NCEA Analysis

Waihi College Compared

NZQA has released the data for participation results for all of the country (it was part of Sunday newspapers).  This can become a snapshot of where we got to last year and refocus our collective efforts on getting as many of our students qualified.  I felt it would be interested in looking at the data.  I’ve created a spreadsheet with all of NZ schools (469 in total) and then created pages just with Decile Four schools and then with the local schools.  You can see we had a very pleasing year particularly with significant increases in the pass rates for Level One (12.8%) and Two (6.9%).  

The following powerpoint was presented to staff to encourage good conversation about getting our students through the national qualification system.  

Waihi college's place in the world ncea analysis april 2016 from WaihiCollege

This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga.  And ERO's School Evaluation Indicators Domain 4 "students have an effecive, sufficient and equitable opportunities to learn - Explicit instruction in learning startegies (such as goal setting, self monitoring and deliberate practice) strengthens learner ability to take control of their learning)." 

2016 ART Mentoring

ART - Achievement Retention and Transition.

The following PowerPoint was presented at staff meeting to highlight the students at year 12 we need to target getting through NCEA Level Two.


This initiative is about best supporting the students through a pivotal year of schooling.  NCEA Level Two is the minimal qualification for students seeking an apprenticeship, entry into a polytechnic course, or into the armed forces or police.

ART Mentoring march 2016 from WaihiCollege

This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga."

Book Review

Educating Ruby : What Our Children Really Need to Learn
by Guy Claxton and Bill Lucas.  

Guy Claxton and Bill Lucas are two of the worlds most prominent educational theorists.  Guy Claxton is best known as the guru behind the 'BLP - Building Learning Power' movement in the United Kingdom (and expanding).  

Educating Ruby (2015) is a modern view of the societal ills centered around education.  Like many current education material Claxton and Lucas are very interested in the bigger picture of education.  Why thinking about the meta idea of learning as opposed to curriculum or pedagogy.  Having been familiar with BLP (book review coming shortly) I found much of Educating Ruby to be a companion document.  

Whist this book is not specific to New Zealand's educational system (although some acknowledgements to our early childhood systems are made), Educating Ruby is equally valid reading for Kiwi teachers.  

A strong case for curriculum review is made by Claxton and Lucas in Educating Ruby where hegemonic thinking about the 'heirarchy' of subjects is raised:  “In school, subjects assume importance in inverse proportion to the amount of bodily activity they involve.  If you can stay clean and still while you are learning, that is good, so maths and English come out at the top of the pecking order.” (p. 51)  This is somewhat reflective of Waihi College's review of students vocational pathways.  

Strong criticism is made of the supremacy of testing in education, whilst the authors a making specific reference to the UK system, NCEA easily is reflective.    Teachers are under increasing pressures to get student through a myriad of assessments in 'preparation' for life after school.  Questions are raised about the 'depth' of modern testing methods.  Reference made to the work of Sugata Mitra and revolutionising what learning should be.  

This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment." And ERO's School Evaluation Indicator - Domain Five : Professional Capability & Collective Capacity.

Book Review

Mindsets in the Classroom: Building a Culture of Success and Student Achievement in Schools. by Mary Cay Ricci

Mindsets in the Classroom is a well written book for school leadership and teachers alike.  It address Carol Dweck's (click here for book review) notions of fixed and growth mindsets.  Mary works from many angles, student/parent/teacher/administrator.  She presents a school wide systematic approach to embedding a growth mindset.  

In all honesty I have been working under the fixed mindset for the majority of my career.  With teaching of Mathematics I would regularly see the differences in students skill in my subject.  As I've aged I can see more that 'skill' is often exposure.  Those best at arithmetic most likely have had more exposure.  Reading more about growth mindset the more benefit I see it in for a school community.  

At it's heart growth mindset is about grit and determination.  Seeing the challenge of learning and not shying away.  I prefer a world where attitude takes you further than talent.

Mindsets in the Classroom begins by establishing the research on malleability of intelligence, quickly challenging educators to consider their own beliefs around IQ; “The first stop along the path to building a growth mindset culture is to begin to build a school culture that values intellectual growth with a staff who has internalized the belief that intelligence can be cultivated.” (p. 13)

Ricci uses real life examples to illustrate her points.  A significant section of Mindsets in the Classroom is written for parents.  Having three young ones I found this to be riveting reading and picked up some good tips.  “When adults praise what a child ‘is’ such as tall or smart, the child attributes their accomplishment to a fixed trait they were born with.  When adults praise actions or tasks that children ‘do’, the children attribute accomplishment with their own effort.” (p. 20)

There is a strong emphasis on quality pedagogy to complement growth mindsets.  Specifically Ricci is critical of teaching that doesn't offer differentiation.  That one of the core responsibilities of teachers it the ability to recognise the learning needs of the students and provide appropriate learning to those individuals.  Tying in well with this was a comprehensive section on formative assessment, how to best use it, manage the data and react to what it says.  

I enjoyed this book.  I found that Ricci's ideas are well considered and easily communicated.  I will use this and Dweck's material as key source for some staff professional development.  I would recommend this book to any teacher or parent.  

This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment." 

Book Review

Mindset : The new psychology of success - How we can learn to fulfill our potential by Carol S. Dweck

Mindset is a book that I have heard constantly being referred to.  Written originally in 2006 by Colombia professor Carol Dweck it has since reached to top of many best seller lists.  

Mindset is an unusual book because it is at it's heart a psychology book, but it's core message is so clear and logical that it is quite at home in the self help section of a bookstore.  

Dweck presents a very simple idea that there are two dominant mindsets that exist in people; fixed and growth.  These mindsets boil down to the notion of whether you believe in inherent talent (e.g. fixed I.Q.) or developed skill.  

Dweck's team of researchers were investigating the effects of praise on students when it came to challenge.  Namely the type of praise (where it be of a talent or of a disposition).  They found that children when praised for intelligence or brains would be more likely to quit than children praised for tenacity or determination.  

Mindset is an important book for all educators.  Schools by there inherent nature are about feedback and praise.  Teachers are in a uniquely powerful position to empower (or hinder) the progress of students with our words.  Dweck puts it "The view you adopt for yourself profoundly affects the way you lead your life.  It can determine whether you become the person you want to be and whether you accomplish the things you value." (p. 6)  

Mindsets can form from the smallest of things.  There are ample well presented stories (many involving teachers) which Dweck uses well to illustrate the importance of cultivating mindsets.  I found chapters on sports stars mindsets to be a powerful section - I recognised the sports stars better than the business illustrations.  Mindset is written extremely well for a University Professor, at only 246 pages I finished it of in a day.  

I felt before reading this book that I had a very good handle on the psychology of learning.  But there were some basic errors I have been making - especially around praising students.  For example "telling students they're smart, in the end made them feel dumber and act dumber, but claim they were smarter." (p. 74).

I would definitely recommend Mindset to all teachers from any curriculum area.  For senior leaders Mindset has an excellent section illustrating the dangers of having a fixed mindset in management.   A very good read indeed.  

This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment." 

Curriculum Progression

Aroha Heaslip from Evaluation Associates.

Vicki Spiers and Verna Littlejohn returned from an 'OTJ' workshop in Tauranga speaking very highly of a strong message presented by a quality presenter.  This is how I was introduced to Aroha.  

Aroha Heaslip

Evaluation Associates are a independent educational consultancy which is based in Auckland (Aroha heads the Tauranga branch).  Their main current contracts are focused on...

1. Modern Learning Environments
2. Assessment For Learning
3. Maori Medium 

Aroha educational background is very wide, working in mainly in Secondary, with a little of Intermediate, Co-curricular and establishment of a full immersion Kura Kaupapa.  

The main message of today's presentation was around - having the learning as the 'captain' of their own education.  That being questioning how we can empower our students to be active navigators of their learning.  

What are the things that act as a barrier for students to operate with self efficacy in their learning?  Typically this will be specific limitations around the individual students level of literacy.  

What is our awareness as a community of students about the progression of akonga from our feeder schools?  What are the implications exist for those students if they arrive at Waihi College and 'start from square one'?  

The reflection of the presentation is found in 'front end' of the NZC where 'Effective Pedagogy' is outlined; 

Aroha based much of her foundation of her discussion about what Waihi College presents in our prospectus and website about what is important in education here at school.  

A core part of Aroha's workshops activities 'Coherence at Our School' - where staff divided into smaller groups and work through the shared understanding of how things are done here at Waihi College.  

• How do we make available the information about our tamariki?  Can we sharpen up our lines of communication?
• The use of exemplar materials - spelling out the steps through the curriculum.  Our teachers know what "level four" looks like - but do our students? 
• How can we get the staff to act consistently in a student centered manner?  
• How do we make explicit use of learning intentions and success criteria?  
• What are the core learning that needs to be the basis of education here at Waihi College (example of the use of being able to write coherent paragraphs)?  

The latter part of the presentation we were presented with an open ended invitation - "What are the next steps that can be targeted for our community to move towards in the immediate future?"

• More access to the information (say with a rotated option class) knowing a little bit more about the group before we have them. (Bob's group)  
• How can we extend success some teachers are having with certain students to be shared success with all teachers? (Aroha's observation)  
• How can we increase the parental/whanau buy-in to education? (Levonne's group)
• Exemplars on the walls - students who say "why didn't I get a merit?" after the assessment - this should/could have been presented earlier to empower that student.  (Peter's group) 
• We could be talking more between groups. (Bridget's group) 
• Use of the APP's task being a more deliberate method of presenting shared understanding.  (Norm's group).
• If we can't see it how can the kids?  (Jo's group)
• How can we improve the collaboration with the feeder primary schools - can this proactively be acted upon? (Sean's group)
• What about the 'uncontrollable' (e.g. truancy)... can our systems be improved?  How can we make our flagging of issues more ready actionable?  (Carlene's group)
• Developing of Ako meetings - especially in the start of the year.  (Jay's group).
• Shared rubrics/exemplars across the learning areas.  (Jay's group).
   

Archway of Teaching Capacity

n.b Aroha's presentation was through an online program called 'Sway' this is a free product available from Office 365. 

This post relates to RTC #7. "Promote a collaborative, inclusive and supportive learning environment."  And ERO's School Evaluation Indicators Domain 4 "Responsive Curriculum, Effective Teaching and Opportunity to Learn - students develop learning to learn capabilities."

Year 10 Conference

Conference Flyer

Owning Your Future

Today our year ten students spent the day out of school at the Waihi Academy on conference.  This inaugural annual event is the brain child of Learning Leaders Jo Howell and Vicki Speirs.  The purpose here is to take a break from the regular routines of school life and present a days worth of workshops and keynote addresses from former Waihi College students.  

Introduction of Keynote

Year 10 was chosen as this represents a key age in adolescence where students have been through the institution of school but now viewing the world with increased maturity.  We have timed this conference to be just ahead of subject selection for the first year of NCEA Level One.    
Seven ex student leaders from previous years at Waihi College made the presentations and keynote address (which was given by Adrian Holmes).  

Those students included...

1. Adrian Holmes (class of 2003)
2. Anna O'Hagen (class or 2008)
3. Samanatha Sanderson (class of 2011)
4. Tina Youngman (class of 2001)
5. Natasha Staheli-Lowe (class of 2012)
6. Jack Kingsford (class of 2011)
7. Ariana Te Wake (class of 2005)

Our hope is that from today many future dreams would have been formed and that our students will see the next three years (plus) at Waihi College as being an avenue to launch their futures.  

It is vital that I acknowledge the excellent efforts of Jo Howell and Vicki Speirs who's collective efforts and initiative brought together a brilliant day.  Tremendous thanks also goes to Tony Kang and the staff at Waihi Academy for providing a fantastic venue and delicious meals.  

This post relates to RTC #2. "Demonstrate commitment to promoting the well-being of all ākonga."  And RTC #7. "Promote a collaborative, inclusive and supportive learning environment".  And ERO's School Evaluation Indicators Domain 6 Knowledge Building for Improvement and Innovation "Participation in evaluation, inquiry and knowledge building activities contributes to changes in thinking and behaviour and builds inquiry 'habits of mind' ".

Classroom Expectations

Evolution of Education

When I first began teaching I was *taught* a very traditional way of managing a classroom.  The basic presumptions were...

1. That getting students to work was the key to learning.
2. Work looked like silence, lots of writing, solo participation.
3. That students would actively look to doing minimal work.
4. Teachers were to pressure students into doing the work.  

The following PowerPoint presentation begins with some photographs which sum up that philosophy on education.  The dog with a biscuit on his nose - this can be done by training that the dog (aka the student) would want to eat straight away (not work in class) and the owner (aka teacher) would have to be in control.  


The other image of an alpha wolf represents the way teachers were modeled to control.  That you would rigidly police the students into obedience.  This was often done through faking aggression - don't smile until Easter on steroids.  

Classroom Expectations from WaihiCollege

The video which I showed echo'd this management style...

Looking at this video what messages were represented?

• Discipline?  Humiliation?  Inhumanity?
• Education centered on facts?
• Education centered on the teacher?
• Misogyny? 

One of the things that you may have missed in this clip.  This is about the older teacher showing the new teacher 'how it is done'.  

The evidence now is very clear - the best teaching is done in an environment where mutual respect is paramount.  Todd Whitaker puts it very well in his book (click here) What great teachers do differently; “The teacher who sets a positive tone can influence the interactions of everyone in the school” (p. 55)

This post relates to RTC #2. demonstrate commitment to promoting the well-being of all ākonga.  And RTC #7. promote a collaborative, inclusive and supportive learning environment.  And ERO's School Evaluation Indicators Domain 4 Effective Teaching "Students experience an environment in which it is safe to take risks and errors provide opportunities to learn".  

Achieving Educational Success as Maori

The Prerogative of Maori Education

In keeping with the theme of the Maori Language Week here is a post on education of Maori.  The following power point was presented at staff meeting on Monday.

Maori achieving as maori from WaihiCollege

Many of our schools 2015 priority learners recognise themselves as Maori.  Part of our responsibility (duty of care) for the students in our classroom is effectively providing for their (and their whanua's) needs.

Questions that we need to ask...

1. How am I going as a teacher (am I positively impacting the learning)?
2. What informs me on my answer to Q.1.?
3. What is my sense of urgency around this?

[These questions need to be asked of the students as well].  

This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga.  And ERO's School Evaluation Indicators Domain 3 "Educationally Powerful Connections and Relationships".

Educating Boys'

Males and NCEA

I began my teaching career in a traditional single sex boys high school.  My initial years were grounded in School Certificate, Six Form Certificate and Bursary - these were systems that I was familiar with (I was a product of them myself).  

Peter Lyons - Otago Daily Times

An opinion piece by Peter Lyons (an economics teacher from St Peter's in Auckland) in the New Zealand Herald (click here) raises the issue of gender inequality in education - specifically in NCEA qualifications.  Whilst acknowledging the pitfalls of making generalised statements Lyon's points out that "NCEA is a standards-based assessment system. Many boys seem to adopt the attitude that meeting the minimum standard will suffice."

I wanted to know how reflective this statement would be for us here at Waihi College.  Do we in fact have results that reflect boys struggling in NCEA compared with the girls (and if so what does that mean for us as an educational institution)?

Here are some of our NCEA results from last year...  Level One 2014 had Girls endorsed with Excellence 6.3% (boys were at 3.3%) Girls endorsed with Merit 46.9% (boys were at 23.3%).  Similar results existed for Level Two. Level Three was more even.  So it would not be out of place to say that girls have twice the rate of excelling in NCEA than the boys last year in NCEA.  

Some of the specific issues Lyon has with NCEA include the lack of competitiveness and that instructional nature of assessments; "Boys are also generally less inclined to read instructions carefully. NCEA assessments are laden with instructions, assessment criteria and much additional reading material that camouflages the actual questions that need to be answered."  This are observations which I tend to agree with.  

So what is it that can be done by teachers here at Waihi College to counter these?  I would strongly suggest that regular review of the progress of students through NCEA (one of the core roles of the senior Pouako) would add to the competitive nature among boys.  We have annual goals around endorsement (L1 3 x Exc + 21 x Mer : L2 5 x Exc + 20 x Mer : L3 3 x Exc + 6 x Mer) - we will need boys to be better represented to gain these rates.  

Opportunities and expectations around internal assessments are key.  Are boys not taking the opportunities for 'sign posting' or re-submissions or resits?  Teachers having real conversations about the high expectations for our boys is key.  Are we pushing our boys and creating that environment of excellence?  In ERO's School Evaluation Indicators Domain 4 : Responsive curriculum, effective teaching and opportunity to learn "teachers and students co-construct realistic and challenging learning goals..." 

This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga.  And ERO's School Evaluation Indicators Domain 4.

Ohinemuri Schools' Festival of Education

Mind Frames of Change

Yesterday the Learning Leaders and I were lucky enough to head over to the inaugural Education Festival held at Paeroa College.  Our intent was to go and see the keynote address by Lynda Shanks from Cognition Education in Auckland.  Cognition are the educational providers for John Hattie's Visible Learning Plus.

Here is a summary of the key messages I took away from Lynda's presentation...

There are three main messages of change presented; 1.  What are visible learners?  2.  What are the mind frames of the teachers (are we change agents in education)?  3.  What system reform is required in schools?

The notion of building up a shared language of learning was key.  The question - when your students are asked "what was learning like today?" would they say "fun" or "busy" or would they be able to describe their learning?  This question was supplemented with video of students verbalising their experiences in the classroom.  

How is it that we collectively as Waihi College staff are going about embedding the language of learning within our students?  Do we have a 'way' of learning that is uniform, do our students know it, and is it best practice?

Lynda went through Stephen Covey (recommended author or the The 7 Habits of Highly Effective People) basic change model.  How is it that we as educators know that we've actually made an impact on the learning of our students?

• See - School Culture, personal beliefs, and traditions.  
• Do - School structure/policies/rules/programmes.
• Behave - the results and effects (e.g. achievement results).

Lynda then moved into the purpose of the workshops on the day.  She encouraged all of us to see ourselves as the change agents for our schools.  To begin this through a series of self reflective questioning.  

1. How am I doing with my students?
2. Where am I going to next in my practice?
3. How am I going to get there?
4. What can I control as a teacher?
5. Do we challenge all of our students in our classes?
6. Do we plan lessons from different points of view (the most able or those struggling)?
7. Do we fall into the habit of labeling students? 

Overall the presentation was great.  Lynda is clearly a communicator who is grounded in the experiences of the the classroom.  

This post relates to  RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment.

Book Review

David & Goliath : Underdogs, Misfits and the Art of Battling Giants.  By Malcolm Gladwell.

This is the latest in the line of excellent books by Malcolm Gladwell (Outliers and Blink I would highly recommend).  David & Goliath is one of the rare books where an international bestseller writes so clearly on educational ideas.

Gladwell's style is very good - he takes complex notions and illustrates them well in real life narrative.  He takes you as a reader to Paris in the Impressionist art movement, to the ancient biblical setting of Judea, back into modern settings.  Each new story bringing out his ideas of overcoming adversity.

Malcolm Gladwell

As an educator I was most impressed by chapter four where Gladwell works through an explanation of the science of dyslexia.  This complex medical term has grown and grown in educational circles - but remains to most teachers something of a mystery.  The beginning pages of this chapter was a concise/clear summary of what is happening inside the head of a young person with dyslexia.
 
 Another great chapter for teachers to read is chapter two where the majority of the material is focused on the best class size (a controversial and political  subject).  Gladwell takes a scientific approach to calculating what is the best size class for learning.  He works well through the balance of work loads, class engagement, teacher one on one time and classroom management.  FYI Gladwell concludes that too smaller classes (which are major selling points for private schooling) are not the best.  Rather he settles on 24 or 18 as these can be assigned into groups easily.  It is interesting to see he's constantly looking at the underdogs so considers greatly those introverted/shy students in classes.

I related well to the sections devoted to the 'size of the pond'.  Here Gladwell contrasts the effects of being the big fish - small pond vs being a big fish - great big pond.  For us here at Waihi College (with cohorts around 100 students) has many tangible positives.

I would definitely recommend this book.  Teachers that would get additional benefit from reading David & Goliath are career counselors, teachers with dyslexic students, teachers from the STEM (science, technology, engineering and maths classes), and those interested in the big picture around education.

Finally here is a quick YouTube clip of Gladwell discussing his latest book...

This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment."

Book Review

Changing on the Job : Developing Leaders for a Complex World. By Jennifer Garvey Berger

This was a most excellent read.  Jennifer Garvey Berger is a kiwi educational theorist from the Wellington region.  She has written this book about managing change as professionals.  Although this book is not specifically about secondary education or teachers it is a valid and engaging read for anyone serious about professional development.  I found that in my role of facilitating some of the professional development here at school that Changing on the Job caused me to be very introspective and reconsider many of my assumptions on how teachers progress in their development.

Jennifer uses a pragmatic style of writing where she presents hypothetical situations and exams a series of ways you could potentially approach them.  I found that she accurately described the traits I have with problems (i.e. seeking immediate solutions) and works coherently through the subtle distinctions in what constitutes the various 'forms of mind' (I've discovered that I'm a 'self authored' form of mind).


Garvey Berger makes use of some powerful imagery in her writing.  If found that her metaphor of growing in skills and knowledge like the rings of a tree as particularly useful.
"From our earliest days, each of us has been engaged in an ongoing journey to learn and to grow.  These two human forces are often connected, but they are not the same.  Learning can be about acquiring a new skill or knowledge base.  If I master PowerPoint in order to put together a slide show for a client, I have learnt something.  I have new information in my head.  But have I really grown?  From a developmental perspective, real growth requires some quantitative shift, not just in knowledge, but in perspective or way of thinking.  Growing is when the form or our understanding changes; we often call this "transformation."... Each moment of our development, then, is a potentially term form of mind that, with the right support, can be more expansive.  As we grow, the previous form is overtaken by the new form, leaving traces of less-mature form behind like rings in a tree trunk."

Overall Changing on the Job is a very engaging book with a global appreciation of what it means to develop as a leader.  I found that chapters 3 and 4 were the most theoretical (and therefore personally the harder parts to read), but that there were immensely power chapters towards the end - especially 'transformational habits of mind'.

I would recommend this book to teachers who, in a mentoring capacity, have students of leadership potential.  I found Changing on the Job made me better aware of the spectrum of leadership and how differently the student leaders may view the world to me.  I would also recommend this book to any teacher that is looking at the option of taking position of management.

Here is a YouTube clip which has Jennifer Garvey Berger presenting her own book.

This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment."

Mentoring Year 12 Art Students

The Three N's
Firstly a big thank you to those staff who have put their name next to a student (or two) that we've identified as being on the margin for getting their NCEA level one qualification.  My intention/hope here is that you as the teacher will be able to facilitate some open conversations with the student about their progress in their learning.  Ideally this is about having a chance for students to identify what factors are 'blocking' their learning (if any).   

With the start of term two it is an ideal time for mentor teachers to meet with the year 12 student mentee's.  There will be a strong indication of where they're progressing in their learning from the first term (there will be grades and students will be aware of how they're going).  

The ART initiative (Achievement - Retention - Transition) is very specific about targeting the individual student rather than the cohort.  The acronym that they use is NNN - "names, numbers, needs".  So far we have worked through the 'names' we have identified a subset of the cohort (28 students in year 12).  We have access to the 'numbers' - #'s of credits available, #'s of credits needed - these can be found on the students kamar page (see below).  I can see that this student has six classes and is enrolled in only one end of year exam (in media studies).  He has numeracy and literacy and currently has 38 credits towards his Level Two qualification.  

So now I need to have a conversation with him about his 'needs'.  That is what are the specifics of his academic year.  

• Is he on the right pathway (is his year taking to the places he wants/needs to go)?  
• Are there classes/standards that are an issue for him (I want to find out if he's drowning in any particular areas)?  
• Are there issues around attitude/energy levels/home/work/sport (anything that is getting in the way of his progress)?
• Are there things that we as a school can do to help his progress?

The intent here is that you as the mentor will be able to engender a positive trusting relationship so that important learning issues can be processed through.  The next steps...

1. Ideally the student is on track and finding good levels of success that indicate that he/she are progressing towards NCEA Level Two.  
2. Possible communication with SLT (JHA) if there are issues - then interventions can be put in place (these could be as easy as sorting new stationery or as far as moving class).  
3. One of the common things that I'm expecting is students that have missed standards and not looking at resit opportunities (or not contemplating what things went wrong).  
4. Possible communication with teachers - there may be a case for you as mentor to approach the students teachers directly and raise an issue (student can follow teaching or needs extra help etc). 
5. Possible communication with home - all the parents want their children to do well and would appreciate the contact.  
6. Planning another contact time.  Please don't let the relationship go cold - If you can meet regularly (say monthly) that would be ideal.  By the time this term is over the majority of internal assessment would have happened.  

At this stage I have set up an interview questionaire on kamar for all 28 students on the ART initative.  But I'm of two minds in this regard - the ideal thing here is not a set list to check off but a genuine open dialogue for progressing these guys through to a practical high school qualifications.

Here are some instructions on how to find that questionnaire on kamar.  

Final Thoughts...

• Do keep the exit strategy for students in mind.  For a lot of our senior students that struggle with the academic nature of NCEA they experience great anxiety and even depression.  They can see that their peers are progressing academically.  Many of our students that don't get level two just drift off out of school.  There are better ways to manage this.
• You are a teacher and ultimately students that struggle with school may have a negative association with teachers.  Thank them for their time and their honesty in their conversations with you.

Thanks again for your contribution to these students.

This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga."

  

ART Year 12's

ART Program The Next Steps

We have a new ART (Achievement, Retention and Transition) and Vocational Pathways coordinating supervisor assigned to us from MOE.  Her name is Dr Christine Pritchard and her role is to guide the programs we have in place for achieving 85% of our students getting Level Two.

Here is a timeline that I've created to try and illustrate the events that we'll put in around our students (those that we identify).  The mantra for the ART programme is the idea of working with the three N's (names/numbers/needs).

The intent at this stage of the year is to narrow down our year 12 cohort into those 25-35 students that we will assign individually to teachers (hoping for teachers to have a one to one relationship).  These teachers will mentor these year 12's through this year of schooling.  This is a too big of a job just for a dean or for the learning advisors - although they are key stakeholders too.  

This week we will be looking at our cohort and which students are in greatest need (remember that we're looking at the amber students (those on the margins of passing).  What I am hoping for is that for these students we will have one staff member each who will be able to engage with these students about their progress.

Green - Those students who will pass.
Amber - Those students that are on the margin.
Red - Those students that won't pass.


This post is related to RTC #1. "Establish and maintain effective professional relationships focused on the learning and well-being of ākonga." And RTC #7. "Promote a collaborative, inclusive and supportive learning environment part ii. foster trust, respect and cooperation with and among ākonga."

Creating Innovators

Book Review

Creating Innovators : The Making of Young People Who Will Change the Word.  By Tony Wagner

I found this book a very enjoyable read.  I have read another good book by Tony called The Global Achievement Gap which was an educationalist's view of the world around the Global Financial Crisis of 2008.

The thing that most surprised me was that Creating Innovators is a book that is intrinsically linked to a website (click here for link) with videos that drive the writing within each chapter..

Tony identifies the key set of skills and habits of mind that modern students need to thrive in the world.  Those are;

1. Curiosity,
2. Collaboration,
3. Associated and Integrated Thinking (aka adaptability), and,
4. Taking action (experimenting).  

Chapter Five was the most interesting for me as a teacher in a high school.  Here Tony works through the conservative nature of education within modern secondary schools.  He highlights the traditional nature of education was based upon facts, but that there is an exponential growth in the amount of facts.  Primarily he challenges secondary teachers to seek new ways of finding relevance and meaningful connections with their students.  Ideally creating within our students the development of passion and purpose in their learning.

Much of the lament of Tony's comments on the American education system (over emphasis on testing and a highly specified curriculum) are things that New Zealand schools don't face.  Our NZC opens up the opportunity for teachers to innovate their learning into wide contexts.

Another wee gem in Creating Innovators is the 'letter to a young innovator' - five pages at the end of the book where Tony writes directly to modern day learners.  Here he offers advice to young people about the opportunity and importance of becoming more and more innovative.

I would recommend this book to any teacher interested in the 'big picture' of education.  It is an interesting read (one you'll have to do with access to the internet).  It was a readable book, one that you can digest over a weekend.  If I had any critique it was that it was too intercontinental United States.

This post relates to RTC#8. "Demonstrate in practice their knowledge and understanding of how ākonga learn." and RTC#7. "Promote a collaborative, inclusive and supportive learning environment."

Hours For Senior Courses

Planning an NCEA Course.

It is really great to see that Kamar has an accurate record of all the entered credits for our senior academic students in NCEA.  I can see that all of our year 11 students (bar Alt Education and Memphis students) have over 100 credits that they're eligible for this year.

I thought that it would be a timely thing to look globally at our calendar of learning for the entire senior school.  Here is my analysis of the amount of time each subject/line has for the entire year.

Going from these numbers and the atypical credit count for courses.  I can see that courses that offer 20 credits (which is the modal number of credits at level one) have approximately five lessons for every credit.  So if you have a four credit standard that you're teaching then you should be allocating twenty lessons of time (this equates with our timetable to be thirty school days or six weeks of learning).

NZQA has some information on the guidelines around time and credit value (click here for the link)...

"Credits allocated to unit standards reflect the notional learning time expected for learners to meet the outcomes in those unit standards.  (Actual learning time will, of course, vary from learner to learner.)  Notional learning time includes time spent in structured tuition and self paced learning and practice; time taken to gather and provide evidence for assessment purposes; and time taken to be assessed in all the outcomes and contexts.   One credit represents a notional 10 hours of learning, practice, and assessment time."

I think that it is very important that all teachers are cognitive of the pressures of time for NCEA qualifications.  This needs to be thought of when considering the strengths of the cohort, the amount of credits you hope to cover in any course, the pressures of the time of the year (not much point in having internal assessments around the school exam week).FYI we are going to change the name of the school exam week to "compassionate consideration exam" to highlight the importance of getting the best possible grade.

All of this inherently links to study and homework.  That time where students can consolidate their learning from class.  With the above "10 hours" (which is very generous) there is a clear need for staff to plan on students learning at home.

Further to the idea of study is the increasingly common practice of posting learning online.  This can be achieved through a classroom blog or website.  Similarly the trend into 'flipped' classrooms will also add to the readiness of students to learn at home.

This post is related to RTC#  6. "Conceptualise, plan and implement an appropriate learning programme." and RTC# 7. "Promote a collaborative, inclusive and supportive learning environment. i. demonstrate effective management of the learning setting which incorporates successful strategies to engage and motivate ākonga." 

New Entrant Parents Want

Enrollment Interviews

One of the most enjoyable parts of my role last year was meeting the year six students and families as they came to the College for their enrollment interviews.  It is amazing how positive and excited the students (and parents) are about starting their time here at Waihi College.  

I have a series of questions that I work through with the families about what makes them tick.  One of the best questions is to ask the parents what it is that they really want for their child over the next seven years.  

Here are a collection of their responses.  The key thing that really stands out for me is how precious their children are to them and how high their hopes are for quality meaningful education.   






This post relates to RTC #1. establish and maintain effective professional relationships focused on the learning and well-being of ākonga.  And RTC #7. promote a collaborative, inclusive and supportive learning environment

Modern Learning Environments Part Two

Break Out Space With Computers - Papamoa

School Visits
Over the last two weeks I have had the privilege of travelling to visit some recently constructed school blocks.  All of the modern Ministry of Education classroom blocks are in the format of large open spaces (there are no isolated classrooms being constructed anywhere).  
There are two key reasons for this.   The first is the practical/financial factor that there are fewer corridors and other such wasted spaces.  The second is the trend towards a more collaborative learning environment.   

Removable Walls - Papamoa

The first school we visited was Papamoa College.  This is a new school (currently in their fourth year).  They are a very similar school to us here at Waihi College.  Year 7-13, middle decile, with a similar demographic of Maori/Pakeha.  Papamoa College was created in response to the population growth in the Tauranga/Mount area.  Their common spaces are for year levels - all the science, maths, English and social studies taught in same space.  Four teachers all teaching year 9's and 10's in their 'house' groups.  

Open Plan Teaching Space - Papamoa

It is hard not to be impressed with the facilities at Papamoa.  They have a great physical environment located next to the Gordon Spratt reserve they have access to wide expanse of fields.  The school buildings are well appointed modern design angled for the sun.  The day we visited was a howling windy day - but inside you wouldn't have noticed. 

Papamoa College is also very similar to Waihi College in that they've adopted learning by inquiry and relevant context as their primary pedagogical driver.  They see the modern learning environment as a means of enhancing that style of learning.  

Learning Commons - Papamoa

Large Moving Doors - Te Kuiti

Our second school was Te Kuiti down in the King Country.  This is a smaller school only year's 9-13.  They have constructed a large space for three English teachers.  It was effectively three large classrooms and two 'breakout' spaces (each of which is probably big enough for a small class).  


There was a large communal staff work space/resource room and two internally accessed unisex toilets.  Two of the classrooms were plumbed for a water supply.  

Staff Workroom From Class - Te Kuiti

North Facing Deck - Te Kuiti

Te Kuiti's building was more traditionally styled and fitted in well with the current older buildings.  Papamoa College was definitely a modern style building.  Both were well fitted with modern technology in mind.  



The question for us here at Waihi College is what would work best for us here with our students?  We have the funding here for our new buildings (which will be two block each housing four classes) and work should begin late 2015.  It was great to take along Shannon and Fiona representing staff to gather their thoughts on the project.  

Thanks to both Te Kuiti High School and Papamoa College for the opportunity to come and see the schools.  Both of which were very impressive and spaces the students and staff can be proud of.  

This post relates to RTC # 7. "Promote a collaborative, inclusive and supportive learning environment."

Modern Learning Environments

Waihi College's New Block
You may be aware but we have just been granted by the MOE a little over $2 million to upgrade our classrooms here at Waihi College.  The intent is to replace the prefab buildings that make up P1 through to P10.  These will be replaced over two stages and replaced by two modern learning blocks.  
Modern learning environments are not actually that modern - the idea has come a long way from when we had the infamous 'Nelson Blocks' of the 70's.  

Here is a link to a post that I did when I visited Mission Heights Junior High in September with some photos of what they've created up there.  


Here are three videos on what the changing environment can do.  Although this is about an existing classroom not a new block it is a good watch.  

The first video is the set up of the situation.  Predominantly it made me realise that although P10 is an older prefabricated building in need of demolition - this guy had it harder (36 students in one classroom - ouch).  However when I watched I could see what looked very similar to the rectangle spaces we have here in New Zealand.  

The second video is about the transformation.  This is the one that made me think about my own space - especially made me think of when I started teaching and everything was in single desk rows.

The third video is the finished product.  The space was definitely an improvement and you can see that it is far more functional.  

So now as a member of staff you may not know if you're one of those who will be teaching in the new block when it is built.  But this is a good opportunity for you to consider the space you teach in currently.  Reflect upon the way that that space adds to the learning that is taking place.  Are there simple things that can be done to improve your learning space.  For example in that above videos the classroom was originally full of furnishings that had been accumulated over time - the space was cluttered and dysfunctional.  Clearing out space is a way to change that.  

This post relates to RTC # 7. promote a collaborative, inclusive and supportive learning environment