Big Idea Day 1


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Big Idea Day 1

  1. 1. The Big Idea Table 1 Taking Stock NZ teachers, support staff and principals are in the job to make a difference and do right by their students. They see their students as individuals who have connections to whanau, communities, their school and each other. They recognise the need to see the child as a whole person not data points . They contextualise!
  2. 2. The Big Idea Taking Stock We need to find ways to retain and extend the rich curriculum we have, recognise our highly skilled teachers and resist the reductive accountability forces circulating globally. Our question is, how do we ignite teachers and the public in this cause? Table 2
  3. 3. The Big Idea Table 3 Taking Stock It is crucial that NZ education is holistic – covering the individual needs of our children (with the emphasis on developing relationships).
  4. 4. The Big Idea Taking Stock The Government must work to implement and embed educational governing bodies that are kept free from political influence and are truly representative of all the voices in the sector. Table 4
  5. 5. The Big Idea Taking Stock The curriculum has been narrowed through National Standards. Creativity is a way to the future. Table 5
  6. 6. The Big Idea Taking Stock NZ’s rich and broad curriculum is in danger of being narrowed by the impact of Government policy on the professional autonomy and reflective practice of the classroom teacher. Table 6
  7. 7. The Big Idea Taking Stock Celebrate inclusivity ‘Flourishing’ the whole child Table 7
  8. 8. The Big Idea Table 8 Taking Stock Collaborate regionally, between community (teachers, schools, parents), politicians and policymakers. • Trust teachers • Value the whole child • Build on children’s strengths; recognise those strengths.
  9. 9. The Big Idea Taking Stock Value and celebrate hauora in NZ education to ensure our uniqueness. Table 9
  10. 10. The Big Idea Table 10 Taking Stock We can’t make fair and equitable judgements about, and comparisons between, children and schools. BUT we can keep our focus on the child and continue to provide opportunities and implement a broad based, child centred curriculum that focuses on the holistic learning achievement and progress of children.
  11. 11. The Big Idea Table 11 Taking Stock Teachers continue to have a mind-set of valuing a rich range of accountability and professionalism including teacher autonomy with flexibility, a wide curriculum, a holistic focus on the strengths of the child while understanding the context of student learning. This needs to take place in partnership with their communities and be supported by government policy.
  12. 12. The Big Idea Table 12 Taking Stock Put the narratives back into data to show complexity of learning and development to influence policy, parents and professionals. We value the ability of the curriculum to be responsive to communities.
  13. 13. The Big Idea Taking Stock Be optimistic about our quality education system and hold on to what is not negotiable. Table 13
  14. 14. The Big Idea Table 14 Taking Stock Let’s use our collective voice to continue to promote the key ideas from current qualitative research e.g. RAINS and BES to dispel the myths of GERM and current government initiatives.
  15. 15. The Big Idea Table 15 Taking Stock The only way forward is for Education and Social Policies working together to address inequity.
  16. 16. The Big Idea Taking Stock We need: • Clarity about what we value. • Collaboration. • A voice! • Heads up – focus on the big picture. • Child-focused Table 16
  17. 17. The Big Idea Table 17 Taking Stock Inequality in society is a global education issue. We need to value the uniqueness of each child/whanau/teacher/school/ community/country – who we are and where we have come from (the contextual difference), but look for wider opportunities.
  18. 18. The Big Idea Table 18 Taking Stock What’s good: • Diversity – within each community and teaching staff. We need to build on the view of the whole child. This relates to the skills that each student brings to the classroom • Key competencies – should be included in our teaching practices not through measurement and testing. …
  19. 19. The Big Idea Taking Stock We must know what is important is the education sector and hold onto this in order to make a difference. Accountability is important. It is right that the public has this expectation. It is the area of focus that is wrong. Table 18
  20. 20. The Big Idea Taking Stock There is a need to maintain professional autonomy. The profession needs to define what an effective teacher is. Table 19
  21. 21. The Big Idea Table 20 Taking Stock Globalisation and data based decision making are having a negative impact on teaching and learning in many diverse ways and do not recognise • the value added by schools and communities • the important influence of inequality.
  22. 22. The Big Idea Table 21 Taking Stock We would like to investigate alternative accountability models that value students’ progress in context. We need to continue to support and fight for our Quality Public Education!
  23. 23. The Big Idea Taking Stock Our NZ Curriculum encouraged the development of local, contextualised communities of learners who value authentic, purposeful learning. But this been derailed by bureaucratically-mandated compliance requirements (BUGS) Table 22
  24. 24. The Big Idea Table 23 Taking Stock As teachers we need to reclaim our professional status and role in society, and play a more active part in policy direction and development. …
  25. 25. The Big Idea Taking Stock Build on the teacher’s/school’s ability to be responsive to each child both culturally (with all that means) and educationally. Table 24
  26. 26. The Big Idea Taking Stock Look for ways we can address social justice at a teaching level. It is important that schools have the autonomy to respond to the needs of the community and students. Table 24
  27. 27. The Big Idea Taking Stock Mahi Tahi To grow and to be stronger together. Table 25
  28. 28. The Big Idea Taking Stock How can we work towards greater influence of our policy makers with regards to social equity, which in turn would increase educational achievement? Table 26
  29. 29. The Big Idea Table 27 Taking Stock We are high-performing in our results BUT we have low equity. It’s not a level playing field for students. How can we as teachers influence policy that affects equity?
  30. 30. The Big Idea Taking Stock As the resolve of teachers is to put children’s learning first, government policy should be focussed to ensure numbers don’t dominate, context is recognised and inequity is addressed. Table 28
  31. 31. The Big Idea Taking Stock “Edubusiness free” New Zealand Table 29
  32. 32. The Big Idea Table 30 Taking Stock Any discussion about education has to be contextual. Education/children’s learning needs to be informed by evidence and educational dialogue, not driven by de-contextualised data.
  33. 33. The Big Idea Table 31 Taking Stock How do we achieve equity? Use the NZ Curriculum. Inform politicians. The negatives of the GERM include: narrowing of the curriculum; loss of school support services; loss of learning media; threats to collegiality; and performance requirements
  34. 34. The Big Idea Table 32 Taking Stock To measure success and achievement in schools. We need a complex understanding of all the facets of performance and equity. National Standards and data reform do not address these.
  35. 35. The Big Idea Table 33 Taking Stock We want to hold on to our holistic childcentred, rich, varied, diverse, real, relevant, unique, context-sensitive, ‘kiwi’ education while recognising the best of the global context. …
  36. 36. The Big Idea Table 33 Taking Stock We must enhance what we already have in NZ schools by building trusting relationships between schools, parents, BoTs, communities and society.
  37. 37. The Big Idea Table 34 Taking Stock Contextualise for holistic child-centred powerful learning. Prepare all children to be life-long learners in a global society.