Claire Amos

From the programme: Kristen will explore the contemporary approaches to workforce well-being and considerations for future leaders focusing on: • How to socially, emotionally, and relationally lead staff • Building trust and connection • Feeding your culture with intention • Careful conversation not corrosive conversations, and • Getting back to deep listening. “Are you a thermostat or a thermometer? One changes the temperature but the other merely measures it”. (Planetshakers 2021) Link to website: https://headspace.org.au/ Supporting humans through adversity. Headlines for today: Schools are complex ecosystems and micro-leadership behaviours play a powerful role It takes a village to raise a child and communities start in schools It is critical to connect people for regulation, safety and balance Leaders must be able to lead individuals and entire communities - these are different skills Being in balance is the very core of individual and community function Principals as ecosystem en...

  Dr Melissa Gilbert-Smith From the SPANZ programme: 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.   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 th...

At HPSS we have been pondering this question for a while. There are a number of reasons we have been tackling this question.  Firstly, because Maurie keeps asking us. ( See his post on our NCEA journey here. )  Secondly, because there is an increasing sense that students are being over assessed and are being forced to focus on formalised high stakes assessment for three (or possibly even four) years running.  Thirdly, there is the issue that Level One NCEA Certificate is of little value. Once upon a time School Certificate did serve as an exit certificate for some, but today little if any students are likely to end their schooling journey at Level One.  There's also the fact that you don't even need to do Level One to get Level One! As long as students get Level Two they actually achieve Level One by default at the same time - magic! To add to this there is also the very real issue of student stress and anxiety bought on by over assessment...