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Similar to Applicant Presentation (20)
Applicant Presentation
- 1. Stonefields School Endless Opportunities and Possibilities ...
- 2. Making Dreams Come True
- 3. Making Dreams Come True
- 7. Ben a Foundation Learner The sod is turned
- 9. Our Zone
- 10. Our purpose ... • We are here to serve our learners and their families through improving student outcomes. • Provide an astonishing educational experience for every single learner • ‘Wego not Ego’ - Collectively collaborate to create a learning organisation that continuously learns, grows, changes and has fun along the way.
- 11. Outcome • Grow learners that are curious, wondrous, mindful, inquiring, reflective and happy.
- 13. Our Vision Making Meaning Building Learning Capacity Develop tools, strategies, skills and Relating,Contributing and Know, believe and stretch self as a learner Break Through knowledge to develop conceptual Achieve success and happiness in learning understandings to make meaning Participating and life. Citizenship - Relate, connect and value Fulfilling Purpose difference and diversity in people. Make a contribution Stonefields School is a community ... nurturing, inspiring and challenging learners to actively understand, push boundaries and achieve success in learning for life.
- 14. The Brand
- 16. Are you ready to be part of a dynamic team?
- 17. Are you ready to be part of a dynamic team? Enjoy
- 18. Are you ready to be part of a dynamic team? Enjoy • activating learning • collaborating and sharing • getting stuck in • tackling challenges flexibly •innovating and pushing boundaries • e-learning • having fun • reflecting and learning
- 19. Are you ready to be part of a dynamic team? Enjoy Do You ... • activating learning • collaborating and sharing • getting stuck in • tackling challenges flexibly •innovating and pushing boundaries • e-learning • having fun • reflecting and learning
- 20. Are you ready to be part of a dynamic team? Enjoy Do You ... • activating learning • cause learning; how do you know • collaborating and sharing • getting stuck in • tackling challenges flexibly •innovating and pushing boundaries • e-learning • having fun • reflecting and learning
- 21. Are you ready to be part of a dynamic team? Enjoy Do You ... • activating learning • cause learning; how do you know • collaborating and sharing • team plan and teach • getting stuck in • tackling challenges flexibly •innovating and pushing boundaries • e-learning • having fun • reflecting and learning
- 22. Are you ready to be part of a dynamic team? Enjoy Do You ... • activating learning • cause learning; how do you know • collaborating and sharing • team plan and teach • getting stuck in • do what ever it takes • tackling challenges flexibly •innovating and pushing boundaries • e-learning • having fun • reflecting and learning
- 23. Are you ready to be part of a dynamic team? Enjoy Do You ... • activating learning • cause learning; how do you know • collaborating and sharing • team plan and teach • getting stuck in • do what ever it takes • tackling challenges flexibly • spiral up, take risks •innovating and pushing boundaries • e-learning • having fun • reflecting and learning
- 24. Are you ready to be part of a dynamic team? Enjoy Do You ... • activating learning • cause learning; how do you know • collaborating and sharing • team plan and teach • getting stuck in • do what ever it takes • tackling challenges flexibly • spiral up, take risks •innovating and pushing • revel in making a difference to boundaries student outcomes • e-learning • having fun • reflecting and learning
- 25. Are you ready to be part of a dynamic team? Enjoy Do You ... • activating learning • cause learning; how do you know • collaborating and sharing • team plan and teach • getting stuck in • do what ever it takes • tackling challenges flexibly • spiral up, take risks •innovating and pushing • revel in making a difference to boundaries student outcomes • e-learning • embed IT practices; it is part of you • having fun • reflecting and learning
- 26. Are you ready to be part of a dynamic team? Enjoy Do You ... • activating learning • cause learning; how do you know • collaborating and sharing • team plan and teach • getting stuck in • do what ever it takes • tackling challenges flexibly • spiral up, take risks •innovating and pushing • revel in making a difference to boundaries student outcomes • e-learning • embed IT practices; it is part of you • having fun • Laugh out loud • reflecting and learning
- 27. Are you ready to be part of a dynamic team? Enjoy Do You ... • activating learning • cause learning; how do you know • collaborating and sharing • team plan and teach • getting stuck in • do what ever it takes • tackling challenges flexibly • spiral up, take risks •innovating and pushing • revel in making a difference to boundaries student outcomes • e-learning • embed IT practices; it is part of you • having fun • Laugh out loud • reflecting and learning • actively show your learners how you learn
- 28. Key Enablers Design
- 29. Design “Look at your learning space with 21st century eyes: Does it work for what we know about learning today or just for what we knew about learning in the past?”
- 34. Is your current classroom practice governed by how things could be or how they have always been? Are you willing to change?
- 35. Key Enablers Design
- 36. Key Enablers Environment as the third teacher Design
- 37. Environment as the Third Teacher Education must come to be recognised as the product of complex interactions, many of which can only be realised when the environment is a fully participating element Loris Malaguzzi, Founding Director, Reggio Emilia Educational Project
- 39. Make it new “Look at your learning space with 21st- century eyes: Does it work for what we know about learning today, or just for what we knew about learning in the past?” Sir Ken Robinson
- 41. Mood Boards
- 42. Flexible Mood Boards
- 43. Flexible Mood Boards Purposeful
- 44. Flexible Mood Boards Purposeful Collaborative
- 45. Flexible Mood Boards Purposeful Everyone a learner Collaborative
- 46. Flexible Mood Boards Purposeful Everyone a learner Collaborative
- 47. Flexible Mood Boards Student voice Purposeful Everyone a learner Collaborative
- 50. Continuous Improvement Professional
- 51. Continuous Improvement Professional Valued and Respected
- 52. Continuous Improvement Professional Valued and Respected Comfortable
- 53. Continuous Improvement Professional Valued and Respected Comfortable We-go not Ego
- 54. Why Open up the Space? • Authentic - real life • Purposeful spaces • Collaborative students and Teachers - Relationships • Transparency, high trust • Ownership, engagement and empowerment • Pooling strengths, talents and resources • Flexibility
- 55. Form Follows Function It seems obvious but is often forgotten: Teaching and learning should shape the building not vice versa.” Dieter Rams
- 56. Environment
- 58. Open Space
- 59. Open Space
- 60. Teacher Voice
- 61. Teacher Voice
- 62. Could you work collaboratively with your colleagues in a space with few walls? Imagine how it might work...
- 63. Key Enablers Environment as the third teacher Design
- 64. Key Enablers Environment as the third teacher Design Collaboration at every level
- 65. Collaboration It takes a village to raise a child African Proverb Research indicates that learning is most effective when it is active, involves working on real tasks in collaboration with others - in both virtual and physical settings. In this environment a sense of community and collaboration are important elements and trusting collaborative relationships are formed.
- 66. Social Constructivism Vygotsky Personal r SOCIAL R
- 68. People, People, People He Tangata, he tangata ,he tangata • Relationships are critical (Assessment for learning) • Students of the future will need to actively collaborate and problem solve. They will intentionally have to seek out people to collaborate with. Traditionally the connections have been limited to a classroom of students. A larger community provides for more opportunities.
- 69. How excited are you by the idea of true, deep, engaging collaboration to ensure learning capacity is achieved?
- 70. Key Enablers Environment as the third teacher Design Collaboration at every level
- 71. Key Enablers Environment as the Effective Teaching Practice third teacher Design Collaboration at every level
- 72. Teacher Effectiveness Teachers who inquire into their practice and use evidence have a positive influence on student outcomes As Hattie states it’s not that all teachers make a difference to student outcomes, it’s what some teachers do that makes the difference.
- 73. Draft Concept - Teacher Effectiveness
- 74. Our CORE BUSINESS is LEARNING. We expect our staff to role model deep learning with their learners, errors and successes. Are you truly a learner? What are you currently engaging with that is challenging, boundary pushing and personally fulfilling?
- 75. Key Enablers Environment as the Effective Teaching Practice third teacher Design Collaboration at every level
- 76. Key Enablers Environment as the Effective Teaching Practice third teacher Design e Learning Collaboration at every level
- 77. e-Learning Today’s students represent the first generations to grow up in a world where information and communications technologies (ICT) are ubiquitous ... ...The social nature of learning is enhanced in spaces that encourage both formal and informal communities ... ... real-time communication and collaboration Learning spaces Framework NZ and Australia
- 79. We believe the success of implementing e learning boils down to the teacher’s attitude. What sort of an attitude, skill level and commitment do you have towards embracing IT as a critical learning enabler? We seek e-learning problem solvers, innovators, creators and boundary pushers.
- 80. Key Enablers Environment as the Effective Teaching Practice third teacher Design e Learning Collaboration at every level
- 81. Key Enablers Environment as the Effective Teaching Practice third teacher Design Resourcing e Learning Collaboration at every level
- 82. Some Questions to reflect on if you would like to be part of Stonefields School • Why teach, what drives you to do what you do? • Why would a Stonefields School learner want to be taught by you? • What will you contribute to the developing, collaborative, innovative Stonefields School learning community?
- 84. How Brave are you?
- 85. Come fly with us