Appendix 8: Links from the text of the report

Mountview School values

Mountview School shares its WHAIA values with its community:

W hakaute – Respect

H auora – Well being

A ll together – Kotahitanga

I am responsible – Haepapatanga

A ngitu – Excellence

Because students co-constructed the meanings of the values they fully understood them. The values are reinforced by awarding ‘Monty cards’ to students who demonstrate them. Local shopkeepers also issue Monty cards to students who demonstrate these values in their shops.

Vision to valued outcomes

Raroa Normal Intermediate School has a simple vision, Aspire2achieve, which is unpacked as the following valued outcomes:

ACTIVELY INVOLVED

Seeking and creating opportunities

Taking risks

Working with others

INDEPENDENT

Self managing

Proactive

Setting personal goals

SKILFUL AND INQUISITIVE THINKERS

Critical

Creative 

Caring

Reflective

RESPECTFUL

Of ourselves and others

Of the environment

Showing empathy and tolerance

PERSISTENT

Challenging ourselves

Showing resilience

Showing commitment

ENJOYING OURSELVES

Enthusiastic

Growing in confidence

Happy to be at Raroa

Building skills as learners 

The Ormiston Senior College community have identified ‘norms of behaviour and learning’ for effective lifelong learners. They apply equally to staff and students and are mapped onto the key competencies of The New Zealand Curriculum.

The norms are based on the Effective Lifelong Learning Inventory (ELLI) work by Broadfoot, Claxton and Deakin-Crick at the University of Bristol

Teachers have material that supports the integration of the norms into learning programmes. The Tools for the Teacheridentify the types of task that relate to each norm and the learning processes students focus on when completing the task. See the following example:

A norm and related tasks 

This images is a drawing of a small moth

Norm

Mokoroa

I approach all experiences with an open mind because every experience is an opportunity to learn and grow.

Like all butterflies and moths the Mokoroa (Puriri Moth) goes through a great period of&nbsp changing and learning  . It is the largest moth in New Zealand and is only found in the North Island.

Types of task

Any task that requires the student to reflect on their own learning, take part in self assessment, plan or set goals.

Could include tasks such as:

  • Journal entries
  • Reflection tasks
  • Blogging
  • Acknowledging a growth in learning
  • Self review
  • Task creation.

During LA [Learning Advisor] time the LA prints off sheets to focus on different Norms. We reflect on how far we have come related to that Norm. It makes you think as a rounded person and grow as a person. You set your goals from that.

Kea is my Norm – critical curiosity.

I need to work on Harekeke – my relationships with others in a group.

- Students, Ormiston Senior College

Students appreciate the freedom to manage themselves:

The emphasis on self motivation and learning helps prepare you for beyond school

Flexibility is really good. Allows you to push yourself. Opportunities to build yourself.

For most people it works well. If not working – you’re monitored. Teachers are there to support and help you. 

- Students, Ormiston Senior College

Learners use rubric to manage their learning

Years 4 and 5 students from Golden Sands School shared these pictures to show what helped them to manage their learning.

This is a photo of the Mahy Rubric set out on the white board

Students can ask for a teacher conference; teachers will offer a workshop if they see that other students would also benefit from similar support. Students sign up for workshops they want to attend, though teachers may sometimes direct them to workshops they specifically need to attend.

This is a photo of the different workshops and who is in each group

Learners set their own weekly priorities

Students at Raroa Normal Intermediate School set their own priorities for each week’s learning:

This is a photo of students setting their priorities in writing

Students know about their learning and achievement

Students at Auckland Normal Intermediate are knowledgeable about how overall teacher judgments (OTJs) are made and contribute to discussions about them. They have this advice for other students:

Don’t abuse the freedom – wasting opportunity to learn – you’ll miss out on learning.

Auckland Normal Intermediate has found the International Baccalaureate (IB) Learner Profile Attributes[26] to be a useful tool when having conversations about learning with students.

Managing change – the process of transition

This is an image of the differing stages of transition on a curve using cartoons

Enabling collaborative planning

Welcome Bay School is focused on teachers working collaboratively, co-constructing the curriculum, developing student agency and being collectively responsible for student success.

Because collaborative teaching is ‘time thirsty’, the principal rearranged the timetable to ‘buy space’ for teachers. The teachers in each hub (syndicate) are released for one afternoon a week, when they meet with the deputy principal, explore student achievement data, and plan curriculum and delivery. This level of collaboration is still relatively new, and school leaders are continuing to explore ways of embedding such practice consistently across the school. Nevertheless, both student achievement and the quality of social interaction (student–student and student–teacher) have improved as a result of the changed approach to teaching.

A lecturer from the University of Waikato, who was a researcher in the school, supported new teachers to link theory to practice. (Whyte, House, & Keys, 2016)

Flexible learning spaces drive pedagogical changes

Since 2004 Auckland Normal Intermediate (ANI) has worked to make its pedagogy more student driven and to create a curriculum that supports holistic development. It has adopted a concept-based curriculum and integrated technology into the inquiry programme. More recently, flexible learning spaces (FLSs) have been a focus for change[27].

When the school first began to open up existing classrooms to create FLSs, teachers were unsure how to make the best use of them. As a result, different teachers used different practices. Leaders and teachers soon realised that they needed to have another look at their pedagogy. This time they made changes to systems for professional learning, curriculum design, teaching practice, teaching as inquiry, and appraisal, and to the timetable. Significantly, they also decided to take the development of student agency a step further by involving students in strategic decisions.

Reading research, attending conferences and visiting other schools all helped senior leaders and teachers refine their educational philosophy. Teachers used cycles of inquiry to build their understanding of what they wanted their innovative learning environment[28] (ILE) to look like. Middle leaders drew the different elements together in a framework (‘the ANI way’) to guide teaching practice across the school.

Our learning commons[29] should promote a modern teaching and learning style. Teachers should not be the fountain of all the knowledge rather they should be facilitating learning. The learning should be student led and the space should be data rich with access to modern technology. The spaces should promote collaboration, make it easier for students to innovate and be creative.

- Principal

A restructured timetable gives students two hours each day to pursue their inquiry work. Collaborative practices, deprivatisation of teaching, and alignment of the appraisal system to valued outcomes have increased accountability and consistency of teaching and learning across the school.

Systems have been adapted to ensure that student voice is heard and valued. Students are represented on the school’s strategic planning and monitoring group, and they attend board meetings. Students give teachers feedback about their teaching and contribute to decisions about what furniture to buy for the learning commons. They help to develop success criteria. They reflect on their own hauora and take steps to improve it.

Auckland Normal Intermediate maintains close links with Pakuranga College. This means that when students start college they can expect a level of continuity in terms of teaching practice and expectations about agency.

Culture supports innovation

In one school a power base was blocking innovation and perpetuating a culture of blame. The senior leaders recognised this and resolved to create a purposeful, professional democracy that would enable innovation and growth. As a first step they commissioned an audit of the staff culture. This was followed by reflection and discussion, which set the scene for change as teachers realised that they could only commit to high-stakes change if the staff culture was characterised by high levels of trust and empowering relationships. The school made the necessary changes and has moved on successfully.

Ngatea Primary School’s learner agency matrix

Ngatea Primary School has developed this learner agency matrix to help students understand and measure their progress against the school’s learning powers.

 This image is a stick drawing of a child

Learner Agency

Being me With support Sometimes Agentic

I know my strengths and my weaknesses.

I am true to myself, am honest and trustworthy.

I choose my attitude.

I ask questions, answer questions and participate confidently.

I know when I need to take break from my learning.

I set goals, work to achieve these, and reflect on my progress.

I plan my time effectively by planning my week and being flexible, adapting, if needed.

I organise myself to be ready to learn.

I make choices to best suit my learning needs and time.

I keep my Learning Blog up-to-date to celebrate, reflect on and share my learning.

I lead workshops, teaching others as a way of sharing my knowledge.

I am aware of I CARE and show I CARE values.

I choose the right learning space for the right learning. Right place. Right time. Right thing.

I celebrate my successes as well as my failures.

I book into workshops based on my learning needs.

I use initiative to think for myself.

I use my initiative to help myself when I am stuck.

I can organise my belongings, have my equipment ready for learning, and tidy up after myself.

Connecting With support Sometimes Agentic

I explore the wider community to support my learning.

I use my device to collaborate, connect and share with others.

I show respect by cleaning up after myself – leaving a space as tidy as I found it.

I show respect by actively listening.

I am a role model by leading others.

I positively participate in all that I do.

I collaborate with lots of different people.

I am aware of others and their learning.

I include all others, showing respect for who they are.

I give, respond to and act on feedback.

I have a voice by asking questions to clarify understanding and contributing confidently to discussions.

I share my progress and learning with my parents/caregivers.

Resilience With support Sometimes Agentic

I am resilient, using guts and grit when things get tough.

I have a growth mindset, thinking positively, and working through things I find hard.

I ask for help, booking into conferences when I need to.

I can slow down to speed up.

I am brave and take risks in my learning.

I do the right thing even when no one is looking.

Curiosity With support Sometimes Agentic

I identify what I am curious about and this drives my learning; what we learn with pleasure we never forget

I inquire by asking driving questions and researching to find answers to these.

I am willing to explore and try new things – be curious!

I ask questions.

I wonder about the world and my learning.

Creativity With support Sometimes Agentic

I can be original.

I can take risks and try new things.

I try to think outside the box.

I am open-minded to different solutions.

I can create new learning from experiences.

I can create something that shares my new learning.                      


[26]  The focus is on developing the student as an inquirer and as a global citizen. See the school website for more detail. Auckland Normal Intermediate is an IB world school, delivering the Primary Years Programme (PYP). This maps onto The New Zealand Curriculum and the Learner Profile Attributes marry well with the key competencies.

[27]   See also  Auckland Normal Intermediate | MLE case study and the  school stories  on  enabling e-Learning teaching.

[28] The  ILE is the complete physical (FLS), social and pedagogical context in which learning occurs.

[29] ‘ Learning commons’ is the term ANI uses for Innovative Learning Environments (ILEs).