big idea day 2

The Big IdeaMoving Forward

It is our responsibility to help save and preserve quality state education in

Aotearoa using logic, reliable and valid research, and whahama.

Table 1


Outside influences are important and educators need to push Government

policy and keep fighting this to alleviate social inequality and injustice.

Table 2


In order to move forward, we need to take back our profession!

To do that we need informed teachers who understand the ramifications

of actions and decisions, and who can and will involve parents, colleagues and

community.

Table 3


Have high expectations for our students, bearing in mind that we

cannot control all the variables and we need to know this and seek support

and acknowledgement for this – teaching and learning is a partnership.

Table 4


Outside influences impact hugely on what happens in the classroom.

Distribution of wealth and poverty have a huge impact.

Table 5


All New Zealand children who get the required holistic (physical, cultural, spiritual, intellectual) resources, support and nurture do very well in the NZ education system.

This holistic approach and requirement needs to drive

education policy.

Table 6


Research shows that it takes a community to raise a child.

Is the GERM the future we want for the next generation?

Table 7


Your vote counts.

Kids aren’t for sale. They are not an asset for

big business.

Table 7


Make politicians/decision-makers accountable for the poverty in New

Zealand.

Table 8


It takes a whole village to raise a child.

Context

Context

Context

Table 9


We as educators need to protect the spiritual, emotional and social well-

being of our children by reframing their learning progress using a

developmental continuum model rather than achievement levels judged at Well Below, Below,

At, and Above labels.

Table 10


Teachers do an amazing job with 10% of a child’s time and it is time to look at

external issues (socio-economic, equity, cultural, family and community factors) to

support education opportunities for learning.

Teachers need to debunk the “research” myths with thousands of conversations using the TRUTH. …

Table 11


Communicate with the community about the impact of equity

on learning outcomes.

Table 11


We need a system focused on learning

not performance.

Table 12


Deflect misplaced blame for socio-economic ills.

Advocate for our students.

Know your students, know your community,

Teachers need to be politically active in the wider sense.

Table 13


We have got to be strong and adhere to our calling and be proud of, and

vocal about, what we are achieving in schools.

Table 15


Society needs to build strong links and relationships within their community and

value it. We need strong cultures and schools compatible with these.

Reform is related to patterns of social regulation (Barbara Comber –

Popkewitz 1991)

Table 16


Nurture the whole child: schools/teachers need to have high

expectations for success and value the cultural capital that students bring to school and the

hopes/aspirations of parents/families/whanau.

Culture has the power to reduce educational inequality.

Table 17


We need to keep strong. Others internationally are looking at us for direction and advice.

• Keep connections • Inquiry of teaching practice• Action research in schools• Challenge policy makers and the wider

community. Show/tell them what works.

Table 18


Outside the school influences have the greatest effect on children’s results in testing scores. We need social and

economic policies that decrease inequality in our society.

Table 19


Teaching and learning need to have the child at the centre.

They need to be holistic, and have a researched, co-constructive, and collaborative approach involving

school, teachers, pupils, whanau and the community.

Table 20


We need to get education and educationalists heard by politicians

and backed up by the professional researchers in our society of Aotearoa.

Table 21


Learning and success requires the development of strong partnerships

within and across schools and communities, based on valuing everyone while

acknowledging the cultural and whanau influences

that impact on us all.

Table 22


WE need to focus on the whole child, not National Standards data.

(WE – whanau, iwi, community, BOT, Ministry of Education, principals,

teachers and other agencies).

Table 23


Schools are not the determining factor for student achievement.

It is a myth that we live in an equitable society – our society is inequitable.

We need to dispel the illusions – stop the lies. How do we do this?

Table 24


“Challenge the deficit thoughts.”

Table 25


Your voice is important.

Table 27


Inequality and poverty are areas exerting the greatest influence on success. Teachers

need to take pride in the success of their efforts in recognising and holding onto what is

important for children.

Table 28


We need to have a culture of continuous improvement - using the lessons of the

past to contribute to the pathway forward.

Table 28


It’s time for a U-turn. The issues of poverty and inequality need to

be addressed.• We need to better use the NMSSA (old

NEMP) data• It’s not a data problem but what you do

with it and how you use it.

Table 29


• We need to avoid following the leads of Australia and the USA.

• We need to talk to our communities and parents, and tell them what is necessary for quality public education.

• Get parents to share their stories.

Table 30


“Power of culture, language and whanau.”

We need to implement this right through the worksites.

Table 31


Why is our Public Service not performing a service to the public by deconstructing international schools’

data and informing the public?

Table 32


The impact of in-school factors in cohort achievement is low – out of school factors have the major impact. So what can educators do?

• Position children as experts/researchers• Position whanau as experts/researchers• Acknowledge the child/whanau –

walk beside them.

Table 33


What can be counted, does not always count,

what cannot be counted must be valued.

We must keep faith with these things.

Table 33


Turn the data around (disaggregate, integrate etc) to debunk the GERM

myths

Table 34

big idea day 2

Education

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moving forwardwe

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moving forwardschools

moving forwardnurture