Gilberthorpe school

Gilberthorpe school

Friday, 2 November 2018

Managing Complaints pro-actively

Managing Complaints

NZSTA Annual Conference 2016
Carol Anderson
We all have to deal with complaints in some shape or form which is not always an easy task. Start with the Procedure for Dealing with Concerns and Complaints at School.  If people have been through the complaints process and are not satisfied, they will talk about it outside of the school.  They will look at a range of other avenues such as Ministry etc.

The current complaints environment:
There has been an increase in the number of written complaints.  There is currently no specialist body who handles educational complaints.  Some are through the Ombudsman.  More legal challenges to Board decisions. If procedures are not followed, there is usually a case for complaint.  

Is is easier to submit complaints.  Often these are made before talking things through or having calmed down.  There is a blur in the line between the verbal and written complaints.  Email interactions have minimised face to face communication and personalisation.  People are more stressed.  Some over compensation may occur.  There is an increased sense that Education is important.  Perception that complaints will be handled quickly.  

Tips for staff:

As Board, your responsibility is to take care of staff.  The Principal is responsible for managing conflict.  There are varying degrees of how skilled principals are at dealing with conflict.
CARP-Control, Acknowledge, Refocus, Problem solve.  
Control your initial emotional defence.
Acknowledge the complainant and let off steam
Refocus the conversation
Problem Solve


Principals and teachers can sometimes talk to parents as if they are children.  Behaviour may be an issue but the time may not be right to discuss.  Prioritise student safety.  
Anger and aggression are not the same.  
Do not express opinions straight away.  Record complaint and investigate.  Never attack, accuse or belittle a complainant.  
Principal should bear the brunt of complaints as it is their job to keep staff safe and Boards job to keep the Principal safe.

Natural Justice Obligations:

Give Notice   Give Information   Give Opportunity to be Heard   
Demonstrate Independence   Give Reasons

Section 23...give reasons for decisions

Resistent complainant:

Two things...behaviour and issue.  Make sure the issue is what gets focussed on not the behaviour.  Complaint may be reasonable, conduct may be unreasonable.  

Unfriendly acts:

Official Information Act:

Trespass Act:

Complaints register...

Dr Paul Wood

Doctor Paul Wood
Doctor of Psychology

What's your prison?  
Born Free...
Compare down rather than compare up
Self defeating beliefs
Purpose driven people at conference
Self monitoring task...see how often you use should.  If it's enhancing, use it...if not...lose it.
I'm no _____ enough...most common self defeating thought people have.
Duck on the lake analogy
Good or bad emotions?  Emotions are neutral but society tells us they are good or bad.  Pleasant or unpleasant?  It is about the situation and what you do with the emotions.  
Lie flat when experiencing difficult emotions. 

Think about some thought that causes you distress.  Keep it for ten seconds.  Then think about it with a crazy cartoon voice.  It tells us it is just a thought.  Gives us some space ansd become less sucked in.

I notice I am having the thought that...

Screen zoom in and out...change the font etc.

Sing the thought you are having to the tune of happy birthday.  

Use opportunities and see if these strategies help you be a little less focussed on it.

Choose to break out of ...personal courage...the ore you exercise it, the easier it gets and it gets stronger.  Growth mindset or fixed mindset?   Carol Dwerik

The fight best won are the ones with allies.  Not everybody will support you, but some will be your greatest allies.  
Character fitness needs exercise.  It's about progress not perfection.  How heavy is the glass?  Depends how long you hold it for.  That is what stress and pressure are like.  Prolonged stress and pressure...politeness slips from relationships.  Be the best version of yourself as possible.  Do things that enable you to deal with stress and pressure.  Needs to be something that gets you out/in of the moment.  Be deliberate about putting the glass down.  

The stuff between ears are what holds us back.
Believe change is possible
Turn dreams into goals.
Be prepared to work for it
Keep it real

Leadership Attributes

Leadership Attributes
NZEI Te Riu Roa School Leadership Hui
Linda Bendickson

Leadership Model-
Student Centred leadership-leadership that makes a difference to equity and excellence of student outcomes.  Need to show a link to what you are doing and outcomes.  If you are a leader and see teachers who are reluctant to talk about outcomes, we have a problem.  
No impact, no leadership.
Academic Press~ Each child can learn to read and write because that is what we value as important.
Ethical~ Being ethical within your community
Distributed~ Anybody can display leadership. A strong positional leader will utilise the strength of others around.
Contextual~depending o where you are, you will have to display different behaviours.  
Judge by the impact we make, the job is contextual.

Essentials of leadership...contains...maintaining and building relationships to get to an end point.

Leadership Dimensions:
Goals and Expectations:  At the top due to its importance.  What is in peoples' heads.  They work because they motivate people.  Need to be a few simple things that people can keep in their heads.  Keep goals focussed on the students.  Keep your actions on the adults.  Check these every term.  Leaders make the strongest impact by being focussed.  Can be a lack of walking the talk. Use our resources to power our goals.

Resourcing Strategically:  As a leader, this is about what are the high yield things we will do?  Use artefacts for coherence.  The things that help you get coherence in the area.  

Ensuring Quality Teaching: Knowledgeable middle leaders.  Middle management drive the quality of teaching.  Knowing who you are making the difference for.  Graph tell and sell.  The conversations around this are what counts.

Leading Teacher Learning and Development: Your goal should drive your PD.  Be focussed and methodical.  When you are deciding what you want for your school, is good PD.

Ensuring an Orderly and Safe Environment: Covers everything.  A high performing school looks a certain way.  Academic learning time protected from interruptions.  Create educationally powerful connections.  Are we connected with families and communities?

Effective schools are cohesive...clear leadership, academic emphasis, shared goals, high expectations, consistency, parent support, student led.

There will always be challenges when working with people.  Easy to talk about, not so easy to do.  

Managing self

Getting the best from what you do, involves managing yourself first-then others.  Regardless of what job your are in, look after yourself.  Put your own mask on first.  Take time to nourish yourself before you nourish others.  

Promote awareness of the importance of :
*your personal wellbeing in order to be a good leader
*the need for clear role definition 

Cultural Competency

Cultural Competency

Dr Kuni Jenkins
Te Whare Wananga o Awanuiarangi

Aim for teachers in New Zealand to understand the culture and how to teach cultural perspective.

Evidence of Māori attitudes, aptitudes and participation and performance in the early years based on expectations of what they saw happening in school.

Te Hāpai Ō has been significant in programme in producing competent mentors called Pou Tautoko (name of the mentor) and beginning teachers called Pia (Beginning teacher).  Available to all schools in Aotearoa.  Unfortunately the programme is gathering dust.  

Found there is a gap in the teaching sector to provide a cultural teaching teachers programme.  Why?  To address the threatened indigenous heritage language of Aotearoa through the cultural contexts.  
NZCER found that there was facing imminent death.  12 August 1816 was the first school in Aotearoa.  
First book He Korao no Niu Zealand

Ruatara...Sailed to visit the King.
Around the second World War, things started becoming resistant and Māori was not being taught so much.  Te Rangihiroa?? Yale
Mentor programme allows teachers to demonstrate that they can teach Māori in New Zealand schools. gather in collaborative, supportive and effective relationships. develop a spirit of caring and sharing where the idea of reciprocity becomes a firmly rooted practice. use culturally responsive strategies to embrace and protect what are respected taonga. recognise the leadership attributes of a person.

Wairuatanga... to place a ethical responsibility on a person in the way they engage with others.

Kō focus on the unity of purpose to achieve.

Mā ensure the acquisition of knowledge and intellectualism.

Te Tataiako...

Education should prepare you for a successful adult life.  
Respect and Mana of each child.

School Leadership Hui - Yong Zhao

NZEI Te Riu RoaSchool Leadership Hui 19 July 2016

Keynote Speaker- Yong Zhao

Yong Zhao currently serves as the Presidential Chair and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he is also a Professor in the Department of Educational Measurement, Policy, and Leadership. He is also a professorial fellow at the Mitchell Institute for Health and Education Policy, Victoria University in Australia. His works focus on the implications of globalization and technology on education.

How did Trump rise?  We can't blame him...blame education and the people who helped him rise.  Think about how we pass messages.  One of the issues we face as school leaders, parents and teachers, there are so many details to worry about that we tend to miss the important and big picture.  Educators face hanging landscapes.  
Use your time to think about the big picture, what really matters?

Book-The End of Average- Check it out

A system based on average doesn't work.  Be careful of big data.  Nobody is at the average.  One of the purposes of education, help each individual child to reach their own potential. Think about how many ways children can differ.  
Constructing profiles of success.  The 4 Cs/IQ & EQ.  We are constantly trying to create profiles to succeed.  These profiles used to work as we had jobs ready.  It is not so anymore.  Certain jobs had a descriptive skill set.  
If not ready for kindergarten/school, what will you do with the child?  The school should be ready for the child.  
We cannot prescribe anymore.  We are like delivery people giving knowledge and skills prescribed to succeed.  We tend to forget that it is about learning.  Is it worth it?  Are we helping them to succeed or are we torturing the child?  
Nobody succeeds with the average profile.  The traditional job wants you to be mediocre. How many ways do we vary?  Physical attributes have no meaning until put in context.  Multiple Intelligences-How do we understand it?  We are differently talented.  You learn faster and go further in certain areas.  We can all learn but will go in different rates.  Really important to look at.

16 Human Motivators-Motivator and Object of Desire.  Gain energy if we can do what we desire.
Being able to understand these, you have a better quality of life.  Helps you understand how people gain energy.  
Most of us don't understand physical movement.  Some people gain energy from ADHD kids.  

These don't make sense until they are in context or within a cultural setting where different traits are valued.  Think about how we send messages about what we value to our kids.  Do we value kids for being curious or organised?  Or do I want you to do what I say?  
Provide not deprive.  We think we are helping children to catch up, but this need rethinking.   
The gap has never become is getting wider.
Our current system is teaching self deficit thinking.

How can we get out of this?  TECHNOLOGY
Although technology has had negative effects, it is the way for us to ...
The Fourth Industrial Revolution-Requires more data and machines.  The age of smart machines.  Machines can be designed to solve complex problems.  I a problem can be isolated, it can be solved by machines.  
Any job we prepare our children to do, will be gone.  Education is better than before but may be wrong for the future.  We are holding children back by stifling them by judging them by a prescribed standard.  
We gain more leisure time and disposable income.  Time was spent on securing necessities.  What changes is what we consume.  We consume different things.  Where do we spend most of our money?  Spiritual and psychological needs.  In the new age, we consume choice.  Look at how big cosmetic industry has become.  Things and choices are personal.  Many skills go into developing products that are more personal for us.  (Shampoo) Every human talent, can be of great value.  How can I help you become better in your own way.  What used to be of no value, is now valuable.  
Rudolph gained value when what he had was needed.  

Dyslexia-Been seen as a deficit so needing to be fixed.  Hides skills in art.  Art was not valued so much but is now valued.  Art experiences are everywhere.  
Can combine talents like art and music.  Combining these is creativity.  HOw can you create something new?  
Make sure every child can be considered valuable.
If Kim Kardashian can be useful, anybody can.
Children are born creative.  This creativity is lost as we teach them to comply.  We lose creativity the longer we are in school.  We reward compliance.  Great students, seldom make great innovators.  Knowledge comes after the passion.
The more we teach, the less creative children become.  

Every child is unique in combining what they have.  No standard can measure that. Identify problems that need solving.  We teach problem solving but this means nothing. What problems are worth solving?  We give problems and children give answers.  Problems worth solving are those that will improve other peoples lives.  
Knowledge is not imposed upon.  Educators become life coaches.  Mentors and advisors. We need a lot more confident and independent children.

Children have to solve authentic problems.  
If you are committed to your children, policy makers can be ignored.  Start from you and how you treat your own children.  
Most dangerous thing is that we think Pisa means something.


Getting the Best out of Others
Roger Harnett
These are my notes from this workshop so may not make sense to everybody.  
Difference between Mentoring and Coaching-
What I see I forget.what I see I remember, what I do understand...Confuscious
Self Responsibility-For learning, appraisal...become powerful.  ' evidence that telling teachers what to do made much of a difference." Helen Timperley (2015)

'No one can make..." Dylan William (2016)  Leadership (for) Teacher Learning

Coaching is a way of helping people learn. 
Training Components/
Theory +, Skills attained/10-20%, Transfer of skills .5-10
Demonstration 30-35 5-10
Practise 60-7- 5-10
Feedback 70-80-10-20
Coaching 80-90 80-90

What is coaching?
Discussion: what is the difference between coaching and mentoring?

Mentoring is encouraging and guiding, got the basis of the skill and is being developed, advice, guidance, support, modelling, affirmation, reflection, 
Coaching is affecting change, person being coached is learning skills, goals driven, 
Is a continuim.  
Directive                  Non Directive
Mentoring                  Coaching
Forming                    Discovery
Instructing           Listening to Understand
Giving Advice            Ask questions
Tell                              Clarify
Provide guidance       Empathise
Share opinions

Hierachical stuff can get int he way of coaching.  
A mentor is a more experienced individual, willing  D. Clutterbuck 1992
Coaching is more bout asking, mentoring is more about telling.  Is not problem focussed and we don't ask why.
Key outcomes out of coaching=awareness, responsibility.
What makes a good coach?
Listening, questioning, responsive rather than reactive, respectful, encouraging, clear, reflective, purposeful, non judgemental, relationships, 
8 key skills in coaching
1. Developing trust
2. Being present
3. Listening actively
4. Clarifying
5. Empathising
6. Being succinct
7. Asking the best questions
8. Giving feedback

Coaching is essentially a conversation, about learning, about asking the right questions and providing feedback.

Prior to observations, discuss and have a focus.  Observe around that aspect and post observation discussion.  PRT situation mentoring, issues around performance is mentoring. 

Does not say you have to be an expert or know more. 
Coachee speaks more.  Is not about the coach. 

Something you ave been putting off...

Your own insight is much more powerful than my advice.  
Who am I being that the eyes of my children are not shining?  Awaken the possibility of others.

Manaiakalani  & Outreach Principals Wananga 2018

1 Whiringa a Rangi Panmure Yacht & Boating Club

Lee-Anne Waho
Screen Shot 2017-10-09 at 3.41.09 PM.png
In week 3 of term 4, Mel, Andrew and I headed to Auckland for a Manaiakalani Outreach day.  To be honest I wasn't overly excited about going but actually came away feeling inspired, amazed and also a little bit daunted and extremely reflective of my own practice and what and how I do things.  
The people who shared their Innovative Teacher work were all amazing and I found the mahi they have been doing to be quite jaw dropping and impressive.  There are many things for me to explore further and different areas I want to look into more closely.  
These are notes written for me rather than an audience but there will be a taste of some of the great work Manaiakalani are doing.

Russell Burt-We are here as whānau to support our tamariki being focused on rangatiratanga.  Equity, Equality and Liberation.  

Pat Sneddon-Spoke about us all supporting each other and encouraging others to 

Aaron Wilson- When we are looking at data we focus in on details but also need to view from afar to get a look at the big picture.  When looking at data closely, we don't always see the broader patterns.  Learners must always be at the centre of these inquiries.  
Aims: is to work together to build capability, maximise the group size, 
Today was a zoom out and our job is to take the big patterns and zoom back in at cluster level, school level and class level. 
Graphs and data was shared and explained. Link to copy of slide shared.

Teacher Questionnaire Feedback~Looking at two questionnaire that have been done.  Looking at relationships between learner and teacher questionnaire.  Common theme is around whanau connection is not as evident as it could be.  

Implementation Leaders Questionnaire~66 leaders from 45 schools.  

Roving was quite high on the graph.  Discussion around why teachers rove, the purpose of this and how we might give this a nudge.  Critical thinking scored quite low.  Not much commenting on blogs was observed however this is likely to be because teachers knew they were being observed.  Very little collaboration was seen.  Incidental conversations happened rather than deliberate opportunities.  What does collaboration look like compared to co operation.Using student writing as a model was seen.  Would be good to see more wider world, global texts for students to explore rather than just texts designed for students.
Four types of feedback looked at during observations:  Evaluative Descriptive Generative Online

Manaiakalani Innovative Teacher Presentations #1

Clarelle Carruthers Pt England Language Acquisition in Mathematics

Heather Matthews Hornby Primary School Unpacking a Key Competency
A book collaborated and created by heather and the tamariki in her bilingual class. Children are able to reflect on this competency as they shared a journey in creating to learn.

Hinerau Anderson Tamaki College Visible Teaching and Learning Site
Development of Visible Teaching and Learning site to use rewindable learning tools for students at Tamaki College.

Caroline from Noel Leeming~
Introduced to a portal designed to make procurement of devices for schools easier. Pathway A and B as far as financing goes.

Zac Moran Pt England School~Engaging Boys in Writing Movie Making
Link to Zac's Class OnAir site This is impressive. I have had a quick look at these Class OnAir sites previously but got a bit lost. I am really impressed with the mahi Zac is doing here. This makes me see how basic our learning site and our planning is.

Kariene Gardiner Ohaeawai School Recognising What Makes Effective Acceleration of Priority Learners in Writing
I like the Enhancing Writing Framework that identifies where teachers are at in rubric format. It covers pedagogy, constant innovation etc. I like this a lot.

Jacob Wesley Intermediate AsTTle Student Website
This is a bit mind blowing and very impressive. Is in prototype stage but what an amazing resource. Not only is this an amazing learning tool for students, it is also amazing for students.

Dorothy Burt
I wish I had started taking notes at the start of Dorothy's presentation. I just had an inspiring moment as she spoke about creativity. With the help of teachers across the country, circle wedge visuals have been created and developed. She spoke about teaching strategies for way back still being valued.

Danni Stone Pt England Unlocking Literacy

Rebecca Spies Park Estate School Using Argumentation Boards to Enhance Critical Thinking and Accelerate Achievement in Literacy
A resource bank around argumentation.  (First time I have even heard of this).

The better you are at connecting with whanau, the more learning and progress takes place.
What do you want whanau to noticed and is it visible? How are you connecting with whanau?
How do children take their learning and use it in their future?  You have not learned to read if you can't read unfamiliar texts.  Mileage, mileage.
How does the learning design in our tasks, provoke empowerment.  
Given that we have said this a number of times, challenges work for some teachers, for some the change has not happened, so what is it that we can do better to support and challenge teachers?  How do we work so all are clear about what is involved in the challenges put down?

Cluster Convo
Future Focus:  Three things we will do.
  • Whanau engagement-Look at ways to increase it, blogs etc (50 parents from our cluster participated in parent questionnaire?.
  • Feedback, Critical Literacy, Extended Learning Conversations-
  • Observations-Lead teachers to do observations looking at different types of feedback etc.  
Manaiakalani and Outreach Programme Slide (This is a goodie).

  • One of the areas Woolf Fischer aim to increase is blog commenting. 
  • When asked about how Learn, Create, Share helps keep learning interesting, enthusiasm in Year 3 is quite high then sees a significant drop as kids head towards Year 13.

  • Cultural Connections with Learn, Create, Share.  Across the clusters, Maori and Pasifika students within Manaiakalani are happy, confident and see their cultures valued.  There is a slight mismatch between teacher and student perception.
  • From this data is shows that across clusters we are posting on blogs more than commenting.

  • Throughout the teacher questionnaire, teachers often selected 3 as a score rather than being definite in their decision.  A scale to four rather than five could make teachers chose rather than selling selves short and going for the middle of the road.
  • Cybersmart programme needs to be embedded.  You would not send children out into the online world without having them educated in ways that keep them safe.