understanding the agenda for change
DESCRIPTION
Overview of the agenda for change at Reporoa College - delivered on Staff Only Professional Learning Day - May 2014TRANSCRIPT
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Philly HallHarakeke River Flow
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Me inoi tatouKarakia
E te Atua
Kia pai te haerenga o tēnei ra
Me ō mātou mahi o tēnei
karaehe mō tēnei rā
i ngā wā katoa
Amine
Dear God may this day go well and our work of this class for today and at all times. So be it.
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WaiataE TORU NGĀ MEA
E toru ngā mea
Ngā mea nunui
E kī ana
Te Paipera
Whakapono
Tumanako
Ko te mea nui
Ko te aroha
There are three thingsVery great things
That says the BibleFaithHope
The greatest thingIs love
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Understanding the agenda for
change
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Whakatauki
Tūngia te ururoa kia tupu whakaritorito te tutūo te harakeke
Set the overgrown bush alight, and the new flax shoots will spring up
In order to change we may need to leave some ways behind in order to do things differently
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Weaving the strands of the harakeke
• Building on Success
• Positive Behaviour for Learning
• Academic Counselling
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Shaping a change In how we do things
Underlying assumptions:
• Nothing exists or develops in isolation
• One thing impacts on another through association and linkage
• Building relationships underpins authentic change
• In order to see the vision we have to be prepared to climb to the top of the mountain
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Drawing on culturally responsive metaphor
In traditional Māori Society and today where the knowledge is still held on our marae: Special flax plants were tended in a plantation (pā harakeke) and there were traditions about when and how they could be harvested. The plant was seen as a family. The central shoot or rito was the baby and the leaves on either side of it the awhi rito or mātua(its parents). Only the leaves on the outside – the tūpuna, or grandparents – were cut, to avoid weakening the plant.
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Connecting with whānau through
‘Learning for Success Meeting’
In our own school we might see ourselves as a whānau - nurturing the young shoots – the rito -of our tamariki and rangatahi.
We must learn how to connect more fully with our rangatahi as Māori and their whānau and communities and appreciate the importance of whānau engagement in educational settings.
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Supporting Māori students in raising
their aspirations for their future
Using & sharing data to set goals & inform
decisions
Challenging our own professionalism to be
more effective
Engaging with whānau as partners
Raising Māori Achievement
Requires us to be involved in…..
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Effective Teaching Profile
& Shadow Coaching
Academic Counselling
Building on Success
PB4L
CULTURE OF CARE
RESTORATIVE PRACTICES
RELATIONSHIP BASED
CLASSROOMS
RELATIONSHIPSWHANAUNGATANGA
KOTAHITANGA MANAAKITANGA
RANGATIRATANGA
Adapted from: MacFarlane, Glynn, Cavanagh, Bateman (2007)
Handout
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Learning Objectives
By the end of today’s Professional Learning Experience we will have begun to develop:
• An increased understanding of how the various strands of our learning journey are connected by our commitment to raising Māori Achievement at Reporoa College
• A greater sense of self efficacy and agency to be able to contribute to raising Māori student achievement through the ‘Learning for Success – Academic Counselling’ Process
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Success Criteria
Colleagues will:
• Be able to share with one another at least three ways in which we are working as a staff to raise Māori Achievement
• Be more prepared to co-construct individual goals with student and whānau
• Have a better understanding of student data to use at the ‘Learning for Success’ meeting
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Whakawhanaungatanga
Establishing Relationships
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