentially been developed before the learning area curriculum refresh has even happened. So that means the NCEA changes (i.e. the assessment) may in fact determine the learning area progressions, or will mean that the standards will need to be changed again to align with the new learning area progressions.<br /><br />I think what concerns me the most is that both the NZC Refresh and the NCEA Change Package have claimed that all of these changes are driven by a desire to ensure that we are enacting Ti Tiriti, that all learning is inclusive, and that there is greater clarity and that they are leaving no learning left to chance. I don't know about you, but none of the above speaks to clarity, and the complete disconnect between the NZC Refresh and the NCEA Change package means that secondary schools will likely focus on the latter or freakin' exhaust themselves by trying to make sense of the unaligned rollout of siloed learning areas in the NZC and curriculum level roll out of entire NCEA level assessment programmes. Whilst the vain attempt to juggle and focus on all of these things undoubtedly come at the cost of effective implementation of Mātauranga Māori and a genuinely localised curriculum.<br /><br />I get that the MoE think that incremental change of the NZC might lessen the pressures on schools to change everything at once, and I get that they want to co-design as much as possible to give the sector a shared sense of ownership. I also get that both the NZC and the NCEA changes are important but bloody hell, rolling out both in the way they are is freakin nuts and when you add to the mix a workforce is literally in the throes of a zombie apocalypse it is actually totally irresponsible to do what they are doing! From where I sit, I don't believe our workforce has anywhere near the capacity, energy or ability to be expected to co-design a poorly planned tsunami of concurrent curriculum and assessment change.<br /><br />So if we are really interested in gong back to basics, there is a way forward. It does however involve MoE making some courageous decisions that puts the needs and the wellbeing of our sector first, for the the sake of our young people. It will involve recognising we have been through a goddam worldwide pandemic for the last three years. This is not normal times! As school leaders we have pivoted, adapted, tweaked and changed our approaches to meet the needs of our teachers and young people, it is time for the MoE to do the same. Because, let's face it, the school leaders and the teachers are the ones who will actually be making all of the above actually happen!<br /><br />So as a starter for ten, here's my suggestion of how we could rethink the timeline and changes needed to go back to basics and to prioritise what really matters.<br /><h3>A revised combined NZC and NCEA timeline</h3><h4>2023</h4>All NCEA pilots paused. Current NCEA standards continue. TBF - you could can the changes altogether!<br /><br />Te Mātaiaho | the curriculum framework introduced and supported by materials and strategies focusing on Mana ōrite mō te mātauranga Māori, Aotearoa NZ Histories and the development of a localised curriculum.<br /><br /><b>Term One/Two</b>- national learning area writing groups convene to develop Year 1-13 curriculum levelled achievement objective matrix for <b>ALL learning areas </b>informed by the curriculum framework, big ideas and significant learning.<br /><br /><b>Term Three/Term Four</b> - the draft Year 1-13 achievement objectives matrix for <b>ALL learning areas</b> is circulated for feedback.<br /><h4>2024</h4>Current NCEA standards continue.<br /><br />The newly refreshed NZC is gazetted.<br /><br />Te Mātaiaho | the curriculum framework embedded in school and supported by materials and strategies focusing on Mana ōrite mō te mātauranga Māori, Aotearoa NZ Histories and the development of a localised curriculum.<br /><br />Year 1-13 Achievement Objective Matrix published and schools begin their own learning area reviews and change strategy.<br /><br />Redeveloped Level 5 Literacy and Numeracy assessments (aligned with matrix) piloted supported by roll out of numeracy and literacy common practice model at Years 1-10.<br /><h4>2025</h4>Current NCEA standards continue.<br /><br />NCEA pilots recommence at Levels 1-3 with achievement standard matrix align to NZC AOs.<br /><br />Schools continue to strategically review and update all learning programmes to align with Te Mātaiaho | the curriculum framework, Mana ōrite mō te Mātauranga Māori and the Year 1-13 Achievement Objectives matrix.<br /><br />Level 5 Literacy and Numeracy national assessments commence and numeracy and literacy common practice model at introduced at Years 1-10.<br /><h4>2026</h4>Updated Level One NCEA achievement standards introduced with detailed Level Two AS matrices available to assist with school strategic planning.<br /><br />Level 5 Literacy and Numeracy national assessments now compulsory co-requisite.<br /><br />All learning programmes from Years 1-10 continue to be updated to align with Te Mātaiaho | the curriculum framework, Mana ōrite mō te Mātauranga Māori and the updated Achievement Objectives matrix.<br /><h4>2027</h4>Updated Level Two NCEA achievement standards introduced with detailed Level Three AS matrices available to assist with school strategic planning.<br /><h4>2028</h4>Updated Level Three NCEA achievement standards introduced.<br /><br />-<br /><br />Okay so the above isn't perfect and I imagine I have missed things, but as a school leader I feel like the timeline above would support a few key things:<br /><br /><ol><li>It would ensure we put Te Mātaiaho | the curriculum framework and Mana ōrite mō te Mātauranga Māori come first. We need time to make sense of these big and important ideas and priorities and what they mean for our communities, our teachers and our young people and we need to do this first and we need to do it as THE priority!</li><li>It would ensure we get to see the new curriculum as a whole and what the significant learning and what we have to ensure our young people have to "know, can and do" at all levels and in all learning areas. And then give the schools the power to decide how best roll that out. The forced drip feeding of learning area by learning area makes no freakin' sense to me. I want to see the whole picture and then be able to design a strategy for my community and my school accordingly.</li><li>It would mean the literacy co-requisites could be introduced alongside the common practice model and would be aligned with the NZC AOs. It would also give developers time to review what seemed to go wrong this year. These assessments need to lift our young people up! Not make them feel like failures before they even begin their NCEA journey.</li><li>It would mean the NCEA change package comes after the NZC changes and ensures the curriculum informs the assessment and not the other way around! Or even worse, a forced rewrite of the new standards to re-align with the updated NZC. The sky will not fall if we take our time! And again, f we shelved the NCEA change package altogether, the sky would not fall!</li><li>It would also mean that the sector can see the changes as part of a whole and would feel like the MoE understands that change takes time. Because as we know multi-tasking is a myth and if we attempt to do it all, nothing will get done well. It reminds me of that old adage - Most things which are urgent are not important, and most things which are important are not urgent.</li></ol>I don't doubt that with an election looming, these changes may feel very urgent to politicians, but nothing is so urgent that it should come at the expense of the most important thing of all - our people.<br /><br />Now's the time for courageous, coherent, strategic and empathetic leadership at a national level. And honestly slowing down is sometimes the only way you can speed up the very real change we know we need.</div></div><div><br /></div><div>Yours sincerely,</div><div><br /></div><div><span style="font-family: inherit; font-size: large;"><i>Claire</i></span></div><div><br /></div><div>Claire Amos</div><div><b>Tumuaki | Principal</b></div><div><b>Albany Senior High School</b></div><div><b>Co-founder of DisruptED</b></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-24586014122658633442022-10-28T17:33:00.012+13:002022-10-29T09:24:31.360+13:00Avoiding a zombie apocalypse - What could a clear and cohesive roll out of the NZC Refresh and NCEA Change Package look like??The last three school years have been like no other. <br /><br />2022 has been particularly hard as teachers trudge their way out of two and half plus years of attempting to keep students engaged and learning through waves of COVID-19, rolling lockdowns, evolving hybrid teaching and learning practices, whilst also battling their own bouts of COVID-19, widespread winter illnesses and a rollercoaster of stress, anxiety, existential despair. It is no wonder we have a workforce who is fast running out of steam (and some even running out of the sector). Add to this<a href="https://docs.google.com/document/d/1LophbZSSlca6yIgS-wlp8NSD_lmlkmzSTMzaByvoN5w/edit"> the veritable tsunami of change on the educational horizon</a> and you soon get the sense that we may very quickly be dealing with an educational zombie apocalypse.<div> <br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfdZOVYPZJiory9ELaoGGQZgI2F2SfpvcC6G6-BBUfZEubGWRZqeCU6DmP_nEtdj_NZOUE__F0E3XBqg8c5azHdg0xzn9OxBqjg3iGOPvoNqgwmD9dhV2w_vo70YJ9tyk20uCPehQ8PgcFkY7qj8Xa1GWVflcL9zZx99bbZX1pJAlfx8jE-XNzf0AKdg/s600/zombie.webp"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfdZOVYPZJiory9ELaoGGQZgI2F2SfpvcC6G6-BBUfZEubGWRZqeCU6DmP_nEtdj_NZOUE__F0E3XBqg8c5azHdg0xzn9OxBqjg3iGOPvoNqgwmD9dhV2w_vo70YJ9tyk20uCPehQ8PgcFkY7qj8Xa1GWVflcL9zZx99bbZX1pJAlfx8jE-XNzf0AKdg/s320/zombie.webp" /></a><br />The future of the teaching workforce?<br /><br />I have already written about <a href="https://teachingandelearning.blogspot.com/2022/05/spanz-day-3-lets-get-loud-its-time-to.html">my concerns regarding the waves of educational change</a> that is about to wash through the educational landscape and until recently was convinced it was<a href="https://teachingandelearning.blogspot.com/2022/07/voteeducation2023-so-what-educational.html"> simply a matter of prioritising the NZC refresh before we focus in the NCEA change package</a>, and whilst I still believe this is necessary, looking more closely as the timeline and strategy for the NZC refresh it has become clear, that in its current state that even if we were to do this it will be a painful, frustrating, and ultimately damaging few years ahead!<br /><br />From 28 September to the 3rd December, the MoE are seeking your feedback on the draft of <a href="https://curriculumrefresh.education.govt.nz/get-involved#te-m-taiaho-a-draft-te-tiriti-honouring-and-inclusive-curriculum-framework">Te Mātaiaho | the Curriculum Framework</a>, the <a href="https://curriculumrefresh.education.govt.nz/get-involved#draft-english-and-mathematics-statistics-learning-areas">draft English and Mathematics & Statistics learning areas</a>, and <a href="https://curriculumrefresh.education.govt.nz/get-involved#draft-implementation-supports">draft implementation supports</a>. This week I was lucky enough to participate in a day long MoE session alongside my kahui ako colleagues diving into the draft material. The session itself was well planned and well facilitated and provided us the opportunity to get our heads around the draft Te Mātaiaho | the curriculum framework and also an opportunity to go through draft English and Mathematics & Statistics learning areas.<br /><br />Whilst the curriculum framework is good and full of awesome intent I came away from the session with a growing sense of frustration about the planned approach to drip feed learning area change over the coming years and the sense that an awesome framework was akin to 'magical thinking' if it wasn't to be supported IMMEDIATELY by clear learning progressions and curriculum levelled achievement objectives for ALL learning areas.<br /><br />At present the timeline for the rollout is as below. <br /><br /><h3 style="text-align: left;">NZC Refresh timeline</h3><h4 style="text-align: left;">2022 to 2023</h4>(NZC) Social Sciences content ready for use.<br />(CS) Mathematics and Statistics, English and Science content designed and tested<br /><h4 style="text-align: left;">2022 to 2025</h4>(NZC) NZC framework trialled progressively.<br />(CS) Te Kete Ipurangi (TKI) progressively replaced with new Online Curriculum Hub.<br /><h4 style="text-align: left;">2023 to 2024</h4>(NZC) Mathematics and Statistics, English and Science content ready for use; Technology, the Arts, Learning Languages, Health and Physical Education content designed and tested.<br /><h4 style="text-align: left;">2024 to 2025</h4>(NZC) Technology, the Arts, Learning Languages, Health and Physical Education content ready for use.<br /><h4 style="text-align: left;">2025</h4>(NZC) All schools using refreshed curriculum by the end of 2025, and Records of Learning ready for use; Implementation and support for refreshed NZC continues.<br /><br /><i>And exactly whilst this is happening secondary schools are managing this...</i><br /><br /><div><h3 style="text-align: left;">NCEA Change Package Timeline </h3><br />Note - schools can opt in or out of pilots<br /><h4 style="text-align: left;">2023</h4>Pilot all NZC NCEA Level 1 subjects (full pilot).<br /><br />Pilot NCEA Level 2 Te reo Māori (mini-pilot).<br /><br />Pilot all TMoA NCEA Level 1 Wāhanga Ako (full pilot).<br /><br />Pilot all TMoA NCEA Level 2 Wāhanga Ako (mini-pilot).<br /><br />Implement Te Ao Haka (across all three NCEA levels).<br /><br />Implement Te Reo Matatini me te Pāngarau | Literacy and Numeracy (mandatory co-requisite; implementation subject to sector readiness).<br /><br />Implement refreshed Vocational Pathways through phased approach.<br /><h4 style="text-align: left;">2024</h4>Implement NCEA Level 1 subjects and Wāhanga Ako.<br /><br />Pilot all NZC NCEA Level 2 subjects (full pilot).<br /><br />Pilot NCEA Level 3 Te reo Māori (mini-pilot).<br /><br />Pilot all TMoA NCEA Level 2 Wāhanga Ako (full pilot).<br /><br />Pilot all TMoA NCEA Level 3 Wāhanga Ako (mini-pilot).<br /><h4 style="text-align: left;">2025</h4>Implement NCEA Level 2 subjects and Wāhanga Ako.<br /><br />Pilot all NZC NCEA Level 3 subjects (full pilot); Pilot all TMoA NCEA Level 3 Wāhanga Ako (full pilot).<br /><h4 style="text-align: left;">2026 </h4>Implement NCEA Level 3 subjects and Wāhanga Ako.<br /><br /><br />And note that by drip-feeding of the NZC Refresh whilst rolling out NCEA means that standards will have potentially been developed before the learning area curriculum refresh has even happened. So that means the NCEA changes (i.e. the assessment) may in fact determine the learning area progressions, or will mean that the standards will need to be changed again to align with the new learning area progressions. <br /><br />I think what sh*ts me the most is that both the NZC Refresh and the NCEA Change Package have claimed that all of these changes are driven by a desire to ensure that we are enacting Ti Tiriti, that all learning is inclusive, and that there is greater clarity and that they are leaving no learning left to chance. I don't know about you, but none of the above speaks to clarity, and the complete disconnect between the NZC Refresh and the NCEA Change package means that secondary schools will likely focus on the latter or freakin' exhaust themselves by trying to make sense of the unaligned rollout of siloed learning areas in the NZC and curriculum level roll out of entire NCEA level assessment programmes. Whilst the vain attempt to juggle and focus on all of these things undoubtedly come at the cost of effective implementation of Mātauranga Māori and a genuinely localised curriculum. <br /><br />I get that the MoE think that incremental change of the NZC might lessen the pressures on schools to change everything at once, and I get that they want to co-design as much as possible to give the sector a shared sense of ownership. I also get that both the NZC and the NCEA changes are important but bloody hell, rolling out both in the way they are is freakin nuts and when you add to the mix a workforce is literally in the throes of a zombie apocalypse it is actually totally irresponsible to do what they are doing! From where I sit, I don't believe our workforce has anywhere near the capacity, energy or ability to be expected to co-design a poorly planned tsunami of concurrent curriculum and assessment change.<br /><br />But enough with the Negative Nelly pants, Amos!<br /><br />There is a way forward. It does however involve MoE making some courageous decisions that puts the needs and the wellbeing of our sector first, for the the sake of our young people. It will involve recognising we have been through a goddam worldwide pandemic for the last three years. This is not normal times! As school leaders we have pivoted, adapted, tweaked and changed our approaches to meet the needs of our teachers and young people, it is time for the MoE to do the same. Because, let's face it, the school leaders and the teachers are the ones who will actually be making all of the above actually happen!<br /><br />So as a starter for ten, here's my suggestion of how we could rethink the timeline and changes needed.<br /><h3 style="text-align: left;">A revised combined NZC and NCEA timeline</h3><h4 style="text-align: left;">2023 </h4>All NCEA pilots paused. Current NCEA standards continue.<br /><br />Te Mātaiaho | the curriculum framework introduced and supported by materials and strategies focusing on Mana ōrite mō te mātauranga Māori, Aotearoa NZ Histories and the development of a localised curriculum. <br /><br /><b>Term One/Two</b>- national learning area writing groups convene to develop Year 1-13 curriculum levelled achievement objective matrix for <b>ALL learning areas </b>informed by the curriculum framework, big ideas and significant learning. <br /><br /><b>Term Three/Term Four</b> - the draft Year 1-13 achievement objectives matrix for <b>ALL learning areas</b> is circulated for feedback.<br /><h4 style="text-align: left;">2024</h4>Current NCEA standards continue.<br /><br />The newly refreshed NZC is gazetted.<br /><br />Te Mātaiaho | the curriculum framework embedded in school and supported by materials and strategies focusing on Mana ōrite mō te mātauranga Māori, Aotearoa NZ Histories and the development of a localised curriculum. <br /><br />Year 1-13 Achievement Objective Matrix published and schools begin their own learning area reviews and change strategy. <br /><br />Redeveloped Level 5 Literacy and Numeracy assessments (aligned with matrix) piloted supported by roll out of numeracy and literacy common practice model at Years 1-10. <br /><h4 style="text-align: left;">2025 </h4>Current NCEA standards continue.<br /><br />NCEA pilots recommence at Levels 1-3 with achievement standard matrix align to NZC AOs.<br /><br />Schools continue to strategically review and update all learning programmes to align with Te Mātaiaho | the curriculum framework, Mana ōrite mō te Mātauranga Māori and the Year 1-13 Achievement Objectives matrix.<br /><br />Level 5 Literacy and Numeracy national assessments commence and numeracy and literacy common practice model at introduced at Years 1-10. <br /><h4 style="text-align: left;">2026</h4>Updated Level One NCEA achievement standards introduced with detailed Level Two AS matrices available to assist with school strategic planning. <br /><br />Level 5 Literacy and Numeracy national assessments now compulsory co-requisite.<br /><br />All learning programmes from Years 1-10 continue to be updated to align with Te Mātaiaho | the curriculum framework, Mana ōrite mō te Mātauranga Māori and the updated Achievement Objectives matrix.<br /><h4 style="text-align: left;">2027</h4>Updated Level Two NCEA achievement standards introduced with detailed Level Three AS matrices available to assist with school strategic planning. <br /><h4 style="text-align: left;">2028</h4>Updated Level Three NCEA achievement standards introduced.<br /><br />-<br /><br />Okay so the above isn't perfect and I imagine I have missed things, but as a school leader I feel like the timeline above would support a few key things:<br /><br /><ol style="text-align: left;"><li>It would ensure we put Te Mātaiaho | the curriculum framework and Mana ōrite mō te Mātauranga Māori come first. We need time to make sense of these big and important ideas and priorities and what they mean for our communities, our teachers and our young people and we need to do this first and we need to do it as THE priority!</li><li>It would ensure we get to see the new curriculum as a whole and what the significant learning and what we have to ensure our young people have to "know, can and do" at all levels and in all learning areas. And then give the schools the power to decide how best roll that out. The forced drip feeding of learning area by learning area makes no freakin' sense to me. I want to see the whole picture and then be able to design a strategy for my community and my school accordingly.</li><li>It would mean the literacy co-requisites could be introduced alongside the common practice model and would be aligned with the NZC AOs. It would also give developers time to review what seemed to go wrong this year. These assessments need to lift our young people up! Not make them feel like failures before they even begin their NCEA journey.</li><li>It would mean the NCEA change package comes after the NZC changes and ensures the curriculum informs the assessment and not the other way around! Or even worse, a forced rewrite of the new standards to re-align with the updated NZC. The sky will not fall if we take our time!</li><li>It would also mean that the sector can see the changes as part of a whole and would feel like the MoE understands that change takes time. Because as we know multi-tasking is a myth and if we attempt to do it all, nothing will get done well. It reminds me of that old adage - Most things which are urgent are not important, and most things which are important are not urgent.</li></ol>I don't doubt that with an election looming, these changes may feel very urgent to politicians, but nothing is so urgent that it should come at the expense of the most important thing of all - our people. <br /><br />Now's the time for courageous, coherent, strategic and empathetic leadership at a national level. And honestly slowing down is sometimes the only way you can speed up the very real change we know we need. </div></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-79918218888092727432022-07-10T17:28:00.017+12:002022-07-11T08:57:57.509+12:00 #VoteEducation2023 - So what educational policies do we want? <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgENRBEYHEEJKh0i_PH1s-QwGGvr13JWo2fmZL6QeYqjaOIgW60uEjeMaU7ZZckQMJskfqAn_F3XTgj3kv71_1Jl411BycfHZrIx3HUVYqTLWLJFEIf6VFtKFkpNXQKSvvHH_U8xo_5s1DXAkcMemd502VbfT_GVRoZQaBSJgRrLOR15HT7iA8OjDAJcw/s710/Jacinda%20Chris.jpeg" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="399" data-original-width="710" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgENRBEYHEEJKh0i_PH1s-QwGGvr13JWo2fmZL6QeYqjaOIgW60uEjeMaU7ZZckQMJskfqAn_F3XTgj3kv71_1Jl411BycfHZrIx3HUVYqTLWLJFEIf6VFtKFkpNXQKSvvHH_U8xo_5s1DXAkcMemd502VbfT_GVRoZQaBSJgRrLOR15HT7iA8OjDAJcw/s320/Jacinda%20Chris.jpeg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://www.stuff.co.nz/national/politics/300472212/christopher-luxon-jacinda-ardern-spar-in-his-first-question-time" target="_blank">Source</a></td></tr></tbody></table><p>Yesterday I found myself having a rather visceral response to Christopher Luxon sharing his visit to Michaela School whilst he visited London. Whilst the school is not my cup of tea (in terms of educational philosophy) it wasn't actually the school that concerned me, it was more what the visit represented when combined with a visit to the rightwing think tank Policy Exchange. At just over a year out from election, now is the time for each of the parties to start circling the wagons and laying out what they will each offer should they get voted into government. Knowing that Luxon was actively seeking policy ideas when he visited what is known as "<a href="https://time.com/5232857/michaela-britains-strictest-school/">the strictest school in Britain</a>" and that he then posted and raved about how great it was is more than a little concerning, particularly when schools in Aotearoa are working so hard to decolonise their contexts and develop a genuinely responsive "local curriculum". </p><p>As I sit here and ponder what National might be considering to serve up, it's important to note that I have also felt concerned about our current educational landscape as well. Under the current government we have had the promise of many exciting innovations hover on the distant horizon only to become diluted and muddled as they came into closer proximity - I'm looking at you 'NCEA Big Opportunities' that became a backward looking 'NCEA Change Package' and the exciting 'Tomorrow's School Review' many of which became a disappointingly diluted set of directives. What started out as exciting and large scale consultation (brimming with futures thinking, optimism and hope) soon felt like great ideas that made some so twitchy they were forced through further rounds of increasingly nervous consultation (thanks to the likes of the Community of Schools) and before we knew it, we saw brave new thinking evolve into tepid versions of their former selves - leaving us with a veritable stew of policies served up in tub of cold secondhand bath water. And whilst I don't deny that there has indeed been a lot of consultation, I do not believe it has resulted in anything like the cohesive strategy the young people of Aotearoa needs or deserves right now. </p><p><b>#VoteEducation2023</b></p><p>However there is little point in bemoaning our current situation, and in a concerted effort to stay "above the line", I wonder if it is time for folk to start speaking up about what we do actually want and what we do genuinely need. Particularly as we consider how changed we are as a nation (and world) since many of these initiatives were birthed. I often find myself making lofty claims, based on "what I would do if I were the Minister of Education", because there's no point banging on about problems if you aren't willing to serve up some solutions. So what I would like to propose, and what I hope is the beginning of a national conversation, is that we set about articulating loudly and clearly the educational policies we want for Aotearoa. I hope as many people as possible speak up about what they think (regardless of their political leanings) we should see prioritised in each of the political parties manifestos in 2023. </p><p>Here is my go at six #VoteEducation2023 policies, as a starter for ten.</p><p><b>Current challenges</b></p><p>For me, policies need to be responding directly to the challenges we face, and from where I am standing the following feel like the most pressing issues that we can actually address in an educational context. </p><p></p><ol style="text-align: left;"><li>Declining attendance and engagement of students.</li><li>Declining numeracy and literacy levels of students.</li><li>Declining mental health of our young people. </li><li>Ongoing inequities due to digital divide.</li><li>The over representation of Maori and Pasifika learners in all of the above areas.</li><li>Declining health and wellbeing of our staff.</li><li>Cognitive overload of staff.</li><li>Looming staffing crisis. </li></ol><p></p><p>When translating this into educational policy, its important to note that politicians are playing a popularity game and as a result often create policies that are less about appeasing educators and more about pleasing the parents and wider community who represent a much larger voting block. Therefore it is important to consider how policies will land for them. This is why we often see parties coming out with, particularly in education, overly simplistic solutions to what we we know are complex problems. We also need to be cognisant of the fact that that every sector is fighting for one slice of a single budgetary pie, we cannot simply throw money at everything - as nice as that would be. So with both those things in mind, here goes my crack at #VoteEducation2023</p><p><b>My #VoteEducation2023 policy ideas</b></p><p><b>1) Prioritisation of Mana ōrite mō te mātauranga Māori </b></p><p>This would be my hero policy for 2023. The early resources for this initiative look promising and for me this is a hugely important piece of work, which if it is to be done properly needs prioritisation, adequate time and resourcing. At present it runs the risk of being one part of a whole slew of changes. If done in such a way as to leverage the learnings that came out Te Kotahitanga, 'Teaching to the North-East', 'Colouring the White Spaces' and the more recent offering of 'Niho Taniwha' this is totally within reach. However, it cannot and should not be diluted by being just one of so many initiatives as it currently is. We also need to ensure iwi are supported properly to partner with schools and are funded and resourced as per PLD facilitators to help develop sustainable systems of support that respectfully honour the expertise of tangata whenua. If you look at the outcomes of 'Te Kotahitanga', it is clear that this policy alone could address many of the challenges we currently face in education. </p><p><b>2) Deliver a cohesive and complete review of the New Zealand Curriculum (first).</b></p><p>We need to stop the messy and incremental and downright tangled development and rollout of the NCEA Change Package and NZC Review. I recognise that all things need to be routinely reviewed, however digitally drip-feeding changes is actually counterproductive and downright confusing. Remove all of the digital resources (for NCEA Change Package, Lit/Num co-requisites and NZC Review) and focus on firstly delivering a a cohesive and fully formed reviewed NZC document for feedback and then deliver final publication. And do it in hard copy. This may sound backward, but hardcopy is really the only way to ensure it is a succinct and cohesive standalone document. It only takes a brief survey of the current digital platforms for NCEA Online to discover how unwieldy digital architecture can become, lending itself to additive and more is more approaches and creating a veritable labyrinth of cognitive overload. Of course the singular document should have a digital version and supporting resources should be developed and shared in time, but first we need 'the reviewed NZC'.</p><p><b>2) Ditch the current Literacy and Numeracy pilot and develop Literacy and Numeracy Portfolio Standards at Level 3, 4, and 5. </b></p><p>The current Literacy and Numeracy co-requisite CATs are the very definition of the tail wagging the dog and an incredibly low trust breed at that. Let's instead look to develop 'Functional Literacy and Numeracy Unit Standards' that also help to support and scaffold the teaching of such skills that can be used at Levels 3, 4 and 5 (i.e. the years leading up to Level One NCEA) with the Level 5 one serving as a "readiness for NCEA" qualification. The portfolios would allow the qualification to be gathered evidence of school appropriate contextualised applied numeracy and literacy, and the Level 5 one would be moderated externally to ensure there was confidence in "the standard" being met. And where needed students could continue to develop skills and evidence throughout their senior years. </p><p><b>3) Ditch the NCEA Change Package and commit to review standards as needed, in response to the reviewed NZC. </b></p><p>The reality is the NCEA Change Package, whilst it may be the result of copious rounds of consultation, has landed poorly and runs the very real risk of being less fit for purpose than our current NCEA offerings. There is also little point in progressing the current NCEA Change Package until we are yet to understand the full extent and intention of a reviewed NZC. Once Mana Orite is beginning to be embedded and the fully formed NZC had landed, then and only then, we should set about reviewing each of our current standards. The NCEA Change Package work done to date may well inform these NCEA standard reviews. Level One NCEA would remain optional and schools would be supported to focus on effective course and learning design to address any of the concerns that may have prompted the current NCEA reforms. This approach will help to address the current sense of cognitive overload and ensure schools are in a position to prioritise Mana Orite work. </p><p><b>4) Develop a cohesive digital strategy that sits alongside the Healthy School Lunches Programme</b></p><p>The Healthy School Lunches Programmes has been a proven success and goes a way to addressing food insecurity and supporting improved attendance and engagement in learning. </p><p>A digital strategy that addresses the digital divide would include a three-pronged approach. </p><p></p><ul style="text-align: left;"><li>Targeted funding (as per the Heathy Lunches Programme) to ensure every school can work in partnership with community agency of choice to provide either fully or partially funded lease to own devices of their choice for every young person.</li><li>Universal basic wifi is available to all households or where this is not possible N4L provided hotspot solutions are offered that provide free and safe, anytime anywhere wifi for every student in Aoteraoa. </li><li>Schools, teachers, learners and whānau are provided with targeted support to roll out a localised digital strategy and PLD to ensure devices are used effectively to support learning. </li></ul><p></p><p><b>5) Health and Wellbeing Hubs are established in every school or kahui ako.</b></p><p>Health and wellbeing needs are assessed and a strategy is developed for establishing Health and Wellbeing Hubs in every school or communities of learning. Health and Wellbeing Hubs would be resourced in partnership with existing community agencies and would look to provide fully funded dentistry, nurse, GP and counselling services for the students, teachers and where needed possible would extend to whānau support. </p><p><b>6) Increase teacher salaries by at least 30% and fully fund registration</b></p><p>An article published last year <a href="https://www.weforum.org/agenda/2021/10/teachers-pay-countries-salaries-education/" target="_blank">compared teaching salaries around the world</a>. And as you can see in the graph below teaching salaries in New Zealand start at middling and max out at downright embarrassing levels. Compare that, if you will, to the comparative cost of living in New Zealand where we come in hot at 16th out of the 137 countries listed <a href="https://www.numbeo.com/cost-of-living/rankings_by_country.jsp">here</a>. It is apparent that salaries for educators just don't stack up. We have a looming staffing crisis, and as the borders open and our young teachers can travel again and we are seeming unable to fast-track overseas replacements it would seem like one obvious thing we could do is pay teachers what they deserve. Don't bother wasting money on shiny PR and recruitment campaigns, just pay teachers more, a lot more. As the complexity of our jobs expands as we struggle to deliver hybrid learning and the wellbeing of our teachers and students steadily decline, paying people really really well works - it improves wellbeing and it means we attract the best of the best and entice those who travel to return. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCTtvLUqUxZh-YiFQsJ73Ayk5C8tMfa9n8ZDLPckkdSgGnm8OAXdPob70Kvr4f5G74mkLAE74c6FqdJQxQaDhtjOKbUISMVpZqIBtwl-nS9bZLVsnGlsRbEbwz_0am_cTcIP4lmOR6zJY1LOjQ9vaf2CZE5uqeKq-TkFVm5ON6WRHDtSxcvGiQGEsuVQ/s1992/Screen%20Shot%202022-07-10%20at%204.35.30%20PM.png" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1372" data-original-width="1992" height="440" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCTtvLUqUxZh-YiFQsJ73Ayk5C8tMfa9n8ZDLPckkdSgGnm8OAXdPob70Kvr4f5G74mkLAE74c6FqdJQxQaDhtjOKbUISMVpZqIBtwl-nS9bZLVsnGlsRbEbwz_0am_cTcIP4lmOR6zJY1LOjQ9vaf2CZE5uqeKq-TkFVm5ON6WRHDtSxcvGiQGEsuVQ/w640-h440/Screen%20Shot%202022-07-10%20at%204.35.30%20PM.png" width="640" /></a></div><p>Also, whilst we are at it, let's fully fund the Teaching Council. They do important work and underpaid teachers don't want to be dipping into their less than adequate pay packets to deliver regulatory functions. Support the Teaching Council to register teachers, ensure they are adhering to Our Code and Our Standards and resource them to support beginning teachers. Job done!</p><p><b>Now over to you!</b></p><p>So there you go, that's my first attempt at my #VoteEducation2023 manifesto. Keen to hear what you think - what you disagree with, what you would add or what you would approach differently. Regardless of your political alliances, I would love to hear what you think we need to move education forward in 2023 and beyond. </p><p>If you do share your thoughts on Twitter, please consider adding the #VoteEducation2023 hashtag and/or tag me. Or if you are over in Facebook, feel free to share on the <a href="https://www.facebook.com/groups/312972372765589" target="_blank">DisruptED Facebook group</a>. Let's start a national conversation about what we think really matters. </p><p><b>#VoteEducation2023</b></p><p><br /></p>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-56724440773695224792022-06-01T10:34:00.001+12:002022-06-01T10:34:17.299+12:00SPANZ Day 4 - Keynote - Dr Mere Berryman - Indigenising and Decolonising: Structural and Cultural shifts <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZbRKqE7yh-Cp_VI5R14Kur6xM0u805rKLJJRgISdYgRngdJBdjS3fx1lyPX1JA3PCBTjurvSXYf11fjXw8-UHz1uRaTUxYH6Av4GbLhneSazG-wF1snX95whDMFVe-Tboygqpow04ZleEgK5iUb3P-u8bdKh49WXVrrex6mvg1ayPGeR3mPd8F0xxIw/s500/mere-Ann-edit-web.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="333" data-original-width="500" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZbRKqE7yh-Cp_VI5R14Kur6xM0u805rKLJJRgISdYgRngdJBdjS3fx1lyPX1JA3PCBTjurvSXYf11fjXw8-UHz1uRaTUxYH6Av4GbLhneSazG-wF1snX95whDMFVe-Tboygqpow04ZleEgK5iUb3P-u8bdKh49WXVrrex6mvg1ayPGeR3mPd8F0xxIw/s320/mere-Ann-edit-web.jpeg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">De Mere Berryman</td></tr></tbody></table><p>From the SPANZ programme:</p><p>Understanding contexts for learning where equity and belonging can be a reality for Māori means coming to deeply understand historical events that have seen the systematic belittlement and redefinition of Māori identities through colonisation. Upon this historical legacy of cultural harm, school policies were imposed this century, so that we would step up (Ka Hikitia) and establish educational structures where Māori learners could ‘enjoy and achieve education success as Māori’. Today contexts for learning have seen mātauranga Māori being appropriated and applied across the system. Courageous leaders, who commit to making the aspirations of Ka Hikitia a lived reality in their schools, are ensuring that this generation of Māori learners is better served by education. Importantly they have also shown the benefits that ensue for Māori can be for all. </p><p>Article from RNZ: <a href="https://www.rnz.co.nz/national/programmes/the-weekend/audio/2018677651/mere-berryman-it-s-time-we-did-better-by-maori-students">https://www.rnz.co.nz/national/programmes/the-weekend/audio/2018677651/mere-berryman-it-s-time-we-did-better-by-maori-students</a></p><p>Link to Poutama Pounamu: <a href="https://poutamapounamu.org.nz/">https://poutamapounamu.org.nz/</a></p><p>The risk of "indigenising" and "decolonisation" becoming a rhetoric. </p><p><b>Te Kotahitanga Research 2001 </b></p><p>Our children are quite aboriginal in their behaviours outside school. The fact they're the same school n many days. You know... (p.216) </p><p style="text-align: center;">What the Te Kotahitanga narratives indicated. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1OFvWsFtpaQbhSGCEQPfBXgqBRv6uRkQUQvckjU7qZfJJtsv3KUN7zKvpjzmJlT9CkPFUSO7-uB0vIhRsWUMOuxknXZg0dbl7lVGbdRD-8Ag68NMX51SjJ3HhcSy21JokCpotXZvWwTK0LPgJVpR9Bh1qlL7ouAX22nbTT6S67363xZk0pbL5MmVoVA/s3673/IMG_0158%202.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2068" data-original-width="3673" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1OFvWsFtpaQbhSGCEQPfBXgqBRv6uRkQUQvckjU7qZfJJtsv3KUN7zKvpjzmJlT9CkPFUSO7-uB0vIhRsWUMOuxknXZg0dbl7lVGbdRD-8Ag68NMX51SjJ3HhcSy21JokCpotXZvWwTK0LPgJVpR9Bh1qlL7ouAX22nbTT6S67363xZk0pbL5MmVoVA/w640-h360/IMG_0158%202.jpg" width="640" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp0rdVlLViO5Vu_6ItDShvkZaCdttjl50KMo9TwzAkTR0WnCq17I18mxBK3yLwbXJmuOwaPsfj2jhEmaAElNS55i440Z6kZlr1s729HFXCATAxJ1ktrZjmpwyJJpaYtHDqKO08G6xBhGWsX1QeKHRmWOKXi_-0K0F1DOePmuCiHvv4htQCtDJFi4dtUA/s3061/IMG_0159.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1746" data-original-width="3061" height="366" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjp0rdVlLViO5Vu_6ItDShvkZaCdttjl50KMo9TwzAkTR0WnCq17I18mxBK3yLwbXJmuOwaPsfj2jhEmaAElNS55i440Z6kZlr1s729HFXCATAxJ1ktrZjmpwyJJpaYtHDqKO08G6xBhGWsX1QeKHRmWOKXi_-0K0F1DOePmuCiHvv4htQCtDJFi4dtUA/w640-h366/IMG_0159.jpg" width="640" /></a></div><br /><p><b>Te Kotahitanga Effective Teaching Profile</b></p><p>The Effective Teaching Profile consists of six elements.</p><p></p><ol style="text-align: left;"><li>Manaakitanga – teachers care for their students as culturally located human beings above all else.</li><li>Mana motuhake – teachers care for the performance of their students.</li><li>Nga whakapiringatanga – teachers are able to create a secure, well-managed learning environment.</li><li>Wananga – teachers are able to engage in effective teaching interactions with Māori students as Māori.</li><li>Ako – teachers can use strategies that promote effective teaching interactions and relationships with their learners.</li><li>Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students.</li></ol><p></p><p>The Effective Teaching Profile was implemented in the classroom of participating teachers in 2004 and 2005 by means of the Te Kotahitanga Professional Development Programme. This programme consists of an initial induction hui, which is followed by a term-by-term cycle of formal observations, follow-up feedback, group co-construction meetings, and targeted shadow-coaching. Other activities that support this programme, such as new knowledge, new teaching strategies and/or new assessment procedures are introduced on a “needs” basis.</p><p>From: <a href="https://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile">https://tekotahitanga.tki.org.nz/About/The-Development-of-Te-Kotahitanga/Effective-Teaching-Profile</a></p><p>Education matters to me: Key Insights Report: <a href="https://www.childrenandyoungpeople.org.nz/publications/reports/education-matters-to-me-key-insights/">https://www.childrenandyoungpeople.org.nz/publications/reports/education-matters-to-me-key-insights/</a></p><p>Introduction of NELP in 2018 "in the schooling and education, and beyond, we have an issue of unconscious bias..."</p><p>"Māori student and under-achievement is chronic, intractable and systemic" (Holsted, 2018)</p><p>To understand how to respond to our challenges in education, we need to understand the historical biases and prejudices that are deeply embedded in our racialised colonial systems. - Moana Jackson.</p><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/GDM-Ct21N4I" width="320" youtube-src-id="GDM-Ct21N4I"></iframe></div><br /><p><b>The Doctrine of Discovery</b></p><p>Learning about the 'Doctrine of Discovery 1452'</p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpvgSrbAkZI_Ue9KgB_t4MR8unoNzDzVCVj-AMhRYpLU2WiuyxzLyg9NGfsdiSxOaZq6IVf4vax2qfNfdvUoFT6gkRpr4djBNhP2FBAkSua9xEhX-eOkT8XXnadk0yYcCGM5Snv6ueQuamvJbzGl1-IK-A916ixY5f8N0eg2VUC2zqnH_btYm3L7MwxA/s2264/Screen%20Shot%202022-06-01%20at%209.40.08%20AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1270" data-original-width="2264" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpvgSrbAkZI_Ue9KgB_t4MR8unoNzDzVCVj-AMhRYpLU2WiuyxzLyg9NGfsdiSxOaZq6IVf4vax2qfNfdvUoFT6gkRpr4djBNhP2FBAkSua9xEhX-eOkT8XXnadk0yYcCGM5Snv6ueQuamvJbzGl1-IK-A916ixY5f8N0eg2VUC2zqnH_btYm3L7MwxA/w640-h360/Screen%20Shot%202022-06-01%20at%209.40.08%20AM.png" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><a href="https://elp.co.nz/wp-content/uploads/2021/06/Mere-Berryman-ELP-Symposium.pdf" target="_blank">Source: Dr Mere Berryman</a></td></tr></tbody></table><p>The Doctrine of Discovery (also known as the Doctrine of Christian Discovery) is an international legal concept and Christian principle, that is borne out a number of catholic laws (called “papal bulls”) originating out of the Vatican in the 15th and 16th centuries. It gave the monarchies of Britain and Europe the right to conquer and claim lands, and to convert or kill the native inhabitants of those lands.</p><p>Source: <a href="https://tinangata.com/2019/06/01/james-cook-and-the-doctrine-of-discovery-5-things-to-know/">https://tinangata.com/2019/06/01/james-cook-and-the-doctrine-of-discovery-5-things-to-know/</a></p><p>The hierarchy of races and Social Darwinism. </p><br /><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi39Z2NDyaNARbSXp6vKs5d4bQE8a7NAbP4K6YrJxBOyLsqr3eedLn9dSk8Mt7EQJ6XVqa_dsnY7T-LNTVLLGCTk2ZTPXgjy1QT7TvSqI3fJ9xCb0YTiwkOBZK5lXvvSB9JnacjQl-zEq1jqbIB8cYRhbdCKTq28LOWeeBHyB5nvOZMIVmXWhe7NGe6wg/s2264/Screen%20Shot%202022-06-01%20at%209.47.41%20AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><span style="color: black;"><img border="0" data-original-height="1270" data-original-width="2264" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi39Z2NDyaNARbSXp6vKs5d4bQE8a7NAbP4K6YrJxBOyLsqr3eedLn9dSk8Mt7EQJ6XVqa_dsnY7T-LNTVLLGCTk2ZTPXgjy1QT7TvSqI3fJ9xCb0YTiwkOBZK5lXvvSB9JnacjQl-zEq1jqbIB8cYRhbdCKTq28LOWeeBHyB5nvOZMIVmXWhe7NGe6wg/w640-h360/Screen%20Shot%202022-06-01%20at%209.47.41%20AM.png" width="640" /></span></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="color: black;"><a href="https://elp.co.nz/wp-content/uploads/2021/06/Mere-Berryman-ELP-Symposium.pdf" target="_blank">Source: Dr Mere Berryman</a></span><div style="text-align: left;"><br /></div><div style="text-align: left;"><br /></div></td></tr></tbody></table><b>The Native Schools 1987-1969</b><div><br /></div><div>Following the New Zealand wars, the Native Schools Act 1867 established a national system of village primary schools under the control of the Native Department. Māori were required to donate the land for the schools, and contribute to the costs of a building and teacher’s salary, although the latter two requirements were removed in 1871. In 1879 the 57 native schools were transferred to the Department of Education, which had been established in 1877.</div><div><br /></div><div><div>Manual education</div><div>School inspector Henry Taylor, writing in 1862, said, ‘I do not advocate for the Natives under present circumstances a refined education or high mental culture: it would be inconsistent, if we take into account the position they are likely to hold for many years to come in the social scale, and inappropriate, if we remember that they are better calculated by nature to get their living by manual rather than by mental labour.’1 The belief in the suitability of Māori for working-class occupations was to persist in official circles well into the 20th century.</div></div><div><br /></div><div>Source: <a href="https://teara.govt.nz/en/maori-education-matauranga/page-3">https://teara.govt.nz/en/maori-education-matauranga/page-3</a></div><div><br /></div><div>Leading both linguicide and Cultural Erasure for my parent's generation - "...the natural abandonment of the native tongue involves no loss to the Maori". </div><div><br /></div><div>Our Nation's Story 1926 - Our nation's story was a history if Britain, not New Zealand.</div><div><br /></div><div>Maori and Missionary</div><div><br /></div><div>In the early 19th century government officials in New South Wales and London, and British missionary societies, were concerned that Europeans visiting New Zealand introduced Māori to prostitution, alcohol, muskets and disease. With the aim of protecting Māori from the worst effects of European colonisation, they decided to set up Christian missions in New Zealand. Māori whalers were among their earliest converts. The Northland chief Ruatara had travelled to London on board a whaling ship and met the missionary Samuel Marsden. As a result, Marsden based his first mission at Ruatara’s community in the Bay of Islands. A later mission was based at Paihia, directly opposite the whaling port of Kororāreka. The contrast between the peaceful and devout mission station and the violent and drunken township led the two communities to be known as Heaven and Hell.</div><div><br /></div><div>Source: <a href="https://teara.govt.nz/en/maori-pakeha-relations/page-2">https://teara.govt.nz/en/maori-pakeha-relations/page-2</a></div><div><br /></div><div>1988 - What changed for my sons? The Cultures Collide - Peter Woodcock</div><div><br /></div><div><b>Ka Hikitia 2008-2012; 2013-2017; 2020</b></div><div><b><br /></b></div><div>Link to Ka Hikitia 2013-2017: <a href="https://www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Ka-Hikitia/KaHikitiaAcceleratingSuccessEnglish.pdf">https://www.education.govt.nz/assets/Documents/Ministry/Strategies-and-policies/Ka-Hikitia/KaHikitiaAcceleratingSuccessEnglish.pdf</a></div><div><b><br /></b></div><div><div><b>Ka Hikitia – Ka Hāpaitia</b></div><div><br /></div><div>Ka Hikitia, the Māori Education Strategy, has been refreshed as part of the Education Work Programme.</div></div><div><br /></div><div><div>About the strategy</div><div>Ka Hikitia is a cross-agency strategy for the education sector.</div><div><br /></div><div>The agencies include the Ministry of Education, Te Aho o Te Kura Pounamu, Education New Zealand, Education Review Office, New Zealand Qualifications Authority, The Teaching Council Aotearoa New Zealand, Tertiary Education Commission, New Zealand School Trustees Association. The education sector includes all early learning, schooling, and tertiary education provision.</div><div><br /></div><div>It sets out how we will work with education services to achieve system shifts in education and support Māori learners and their whānau, hapū and iwi to achieve excellent and equitable outcomes and provides an organising framework for the actions we will take.</div><div><br /></div><div>The framework has five outcome domains:</div><div><br /></div><div>Te Whānau: Education provision responds to learners within the context of their whānau</div><div>Te Tangata: Māori are free from racism, discrimination and stigma in education</div><div>Te Kanorautanga: Māori are diverse and need to be understood in the context of their diverse aspirations and lived experiences</div><div>Te Tuakiritanga: Identity, language and culture matter for Māori learners</div><div>Te Rangatiratanga: Māori exercise their authority and agency in education.</div><div><br /></div><div>These outcome domains reflect key messages that we have heard from whānau, hapū, Iwi, Māori over an extended period of time and our evidence base about what works for Māori learners and their whānau.</div><div><br /></div><div><a href="https://www.education.govt.nz/our-work/overall-strategies-and-policies/ka-hikitia-ka-hapaitia/ka-hikitia-ka-hapaitia-the-maori-education-strategy/" target="_blank">Read the refreshed Ka Hikitia (English)</a></div><div><br /></div><div><a href="https://www.education.govt.nz/our-work/overall-strategies-and-policies/ka-hikitia-ka-hapaitia/ka-hikitia-ka-hapaitia-te-rautaki-matauranga-maori/" target="_blank">Read the refreshed Ka Hikitia (te reo Māori)</a></div><div><br /></div><div>Source: <a href="https://www.education.govt.nz/our-work/overall-strategies-and-policies/ka-hikitia-ka-hapaitia/">https://www.education.govt.nz/our-work/overall-strategies-and-policies/ka-hikitia-ka-hapaitia/</a></div><div><br /></div><div>Link to: <a href="https://poutamapounamu.org.nz/student-voice">https://poutamapounamu.org.nz/student-voice</a></div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhw8x7c6isbMTBTJuRL33gvbvRyTyq_UwZgNU95lhOZ-LX8SE8h9REfwVEfNyp7vrAovYukzc9rNFo8YW3xMIrfD9vFJRG1zAWOBaF0VT5_bVLDoe29YTJYPqtI2nGytC8srylIXtVzNnnQuWa_RvVrLrHzha724dH38YmX4Xmxj0rqCY7ngC3Kq2gCzg/s3432/IMG_0161.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1947" data-original-width="3432" height="364" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhw8x7c6isbMTBTJuRL33gvbvRyTyq_UwZgNU95lhOZ-LX8SE8h9REfwVEfNyp7vrAovYukzc9rNFo8YW3xMIrfD9vFJRG1zAWOBaF0VT5_bVLDoe29YTJYPqtI2nGytC8srylIXtVzNnnQuWa_RvVrLrHzha724dH38YmX4Xmxj0rqCY7ngC3Kq2gCzg/w640-h364/IMG_0161.jpg" width="640" /></a></div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzFGYgSimsk0Fbj3BxVKHe01LJC66nMjjJU7TOR9M1kc8j4dahi3D1a9q5YEdRjRxAJvm2LVx6kX5ZgaGzbThK1cwrhPrpjpjqR74KDIll-Gq21AXPAh8HOSd0JtRzo7jnPLImKPC21qLC-08c0o_dYBzWhIx5ZaLCiutp9oM7-Qaz0YLl4iZBouODWg/s3395/IMG_0162.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1905" data-original-width="3395" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzFGYgSimsk0Fbj3BxVKHe01LJC66nMjjJU7TOR9M1kc8j4dahi3D1a9q5YEdRjRxAJvm2LVx6kX5ZgaGzbThK1cwrhPrpjpjqR74KDIll-Gq21AXPAh8HOSd0JtRzo7jnPLImKPC21qLC-08c0o_dYBzWhIx5ZaLCiutp9oM7-Qaz0YLl4iZBouODWg/w640-h360/IMG_0162.jpg" width="640" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Elizabeth Forgie - Keri Keri High School</td></tr></tbody></table><br /><div class="separator" style="clear: both; text-align: left;">Brown Frills:</div><div class="separator" style="clear: both; text-align: left;"><ul style="text-align: left;"><li>Bilingual signage</li><li>Translations rather than the metaphors</li><li>Kapahaka</li><li>Te re Māori</li><li>Māori iconography</li></ul></div><div class="separator" style="clear: both; text-align: left;">Leadership:</div><div class="separator" style="clear: both; text-align: left;"><ul style="text-align: left;"><li>Transactional</li><li>Transformational</li><li>Transformative</li></ul><div>Social Justice has missed Māori in the past. </div><div><br /></div><div><b>Resisting the status quo</b> - changing what's in our head and hearts</div><div><b>Maintain or develop greater cultural competence </b>- the culture of the school must be indigenised therefore, decolonisation will need to be part of this </div><div><b>Experience success</b> - different relationships, pedagogies, systems and structures must be prioritised</div><div><b>Contribute to the success of others</b> - indignity and decolonisation must go hand in hand</div></div><br />Critical consciousness - a level of sociopolitical awareness through a person understands their positionality in the world. <br /><div><br /></div><div>"Pathways of least regret" - Jacinda Ardern.</div><div><br /></div><div>"Your voices matter. You voices can make the change, but only when we understand it" - Mere Berryman</div><div><br /></div><div style="text-align: center;">To watch: Once were gardeners - Moana Jackson</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/HfAe3Zvgui4" width="320" youtube-src-id="HfAe3Zvgui4"></iframe></div><div><br /></div>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-15994820717938351662022-05-31T15:23:00.004+12:002022-05-31T15:23:47.758+12:00SPANZ Day 3 - Workshop - Kaupapa Māori principles of leadership<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOjCJeksfKDlBOfg57k2EMtCr-01O1CHBYeCxD5qFfxQJmtoOGBu3g-LGy8U_8mfmZC8HfAHKjCAxA43fpF8cvF3Wyb622oOuDkswnEHFwIuQvj4k1-nkr5yczjqn2flGGBH9AQLSBfFDmHeeIHy0RWRhqMbDeUM2GgxhQqrDiX2dw5sV_2WSvGAT-xQ/s300/Peggy-Burrows-300x209.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="209" data-original-width="300" height="209" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiOjCJeksfKDlBOfg57k2EMtCr-01O1CHBYeCxD5qFfxQJmtoOGBu3g-LGy8U_8mfmZC8HfAHKjCAxA43fpF8cvF3Wyb622oOuDkswnEHFwIuQvj4k1-nkr5yczjqn2flGGBH9AQLSBfFDmHeeIHy0RWRhqMbDeUM2GgxhQqrDiX2dw5sV_2WSvGAT-xQ/s1600/Peggy-Burrows-300x209.jpeg" width="300" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Peggy Burrows</td></tr></tbody></table><p>From the SPANZ programme:</p><p>In 2010, I undertook a PhD research project to investigate why disparities existed in the achievement levels of Māori students and their Pākehā peers. As an educational leader I wanted to explore the Aoteoroa New Zealand educational landscape in an attempt to understand why these disparities occurred. I framed my study as an autoethnography, because I wanted to explore my own learning as I grappled with assumptions, ideas and theories that existed outsidde my personal sphere of experience around why Māori ākonga/students consistently failed in the school system. </p><p>Over a two year period, from 2010 to 2012, I collected anecdotes shared with me by Māori ākonga/students, whānau/parents, kaimahi/staff and board members about their experiences of school life. I recorded the anecdotes as vignettes then coded and grouped them according to recurring themes I identified. The five most significant recurring themes evident were: ahurea tuakiri/cultural identity, mōriroriro/cultural alienation, mōriroriro/cultural ātetenga/resistance, mātauranga Māori/Māori world view and tino rangatiratanga/Māori self-determination. My research was an exploration of my professional growth as a leader and my search for hautūtanga/leadership pedagogies demonstrated as enhancing the educational outcomes of Māori ākonga/ students.</p><p>Link to Peggy's PHD thesis <a href="https://ir.canterbury.ac.nz/bitstream/handle/10092/16366/Burrows%2c%20Peggy_Final%20PhD%20Thesis.pdf?sequence=1&isAllowed=y" target="_blank">Fostering Biculturalism: exploring principal hautūtanga/leadership in a South Island secondary school in Aotearoa New Zealand - An Autoethnography</a></p><p>Three Selves - The Interrogation of Self - how I was going to change once I learned new information. </p><p>Māori knowledge - the body of knowledge originating from Māori ancestors, include the Māori world view and perspectives, Māori creative and cultural practices.</p><p>Data gathering - reflective journal, collecting anecdotes from students, teacher and board. 5000 stories about experiences of learning as Māori. They would tell it orally andI would write it. Then story was then shared home and they corrected it. Creative non-fiction Narrative. </p><p>Themes </p><p></p><ul style="text-align: left;"><li>Auherea/Identity</li><li>Mōiriroriro/Cultural Alienation</li><li>Atetenga/Resitance</li><li>Te Ao Māori/Māori World View</li><li>Tino Rangatira/Self-determination</li></ul><div>Alienation</div><div><ul style="text-align: left;"><li>Ahuatanga Koretake - Stereotype</li><li>Tino Rangatiratanga - Self-determination</li><li>Tinana - Reality</li></ul><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen="" class="BLOG_video_class" height="266" src="https://www.youtube.com/embed/WFaBWNWsmq4" width="320" youtube-src-id="WFaBWNWsmq4"></iframe></div><br /><div>Video description - The second of our 2021 series we explored the subject in the forefront of our minds by firstly hearing from Mana Whenua who gave us a brief insight on how we can incorporate being a good treaty partner in our everyday lives. This sparked those thoughts and questions we’ve been wanting to address but just didn’t know where to start or who to approach. Big thanks to our Keynote Speaker Kaharoa Manihera - Senior Advisor - Ngai Tahu & Maori Relationships at Christchurch City Council.</div></div><div><br /></div><div>Ki te Wero o Hautūtanga - what is the leadership challenge?</div><div><br /></div><div>Ellis (2007) "Relational ethics requires researchers to act from our hearts and minds, to acknowledge our interpersonal bonds to others, and initiate and maintain conversations." (p.4) </div><div><br /></div><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNZ6xnuQMleju_OjSedMcggtsI52aVbMuMbxn3JM7COiC6m-gwyObLEdVAzW6EnaxRDPKppiyHA9styN-XcNwHanw8IoWg-vjHxP_n9fP6Cv7A1KVD7ctE8xlNE0zmTvwE_1NGGdZ_7vHCZFQ6QPahy2I1R9jokU_WfVuGJoJVy-MVeHyYR0in1iUReA/s1408/IMG_0119.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1215" data-original-width="1408" height="552" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNZ6xnuQMleju_OjSedMcggtsI52aVbMuMbxn3JM7COiC6m-gwyObLEdVAzW6EnaxRDPKppiyHA9styN-XcNwHanw8IoWg-vjHxP_n9fP6Cv7A1KVD7ctE8xlNE0zmTvwE_1NGGdZ_7vHCZFQ6QPahy2I1R9jokU_WfVuGJoJVy-MVeHyYR0in1iUReA/w640-h552/IMG_0119.jpg" width="640" /></a></td></tr></tbody></table><p></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td class="tr-caption" style="text-align: center;"><div style="text-align: left;">Model of interconnectivity</div></td></tr></tbody></table><p></p><div><br /></div><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6ojVf-y0PztBJlhq46J2dNHn9W0_O83TfeBMy-jD8o2XKipSeyLFElFkZKpgomEFrly_YoGPCPSJvbHPHqOCV13gs-MBbRrfI6X3zMIUNUvfJ_morOwYBTN3FTQhCJoWxOowJWBhUtU7YOGVRpCqTmEDOgN9ZuXw9mgiY8wKd4ubMOl8iUCD2SP--9w/s2602/IMG_0120.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1369" data-original-width="2602" height="336" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6ojVf-y0PztBJlhq46J2dNHn9W0_O83TfeBMy-jD8o2XKipSeyLFElFkZKpgomEFrly_YoGPCPSJvbHPHqOCV13gs-MBbRrfI6X3zMIUNUvfJ_morOwYBTN3FTQhCJoWxOowJWBhUtU7YOGVRpCqTmEDOgN9ZuXw9mgiY8wKd4ubMOl8iUCD2SP--9w/w640-h336/IMG_0120.jpg" width="640" /></a></td></tr></tbody></table><p></p><div style="text-align: center;">The reinvention of self - the answer to my question </div><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td class="tr-caption" style="text-align: center;"><br style="text-align: left;" /></td></tr></tbody></table><p></p><div>“I’ve come to a frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”</div><div>- Haim Ginott 1972</div><p></p>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0tag:blogger.com,1999:blog-6044576021219205068.post-72887271588933989512022-05-31T13:15:00.004+12:002022-05-31T13:15:41.120+12:00SPANZ Day 3 - Workshop - Karen Smith (Whangarei Boys) and Melissa Gilbert-Smith - Health Services in Schools<p> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFZBAFTABATzt7tnieGGHo7KPrizmUihupjcvbbpCKfCZtjG5afxdNQ9xe_SGv2C8i9fAhop73G4_MPCuEZ2aOxTeA1-L0u2wJR5hg_HCSAQbpSgUyipgFvfAnnimd5S-b0cHDrozqUCBTnolwJ6DXXO0XOYtFKlOuna0qbkJsWAtgbjUgktW8taUqWw/s1200/Melissa.jpeg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="675" data-original-width="1200" height="180" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFZBAFTABATzt7tnieGGHo7KPrizmUihupjcvbbpCKfCZtjG5afxdNQ9xe_SGv2C8i9fAhop73G4_MPCuEZ2aOxTeA1-L0u2wJR5hg_HCSAQbpSgUyipgFvfAnnimd5S-b0cHDrozqUCBTnolwJ6DXXO0XOYtFKlOuna0qbkJsWAtgbjUgktW8taUqWw/s320/Melissa.jpeg" width="320" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Dr Melissa Gilbert-Smith</td></tr></tbody></table><br /></p><p>From the SPANZ programme:</p><p>Sure we have a relationship with a local GP clinic from whom we contract a nurse for a number of hours each day. This means that we also able to take students to the clinic outside of those times to see a GP directly and have a prescription filled as necessary. If the student is not enrolled with a GP this offer is made to the whanau. The school pays for a med tech license which means all the students information is entered on the system at the school end and his GP gets the notes if he is seen by the nurse. We are also able to claim funds from ACC and this offsets the cost of the nursing hours. </p><p>We went this way because of the number of boys who didn’t come to school if they were sick combined with many of our boys not having a GP so attendance improved and the boys did not miss time off school. We also had poor outcomes with the PHO provided nurse as this was a service more focussed on gathering youth health stats than actually seeing boys and getting them help. All boys who look like they may be paying a visit to the board are assessed for any underlying health issues prior to any disciplinary action being taken.</p><p>Benefits</p><p></p><ul style="text-align: left;"><li>Minimise loss - teaching, learning, parental employment</li><li>Timeliness - health issue addressed</li><li>Access improved - prioritise Maori, shortcut registration with GP</li><li>Collegial Support - PLD , health centre support, standing orders</li><li>Finance incentive - generate funds through ACC claims</li><li>Avoid health system complexity - PHO/DHB</li><li>Local connectedness - relationships with clinic, whanau</li></ul><p></p><p>Data (snapshot of a term)</p><p></p><ul style="text-align: left;"><li>69% of students who had medical appointments did not miss school prior to the appointment</li><li>51% had <3 days off after their appointment</li><li>4% missed >3 days after appointment</li><li>33% missed no days prior to or after appointment</li></ul><p></p>Claire Amoshttp://www.blogger.com/profile/10579894985450127837noreply@blogger.com0