Big Idea Day 2


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Big Idea Day 2

  1. 1. The Big Idea Table 1 Moving Forward It is our responsibility to help save and preserve quality state education in Aotearoa using logic, reliable and valid research, and whahama.
  2. 2. The Big Idea Table 2 Moving Forward Outside influences are important and educators need to push Government policy and keep fighting this to alleviate social inequality and injustice.
  3. 3. The Big Idea Table 3 Moving Forward In order to move forward, we need to take back our profession! To do that we need informed teachers who understand the ramifications of actions and decisions, and who can and will involve parents, colleagues and community.
  4. 4. The Big Idea Table 4 Moving Forward Have high expectations for our students, bearing in mind that we cannot control all the variables and we need to know this and seek support and acknowledgement for this – teaching and learning is a partnership.
  5. 5. The Big Idea Moving Forward Outside influences impact hugely on what happens in the classroom. Distribution of wealth and poverty have a huge impact. Table 5
  6. 6. The Big Idea Table 6 Moving Forward All New Zealand children who get the required holistic (physical, cultural, spiritual, intellectual) resources, support and nurture do very well in the NZ education system. This holistic approach and requirement needs to drive education policy.
  7. 7. The Big Idea Table 7 Moving Forward Research shows that it takes a community to raise a child. Is the GERM the future we want for the next generation?
  8. 8. The Big Idea Moving Forward Your vote counts. Kids aren’t for sale. They are not an asset for big business. Table 7
  9. 9. The Big Idea Moving Forward Make politicians/decision-makers accountable for the poverty in New Zealand. Table 8
  10. 10. The Big Idea Table 9 Moving Forward It takes a whole village to raise a child. Context Context Context
  11. 11. The Big Idea Table 10 Moving Forward We as educators need to protect the spiritual, emotional and social wellbeing of our children by reframing their learning progress using a developmental continuum model rather than achievement levels judged at Well Below, Below, At, and Above labels.
  12. 12. The Big Idea Table 11 Moving Forward Teachers do an amazing job with 10% of a child’s time and it is time to look at external issues (socio-economic, equity, cultural, family and community factors) to support education opportunities for learning. Teachers need to debunk the “research” myths with thousands of conversations using the TRUTH. …
  13. 13. The Big Idea Moving Forward Communicate with the community about the impact of equity on learning outcomes. Table 11
  14. 14. The Big Idea Moving Forward We need a system focused on learning not performance. Table 12
  15. 15. The Big Idea Moving Forward Deflect misplaced blame for socio-economic ills. Advocate for our students. Know your students, know your community, Teachers need to be politically active in the wider sense. Table 13
  16. 16. The Big Idea Moving Forward We have got to be strong and adhere to our calling and be proud of, and vocal about, what we are achieving in schools. Table 15
  17. 17. The Big Idea Table 16 Moving Forward Society needs to build strong links and relationships within their community and value it. We need strong cultures and schools compatible with these. Reform is related to patterns of social regulation (Barbara Comber – Popkewitz 1991)
  18. 18. The Big Idea Table 17 Moving Forward Nurture the whole child: schools/teachers need to have high expectations for success and value the cultural capital that students bring to school and the hopes/aspirations of parents/families/whanau. Culture has the power to reduce educational inequality.
  19. 19. The Big Idea Table 18 Moving Forward • • • • We need to keep strong. Others internationally are looking at us for direction and advice. Keep connections Inquiry of teaching practice Action research in schools Challenge policy makers and the wider community. Show/tell them what works.
  20. 20. The Big Idea Table 19 Moving Forward Outside the school influences have the greatest effect on children’s results in testing scores. We need social and economic policies that decrease inequality in our society.
  21. 21. The Big Idea Moving Forward Teaching and learning need to have the child at the centre. They need to be holistic, and have a researched, co-constructive, and collaborative approach involving school, teachers, pupils, whanau and the community. Table 20
  22. 22. The Big Idea Moving Forward We need to get education and educationalists heard by politicians and backed up by the professional researchers in our society of Aotearoa. Table 21
  23. 23. The Big Idea Table 22 Moving Forward Learning and success requires the development of strong partnerships within and across schools and communities, based on valuing everyone while acknowledging the cultural and whanau influences that impact on us all.
  24. 24. The Big Idea Table 23 Moving Forward WE need to focus on the whole child, not National Standards data. (WE – whanau, iwi, community, BOT, Ministry of Education, principals, teachers and other agencies).
  25. 25. The Big Idea Table 24 Moving Forward Schools are not the determining factor for student achievement. It is a myth that we live in an equitable society – our society is inequitable. We need to dispel the illusions – stop the lies. How do we do this?
  26. 26. The Big Idea Moving Forward “Challenge the deficit thoughts.” Table 25
  27. 27. The Big Idea Moving Forward Your voice is important. Table 27
  28. 28. The Big Idea Table 28 Moving Forward Inequality and poverty are areas exerting the greatest influence on success. Teachers need to take pride in the success of their efforts in recognising and holding onto what is important for children.
  29. 29. The Big Idea Table 28 Moving Forward We need to have a culture of continuous improvement - using the lessons of the past to contribute to the pathway forward.
  30. 30. The Big Idea Table 29 Moving Forward It’s time for a U-turn. The issues of poverty and inequality need to be addressed. • We need to better use the NMSSA (old NEMP) data • It’s not a data problem but what you do with it and how you use it.
  31. 31. The Big Idea Moving Forward • We need to avoid following the leads of Australia and the USA. • We need to talk to our communities and parents, and tell them what is necessary for quality public education. • Get parents to share their stories. Table 30
  32. 32. The Big Idea Moving Forward “Power of culture, language and whanau.” We need to implement this right through the worksites. Table 31
  33. 33. The Big Idea Moving Forward Why is our Public Service not performing a service to the public by deconstructing international schools’ data and informing the public? Table 32
  34. 34. The Big Idea Table 33 Moving Forward The impact of in-school factors in cohort achievement is low – out of school factors have the major impact. So what can educators do? • Position children as experts/researchers • Position whanau as experts/researchers • Acknowledge the child/whanau – walk beside them.
  35. 35. The Big Idea Table 33 Moving Forward What can be counted, does not always count, what cannot be counted must be valued. We must keep faith with these things.
  36. 36. The Big Idea Moving Forward Turn the data around (disaggregate, integrate etc) to debunk the GERM myths Table 34