Aligning the Talent Quest<br />Professor Paul Dalziel                           AERU, Lincoln University<br />
Mihi<br />E ngātumuaki, e tau nei, tēnākoutoukatoa.<br />Ka tinonuiākumihi o arohaki a koutouitēneirā.<br />Kei temihiahau...
Mihi<br />Education leaders gathered here, greetings to you all. Many are my warm greetings to you today.<br />I acknowled...
Introduction<br />This is a facilitated session based on my work as science leader for the Education Employment Linkages r...
Where in education are we leading?<br />Early childhood education (including kōhanga reo)<br />Primary/intermediate (inclu...
Introducing the Issue<br />In July the New Zealand Institute published a well-received discussion paper on “two proposals ...
‘More ladders, fewer snakes’ proposes that accelerated roll-out of e-learning to low decile schools and improving the scho...
One Symptom of the Issue<br />
Another Distressing Symptom<br />
Summary by the NZ Institute<br />
An Insider’s Perspective<br />Ernie Buutveld is Immediate Past President of the New Zealand Principals’ Federation.<br />H...
An Insider’s Perspective<br />“There is a small number of children in our schools who are struggling – for all sorts of re...
An Insider’s Perspective<br />“There is a small number of children in our schools who are struggling – for all sorts of re...
	There are about 400,000 primary school students in New Zealand, so that the figure of 15% suggests there are 60,000 young...
The Question<br />What does it mean to exercise educationleadership in the context of 60,000 young people struggling at pr...
The Question<br />What does it mean to exercise educationleadership in the context of 60,000 young people struggling at pr...
The Question<br />What does it mean to exercise educationleadership in the context of 60,000 young people struggling at pr...
Elements I prepared earlier…<br />The Big Picture<br />Accountability<br />Teamwork<br />Organisation<br />Upskilling<br />
The Big Picture<br />Facing up to difficult issues<br />Gathering a sound evidence base<br />Using best practice<br />Focu...
Accountability<br />Maintaining accountability to the young people we are seeking to help learn.<br />Empowering young peo...
Teamwork<br />Empowering other leaders<br />Supporting networks<br />Communicating with other parts of the overall system<...
Organisation<br />Organising resources<br />Organising people<br />Organising the right sequence<br />But fostering creati...
Upskilling<br />Upskilling yourself<br />Upskilling your team<br />Upskilling your students<br />
Education Leadership<br />The Big Picture<br />Accountability<br />Teamwork<br />Organisation<br />Upskilling<br />
Conclusion<br />I want to finish this session with an exercise that in a sense we could do only in Aotearoa New Zealand.<b...
Pronouns with Two Groups!!<br />
Mātou and Rātou<br />
Tātou<br />
Conclusion<br />No word in English conveys the power of tātou in te reo Māori.<br />It is an example of why I agree with M...
Education Leadership<br />I think education leadership is about creating TĀTOU from MĀTOU and RĀTOU.<br />The Big Picture<...
Upcoming SlideShare
Loading in …5
×

ELF2011 Prof Paul Dalziel - Strengthening Education - Employment linkages

626 views
524 views

Published on

Published in: Education, Business
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
626
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
10
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

ELF2011 Prof Paul Dalziel - Strengthening Education - Employment linkages

  1. 1. Aligning the Talent Quest<br />Professor Paul Dalziel AERU, Lincoln University<br />
  2. 2. Mihi<br />E ngātumuaki, e tau nei, tēnākoutoukatoa.<br />Ka tinonuiākumihi o arohaki a koutouitēneirā.<br />Kei temihiahauhokikingātaonga o ngātāngatawhenua o Aotearoa.<br />Ka tinonui o tātoumahi; no reira, me āwhinatātouki a tātou.<br />Nātōrourou, nātakurourou, ka oraaiteiwi.<br />Tēnākoutou. Tēnākoutou. Kia oratātoukatoa. <br />
  3. 3. Mihi<br />Education leaders gathered here, greetings to you all. Many are my warm greetings to you today.<br />I acknowledge also the treasures of the tāngatawhenua of New Zealand.<br />We have a lot of work to do, so let us help each other. From your food basket and my food basket, the people will be kept well.<br />Greetings, greetings, may we all enjoy good health. <br />
  4. 4. Introduction<br />This is a facilitated session based on my work as science leader for the Education Employment Linkages research programme.<br />The focus of the session is: What does it mean to exercise education leadership (in the context of a specific issue)?<br />
  5. 5. Where in education are we leading?<br />Early childhood education (including kōhanga reo)<br />Primary/intermediate (including kurakaupapa)<br />Secondary<br />Tertiary (including wānanga)<br />Business/policy<br />
  6. 6. Introducing the Issue<br />In July the New Zealand Institute published a well-received discussion paper on “two proposals to reduce youth disadvantage”.<br />
  7. 7. ‘More ladders, fewer snakes’ proposes that accelerated roll-out of e-learning to low decile schools and improving the school-to-work transition will materially reduce youth unemployment and resulting social issues.<br />
  8. 8. One Symptom of the Issue<br />
  9. 9. Another Distressing Symptom<br />
  10. 10. Summary by the NZ Institute<br />
  11. 11. An Insider’s Perspective<br />Ernie Buutveld is Immediate Past President of the New Zealand Principals’ Federation.<br />He is Principal of Havelock School in the Marlborough Sounds.<br />While he was President of NZPF, he made the following observation about students in New Zealand primary schools. <br />
  12. 12. An Insider’s Perspective<br />“There is a small number of children in our schools who are struggling – for all sorts of reasons. The number varies. The Minister of Education believes the number is one in five. This is still just less than the OECD average of 21%, but significantly higher than the numbers cited by educators and leading academics, who agree the reality in our primary schools is more like 15-16%.”<br />- Ernie Buutveld (2010).<br />
  13. 13. An Insider’s Perspective<br />“There is a small number of children in our schools who are struggling – for all sorts of reasons. The number varies. The Minister of Education believes the number is one in five. This is still just less than the OECD average of 21%, but significantly higher than the numbers cited by educators and leading academics, who agree the reality in our primary schools ismore like 15-16%.”<br />- Ernie Buutveld (2010).<br />
  14. 14. There are about 400,000 primary school students in New Zealand, so that the figure of 15% suggests there are 60,000 young people struggling in our primary schools.<br />
  15. 15. The Question<br />What does it mean to exercise educationleadership in the context of 60,000 young people struggling at primary school?<br />I am NOT asking you for solutions.<br />What does it take to be an educationleader in this context?<br />
  16. 16. The Question<br />What does it mean to exercise educationleadership in the context of 60,000 young people struggling at primary school?<br />Brainstorm ideas for 6 minutes.<br />Write/Draw/Prepare something creative in 6 minutes.<br />
  17. 17. The Question<br />What does it mean to exercise educationleadership in the context of 60,000 young people struggling at primary school?<br />REPORT BACK<br />
  18. 18. Elements I prepared earlier…<br />The Big Picture<br />Accountability<br />Teamwork<br />Organisation<br />Upskilling<br />
  19. 19. The Big Picture<br />Facing up to difficult issues<br />Gathering a sound evidence base<br />Using best practice<br />Focusing on the overall goal<br />Fostering creativity<br />
  20. 20. Accountability<br />Maintaining accountability to the young people we are seeking to help learn.<br />Empowering young people to measure success.<br />
  21. 21. Teamwork<br />Empowering other leaders<br />Supporting networks<br />Communicating with other parts of the overall system<br />Celebrating and rewarding success<br />
  22. 22. Organisation<br />Organising resources<br />Organising people<br />Organising the right sequence<br />But fostering creativity!<br />
  23. 23. Upskilling<br />Upskilling yourself<br />Upskilling your team<br />Upskilling your students<br />
  24. 24. Education Leadership<br />The Big Picture<br />Accountability<br />Teamwork<br />Organisation<br />Upskilling<br />
  25. 25. Conclusion<br />I want to finish this session with an exercise that in a sense we could do only in Aotearoa New Zealand.<br />In preparing this exercise I am indebted to the late Michael King who argued that te reo Māori is an important part of Being Pākehā.<br />
  26. 26. Pronouns with Two Groups!!<br />
  27. 27. Mātou and Rātou<br />
  28. 28. Tātou<br />
  29. 29. Conclusion<br />No word in English conveys the power of tātou in te reo Māori.<br />It is an example of why I agree with Michael King that te reo Māori is an important part of Being Pākehā.<br />“Creating tātou from mātou and rātou” is common in Māori practice.<br />
  30. 30. Education Leadership<br />I think education leadership is about creating TĀTOU from MĀTOU and RĀTOU.<br />The Big Picture<br />Āccountability<br />Teamwork<br />Organisation<br />Upskilling<br />

×