big idea day 2
TRANSCRIPT
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The Big IdeaMoving Forward
It is our responsibility to help save and preserve quality state education in
Aotearoa using logic, reliable and valid research, and whahama.
Table 1
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The Big IdeaMoving Forward
Outside influences are important and educators need to push Government
policy and keep fighting this to alleviate social inequality and injustice.
Table 2
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The Big IdeaMoving 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.
Table 3
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The Big IdeaMoving 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.
Table 4
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The Big IdeaMoving Forward
Outside influences impact hugely on what happens in the classroom.
Distribution of wealth and poverty have a huge impact.
Table 5
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The Big IdeaMoving 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.
Table 6
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The Big IdeaMoving Forward
Research shows that it takes a community to raise a child.
Is the GERM the future we want for the next generation?
Table 7
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The Big IdeaMoving Forward
Your vote counts.
Kids aren’t for sale. They are not an asset for
big business.
Table 7
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The Big IdeaMoving Forward
Make politicians/decision-makers accountable for the poverty in New
Zealand.
Table 8
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The Big IdeaMoving Forward
It takes a whole village to raise a child.
Context
Context
Context
Table 9
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The Big IdeaMoving Forward
We as educators need to protect the spiritual, emotional and social well-
being 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.
Table 10
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The Big IdeaMoving 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. …
Table 11
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The Big IdeaMoving Forward
Communicate with the community about the impact of equity
on learning outcomes.
Table 11
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The Big IdeaMoving Forward
We need a system focused on learning
not performance.
Table 12
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The Big IdeaMoving 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
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The Big IdeaMoving 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
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The Big IdeaMoving 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)
Table 16
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The Big IdeaMoving 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.
Table 17
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The Big IdeaMoving 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.
Table 18
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The Big IdeaMoving 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.
Table 19
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The Big IdeaMoving 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
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The Big IdeaMoving 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
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The Big IdeaMoving 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.
Table 22
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The Big IdeaMoving 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).
Table 23
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The Big IdeaMoving 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?
Table 24
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The Big IdeaMoving Forward
“Challenge the deficit thoughts.”
Table 25
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The Big IdeaMoving Forward
Your voice is important.
Table 27
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The Big IdeaMoving 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.
Table 28
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The Big IdeaMoving Forward
We need to have a culture of continuous improvement - using the lessons of the
past to contribute to the pathway forward.
Table 28
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The Big IdeaMoving 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.
Table 29
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The Big IdeaMoving 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
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The Big IdeaMoving Forward
“Power of culture, language and whanau.”
We need to implement this right through the worksites.
Table 31
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The Big IdeaMoving Forward
Why is our Public Service not performing a service to the public by deconstructing international schools’
data and informing the public?
Table 32
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The Big IdeaMoving 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.
Table 33
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The Big IdeaMoving Forward
What can be counted, does not always count,
what cannot be counted must be valued.
We must keep faith with these things.
Table 33
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The Big IdeaMoving Forward
Turn the data around (disaggregate, integrate etc) to debunk the GERM
myths
Table 34