Nanny's Korero

Nanny's Wisdom

Haere mai, everything is ka pai.  

Nanny shared with us again on our last day of the NZSTA Conference.  As usual, she had us laughing throughout.  Today she had a korero with the conference attendees.

Some messages that came through:

If you are talking to a Māori and they criticize your pronunciation, you are talking to the wring Māori.  It is up to all of us to support each other.

Harness the fire so it doesn't burn out of control.  Think out of the box.  

Help everybody to understand...bridge the gap.  

Nanny's tips:

We have some Māori words that have become Pakeha words.  When we use these, we are caretakers of the language and help normalise it.

Rangatira...raranga to weave, tira group of people.  Be a weaver of people.  You are Ranagatira.

Create your own culture within your school.

It's not only Māori who are the caretakers of Māori.  Grow as on nation not one people. You can control the culture in your school.

The Treaty of Waitangi

The Treaty of Waitangi and School Governance

NZSTA Annual Conference 2016

CORE Education

How do our local stories impact our kura?  

What is important?  Tūpuna, pakeke, tamariki, mokopuna.

Taiao, whenua,wāhi tapu.

The past, the present, the future.

Purpose: Enable trustees to better understand the Treaty;emphasise the responsibility and potential that boards have in ensuring ...

Treaty Questions~As a Board, ask ourselves and discuss...

What do you know about the Treaty?

Where did you learn this information?

What/who has influenced your current views on the Treaty?

1830s:  Māori population was higher than non-Māori, but there was:

*An increasing number of Europeans who wanted to settle

*Pressure form rangatira to regulate land sales

*Declaration of Independence in 1835 which led to the Treaty of Waitangi

6 February, Waitangi 1840 the Treaty was born. 

Article 1: Kāwanatanga

Article 2: Ranagtiratanga

Article 3: Ōritetanga

Article 4: Māori customs shall be protected

Need to understand Whānau, hapū, Iwi and Rangatira as these networks are strong.  

Why is the Treaty important for all New Zealanders?

*Political agreement which is mutually beneficial for Māori and tauiwi (everybody else).

*Māori who signed the Treaty, 

"Māori achieving educational success as Māori." Ka Hikitia, Hautū, ERO, Tau Mai te Reo, Teacher criteria

We want kaiako that are really strong practitioners who bring cultural expertise.  

Community voice.  Need to find the teacher who has the heart and passion and who is culturally responsive.

Accountability-success and Māori specific indicators, holistic approaches, wellbeing indicators are linked to a sense of belonging and connection to the school, whānau, friends and community.

How do you or how might you engage with your Māori students and community about their success?

The way we language things as the words we use determine the outcome.  We invite you, not we need/want you.

Boards are in a good place being on a three year cycle.  Needs to be a place where voice is valued and safe, or nothing will change.  

Normalise Māori in your kura.  Raise the consciousness of Te Reo Māori, raises consciousness throughout.  Peter Williams re normalising te Reo.

Greet, karakia, waiata

Learn pepeha

The why & purpose needs to be understood.  Not only Māori invited to hui.  No pressure on Māori whānau to be the experts.  

Events involving whānau

What does partnership mean in practice?

NZSTA Treaty of Waitangi Page

Engage rather than consult.  

Principal to teacher quote...Each time you send a child out, it is you that are failing, not the child. 

Our next steps:

At a Board level, where is our understanding of our Treaty obligations at?

What are we doing to normalise te Reo Māori throughout the kura?  Who, when, how?

Board hui-karakia to start, introductions and waiata.

Risks when using Technology in School

Internet Health & Safety Education

NZSTA Annual Conference 2016

John Parsons

Layering Health and Safety...a defence in-depth approach.  After June 2 2016, certain policies need to be in place.  

We all have a role to play and if one layer does not do its part, it affects the other layers. We are all equal in our job to keep children safe.  Need to empower everybody in an organisation to protect children and ourselves.  

Don't think "What if I am wrong?" Think "What if I am right?"  Create open communication in your organisation.  Important policy...child protection.  Need a number one and a number two lead for who to go to.  

The rule of optimism...makes us lose opportunities to deal with potential risks.

Date, time and location...documents.  Speech marks of what has been said.  Follow that process.  Every member of staff needs to have a strong relationship to the policy. Review, sign and understand the processes.  Test your defences and processes.  

Social media policy.  Define the purpose of communication.  Terms of use.  All staff need to know what platforms are being used.  Need to now what NAG 5 is.  Need to know the process for when we have issues with staff.

NAG 5 responsibilities

a) provide a safe physical and emotional environment for students; and
c) comply in full with any legislation currently in force or that may be developed to ensure the safety of students and employees.

This section outlines the responsibilities of schools to provide a safe physical and emotional environment for students.

15.1. Under National Administration Guideline 5 (NAG 5), each Board of Trustees is required to:

15.2. NAG 5 covers a number of aspects of school life apart from bullying. However, developing and implementing a bullying policy will help schools ensure they are meeting their obligations in relation to providing a safe environment for students.

15.3. Schools are increasingly involved in incidents where the activities of students at home or in their own time have an impact on the life of the school. One example is a student creating inappropriate digital content on their own digital technology, whether at school or not. Schools have the responsibility and the power to act when any such content could reasonably be expected to impact negatively on the school learning environment.

Questions for Boards of Trustees, principals, senior leadership teams and teachers:

• How well are we doing on NAG 5? How do we know?
• Do we maintain a safe physical and emotional environment in our school?
• Have we considered the role of digital technology in the learning environment?
• Have we considered using the Education Review Office (ERO) wellbeing for success indicators?

Netsafe Kit for Schools.  Use of laptops of teachers...cannot let students use their computers or family members.  Other people's mistakes can affect all involved.  Should not be left in space with no teacher.  No teacher should have a social network connections with students.  Confident messages put out...

Capable guardians...

Note taking...make sure teachers are good at taking notes and documenting things.  

Guardian failure when letting kids play R18 games.  Be brave in expecting more from people.  

Demonstrate compassion on a daily basis.  

Treaty Responsive Curriculum

Treaty Responsive Curriculum

NZSTA Annual Conference 2016

Tamsin Hanley

To help Boards and staff to better meet their Treaty obligations.

Are teachers teaching New Zealand history?  There are many stereotypical and almost racist history teaching.  

There are standard stories which are presented as being accurate.  These include ideas such as Māori wanting Christian God, Māori colonised Moriori and Māori get privileges.

New Zealand Curriculum states: "acknowledges the principles...", "explore the unigue bicultural nature of  NZ and... " 

Te Whiti...update encouraged us to study him.  

To enact a Treaty principle, you need to have an understanding of the different versions.  

No specific mention in Years 0-8 about the Treaty.  Comes in at Level 5 and is only if you choose certain subjects.  Schools and can potentially go through primary school and never hear anything about this content.  Secondary they learn about British monarchy but of Kingitanga.  To be able to do this, teachers need to understand this content before teaching and this is not happening.

A Curriculum Programme-Divided into 6 topics.  

Te Ao Māori o Neherā

British Isles

Two Worlds Meet

Te Tiriti o Waitangi

Pākeha Responses

Māori Responses

Link to Overview

Link to Resources

Link to an Interview with Tamsin

Having an accurate understanding of New Zealand histories, enables Boards and staff to respond in an informed way when dealing with meeting Treaty obligations.  

Interesting points- 

We have cultural days but not often things to celebrate our Pakeha culture.  

BOT commitment, staff commit, design own frames.  

Treaty principle is the least evident.  Ka Hikitia etc are still very slow moving.  Hautū has been set up for boards.  

Not going to see changes because we cannot successfully enact when our knowledge is not credible.  Teachers need options about how to teach our history.  Institutions need to educate selves.  Can't honour if we don't know and understand what we are honouring.

Maori History Curriculum Goals...Treaty Principle Goals...do we know what these are?

tamsinhanly@xtra.co.nz

What this means for me...Up skill and expand understanding and knowledge of our accurate history...(Buy the books).  

Accelerating Student Achievement

Accelerating Student Achievement

NZSTA Annual Conference 2016

Education Review Office
Linda Pura-Watson

What is ERO doing in 2016?  The reason we are in these roles is because of what combines us...children.  Aiming to be the best they can be.  What we want is what everybody wants.  Data is about providing good information to make good decisions.  These decisions create cultures that accelerate learning.  This learning is for everyone.  

Equity and Excellence

What does equity mean?  Ensuring that children in our school shave opportunities and skills to achieve excellence.  Who defines this excellence?  Curriculum and ERO have developed indicators.  Boards, schools and communities define what excellence looks like in their own community.  

Everybody has culture to value.  It is all interconnected.  Kids are at the forefront.  

This document is going live in August.

Ka Hikitia

When we accelerate achievement for Māori, we accelerate achievement for all.  

ERO evaluations are intended to be a catalyst for change.  

For the majority of children in this country, they are getting a good education.  ERO has looked at what they do, to help what we do.  Identify the names and needs of children who are most needing support.

Doing it Differently

Trying to work with schools to do what they need to be doing to work with the children who need acceleration.  Potential approach.

Truth without relationship will result in rejection.  We need a professional relationship.

Acceleration Student Achievement: Māori

How does the school respond to Māori children whose learning and achievement need acceleration?

In our school, how are things linked?

Pre Review-Sense Making

Let us know what you need to know.  Ask the questions of ERO before they come.  We can get information.  Provide information early.  Supply it all.  Take control and be a master of the next step of what happens.  Tell your school story.  Your are not bound by paper. Use what you need to use to tell your story.  

Reviews include National Standards but is not all of it.  We are sharing our data and learning information.  

Internal Evaluation 

Find the person who will give you the information you need.  

Onsite-Doing it Differently

Have professional conversations early.

Talk about data and learning information. You don't need to have all the answers, but you do need to ask the questions.  That is the power of change.

How?  Be a part of the process, ask questions, answer questions and stay informed. 

Start with data.  What do we see?  What does acceleration look like?  Is the curriculum right for those kids?  A hui is not parents being engaged with learning.  Enhance professional capability.  If it is not working, find another way.

Data

We need to fix the belows.  Notice, investigate, make sense of it, prioritise for action and impact.  

What is so?

Why is it so?

So what?

What now?

What evidence will you need to monitor?

Acceleration.  Is it a plan for progress or a plan for acceleration?  How to address the disparity?  Need to define what acceleration looks like for each child.  ERO influences change, BOT implements change.

Raising achievement plan...line of sight to those children whose learning and achievement needs acceleration.

What is the plan to accelerate learning?

What did ERO's findings say?  Call it what you want as the concept is the key.  

It's about numbers, names and needs and strengths.  What school conditions should become the focus?  ERO follow up six months later, how the plan is working.  How is the implementation going and what is the progress children are making.

Together we will know the next steps...we are on this journey together.

HOT-Honest, Open, Two way

Ko te Tamaiti te Pūtake o te Kaupapa

The Child-the Heart of the Matter

Accelerating Student Achievement

Accelerating Student Achievement

NZSTA Annual Conference 2016

Education Review Office
Linda Pura-Watson

What is ERO doing in 2016?  The reason we are in these roles is because of what combines us...children.  Aiming to be the best they can be.  What we want is what everybody wants.  Data is about providing good information to make good decisions.  These decisions create cultures that accelerate learning.  This learning is for everyone.  

Equity and Excellence

What does equity mean?  Ensuring that children in our school shave opportunities and skills to achieve excellence.  Who defines this excellence?  Curriculum and ERO have developed indicators.  Boards, schools and communities define what excellence looks like in their own community.  

Everybody has culture to value.  It is all interconnected.  Kids are at the forefront.  

This document is going live in August.

Ka Hikitia

When we accelerate achievement for Māori, we accelerate achievement for all.  

ERO evaluations are intended to be a catalyst for change.  

For the majority of children in this country, they are getting a good education.  ERO has looked at what they do, to help what we do.  Identify the names and needs of children who are most needing support.

Doing it Differently

Trying to work with schools to do what they need to be doing to work with the children who need acceleration.  Potential approach.

Truth without relationship will result in rejection.  We need a professional relationship.

Acceleration Student Achievement: Māori

How does the school respond to Māori children whose learning and achievement need acceleration?

In our school, how are things linked?

Pre Review-Sense Making

Let us know what you need to know.  Ask the questions of ERO before they come.  We can get information.  Provide information early.  Supply it all.  Take control and be a master of the next step of what happens.  Tell your school story.  Your are not bound by paper. Use what you need to use to tell your story.  

Reviews include National Standards but is not all of it.  We are sharing our data and learning information.  

Internal Evaluation 

Find the person who will give you the information you need.  

Onsite-Doing it Differently

Have professional conversations early.

Talk about data and learning information. You don't need to have all the answers, but you do need to ask the questions.  That is the power of change.

How?  Be a part of the process, ask questions, answer questions and stay informed. 

Start with data.  What do we see?  What does acceleration look like?  Is the curriculum right for those kids?  A hui is not parents being engaged with learning.  Enhance professional capability.  If it is not working, find another way.

Data

We need to fix the belows.  Notice, investigate, make sense of it, prioritise for action and impact.  

What is so?

Why is it so?

So what?

What now?

What evidence will you need to monitor?

Acceleration.  Is it a plan for progress or a plan for acceleration?  How to address the disparity?  Need to define what acceleration looks like for each child.  ERO influences change, BOT implements change.

Raising achievement plan...line of sight to those children whose learning and achievement needs acceleration.

What is the plan to accelerate learning?

What did ERO's findings say?  Call it what you want as the concept is the key.  

It's about numbers, names and needs and strengths.  What school conditions should become the focus?  ERO follow up six months later, how the plan is working.  How is the implementation going and what is the progress children are making.

Together we will know the next steps...we are on this journey together.

HOT-Honest, Open, Two way

Ko te Tamaiti te Pūtake o te Kaupapa

The Child-the Heart of the Matter

NZSTA Conference Day 2

Nanny's Place

Our conference theme song...loud and proud...Let's stick together.

Day Two of conference started with a buffet breakfast.  A quick walk to the arena and we were ready for more inspiration, new thinking and ideas for moving forward.  

Nanny from up North shared her wisdom from her kitchen.  

A nation is like a boil up...a whole lot of different flavours mixed to make a flavoursome feast.

Nanny had a few questions for us to ponder...  

You only get threatened by other races if you are not sure about what you are.  

Violence and child abuse.  When we see a Māori name connected with violence, we cry. It is not Māori behaviour.  Early observations about Māori behaviour in 1814, included such comments as:

John Savage, who wrote in 1807, "The children here appear to be treated with a great degree of parental affection. They are robust, lively, and possess, in general, pleasing countenances."

Samuel Marsden, the leading missionary who visited New Zealand for the first time in 1814 (and could never be accused of possessing a bleeding heart), noted: "I saw no quarrelling while I was there. They are kind to their women and children. I never observed either with a mark of violence upon them, nor did I ever see a child struck."

In 1824, Richard Cruise remarked: "In the manner of rearing children, and in the remarkable tenderness and solicitous care bestowed upon them by the parents, no partiality on account of sex was in any instance observed. The infant is no sooner weaned than a considerable part of its care devolves upon the father: it is taught to twine its arms round his neck, and in this posture it remains the whole day, asleep or awake."

As the artist Augustus Earle wrote in 1832: "They are kind and hospitable to strangers, and are excessively fond of their children. On a journey, it is more usual to see the father carrying his infant than the mother; and all the little offices of a nurse are performed by him with the tenderest care and good humour."

Here is the full article from Anne Salmond.

How can we fill the emotional tank when there is no plug in the tank?

Poverty...when growing up, there was no money but house was filled with aroha.  The worse kind of poverty is poverty of spirit.  

Filling up our kids emotional tanks.  Praise is better than punishment.  Who is praising Māori?  Life is like a box of cereal.  All the good stuff is on the front and the small print shows the rubbish.  For Māori, our rubbish is at the front but our good stuff is in small print.  

As far as our brand is concerned, do our children need to carry that brand?

Look after one another and make sure we know who we are.  

Thoughts from the audience:

How do we teach Māori to be awesome?  It's about empathy, understanding, seeing more than just the child, connections.  

Our tamariki are our brand.  

How do we convince our government that te Reo Māori should be taught throughout school?

Pasifika cultures have their language.  

Our Māori kids need that for their sense of belonging and connection.

NZSTA Conference Day 2

Nanny's Place

Our conference theme song...loud and proud...Let's stick together.

Day Two of conference started with a buffet breakfast.  A quick walk to the arena and we were ready for more inspiration, new thinking and ideas for moving forward.  

Nanny from up North shared her wisdom from her kitchen.  

A nation is like a boil up...a whole lot of different flavours mixed to make a flavoursome feast.

Nanny had a few questions for us to ponder...  

You only get threatened by other races if you are not sure about what you are.  

Violence and child abuse.  When we see a Māori name connected with violence, we cry. It is not Māori behaviour.  Early observations about Māori behaviour in 1814, included such comments as:

John Savage, who wrote in 1807, "The children here appear to be treated with a great degree of parental affection. They are robust, lively, and possess, in general, pleasing countenances."

Samuel Marsden, the leading missionary who visited New Zealand for the first time in 1814 (and could never be accused of possessing a bleeding heart), noted: "I saw no quarrelling while I was there. They are kind to their women and children. I never observed either with a mark of violence upon them, nor did I ever see a child struck."

In 1824, Richard Cruise remarked: "In the manner of rearing children, and in the remarkable tenderness and solicitous care bestowed upon them by the parents, no partiality on account of sex was in any instance observed. The infant is no sooner weaned than a considerable part of its care devolves upon the father: it is taught to twine its arms round his neck, and in this posture it remains the whole day, asleep or awake."

As the artist Augustus Earle wrote in 1832: "They are kind and hospitable to strangers, and are excessively fond of their children. On a journey, it is more usual to see the father carrying his infant than the mother; and all the little offices of a nurse are performed by him with the tenderest care and good humour."

Here is the full article from Anne Salmond.

How can we fill the emotional tank when there is no plug in the tank?

Poverty...when growing up, there was no money but house was filled with aroha.  The worse kind of poverty is poverty of spirit.  

Filling up our kids emotional tanks.  Praise is better than punishment.  Who is praising Māori?  Life is like a box of cereal.  All the good stuff is on the front and the small print shows the rubbish.  For Māori, our rubbish is at the front but our good stuff is in small print.  

As far as our brand is concerned, do our children need to carry that brand?

Look after one another and make sure we know who we are.  

Thoughts from the audience:

How do we teach Māori to be awesome?  It's about empathy, understanding, seeing more than just the child, connections.  

Our tamariki are our brand.  

How do we convince our government that te Reo Māori should be taught throughout school?

Pasifika cultures have their language.  

Our Māori kids need that for their sense of belonging and connection.

Student Achievement

Student Achievement

NZSTA Annual Conference 2016

Tom Scollard

The number of attendees at Student Achievement Workshops, shows that trustees are dedicated to and care about student achievement.  

At times we get tied up with other areas of school such as the physicality.  Student Achievement is often something that may get overlooked.  

Section 75 of the Education Act outlines the Board role and responsibility.  The one piece of information and legislation that every prospective board member should read and continue to keep in the forefront of minds, is this section.
Functions and powers of boards

(1)

A school’s board must perform its functions and exercise its powers in such a way as to ensure that every student at the school is able to attain his or her highest possible

standard in educational achievement.

(2)

Except to the extent that any enactment or the general law of New Zealand provides otherwise, a school’s board has complete discretion to control the management of the school as it thinks fit.

Section 75: replaced, on 13 June 2013, by section 16 of the Education Amendment Act 2013 (2013 No 34).

We are building capacity and providing the opportunity to attain.  This is not for some students, it is for every.  This is the fundamental thing for us...to understand our focus. The importance of one.  Every student in our school will have the best possible opportunity to attain their highest possible standard.  Central focus is our students. Decisions benefit all students in our schools.  

When we think of our governance role, if we think of it as power or being the boss of the school, we need to change this thinking to realise that our role is to be guardians of our school. Guardians of the vision that every child is able to achieve.  Sometimes we understand the word guardian more so than governance.

Ask ourselves...

Is this going to make a difference to our children?  If it isn't, why are we spending time talking about it?

THE NEW ZEALAND CURRICULUM

      

The New Zealand Curriculum is future focussed.  The children in our schools today are our future.  This may sound like a cliche but it will be a reality in thirty years.  Young people being confident, connected, actively involved life long learners.

Two intrinsic needs...to belong and to have purpose.  We need to ensure children, staff, principal and ourselves have purpose.  Purpose of the Board, Section 75.  

Slide rule...one generation ago the digital age began with the faze our of the slide rule and the introduction of a Casio calculator.  
From this...

To this...

In a very short period of time, things have changed and continue to do so at a rapid pace.

We are preparing our kids for the future that we have no idea about how that will look.  

Key Competencies- These are not just about the academic elements.  This embodies the whole person, the whole child.

In Partnership of Learning- What is it like between students, teachers, school, parents, whānau?  What kind of partnership do we have and what do we want? Does homework help or hinder relationships at home?  Is it homework or home learning? How do we help our parents learn?  We are in a world of constant change.

What is Educational Achievement?

Reaching milestones, understanding, reaching objectives, choice, being a good citizen, social skills, inclusion.  

Ask ourselves, what do our kids actually need?  Review this and what we are doing.

Graduate Profile

Thinking ahead to describe what skills we want our students to have when they move on from our school.  These include being resourceful, trade skills, academic skills, planning skills, career planning, knowledge and knowing how to access knowledge and to discern what knowledge is true.  Information and attitudes.  Socially responsible.  Values...these are seen in action within our school.  We don't trade our values.  Make sure these are truly valued.  

Belonging and purpose is a massive driving force in our kids psyche.  

In governance we give our principal power to act.  How do we do that and what do we need to change? 

National Standards and Data- Legislation.  Purely to help us measure where children track.  The Plunket book is full of lines to measure height and weight.  Reference points or signposts.  Are the only things in learning we can measure.  The intention is good.  In schools we become so focussed on that, that we lose the whole child.  

When not performing academically, it may not just be because of what is happening in the classroom.  We learn when we are happy.  How do we know how happy our students are?  Student well being survey.  The place where children communicate the most, is not the classroom.  Reporting...national standards and where they are in relation to their own goals. 

Charter

Our Charter needs to be truly future focussed.  Focussed around our core objective.  (Section 75).  Needs to be reflective about what we need.  Asking questions of our community...What are your concerns?  Aspirations for your child's learning in next five years. 

Policies

Does our budget reflect the priorities of the needs of our kids?   

Our Priorities

Are they a true priority or someone's fad?  Are they really focussed on where our children are going?  Professional Development for staff is not a cost.  Is an investment.

Our Targets

Need to be clear that they are smart, Specific, Measurable, Agreed upon, Realistic, Time based.  Make sure improvement is sustained and will continue.  

Reporting

Data needs to be summarised and well articulated with recommendations.  Next steps are needed.  

Meetings

Average adult will focus for 90 minutes.  Do priority stuff first.  Meetings need to be strategic and purposeful.  Ask ourselves at the end of meetings, "Did we discuss anything that makes a difference to our kids?"  

Deliberations

Asking questions and having robust discussions.  If you don't understand it, don't agree to it.  Stop the distractions.  Keep things in perspective.

Decisions

Need to be well considered and future focussed.  Need to realise that our decisions have a lasting impact.  Be proactive and considered.  Seek evidence and ask what the facts are and what is true.  Make decisions on that.  Be deliberate and do things POD Proactive, Objective and Deliberate.

Accountability

Information being reported to is in house.  When reporting to the community, the Board needs to know what is being reported.  Have an acronym free report to parents.  Ask if what we are reporting to parents makes sense.