south wairarapa learning and change network 7 th december workshop jo grant
TRANSCRIPT
To ‘map’ the current situation around your schools achievement challenge
To further explore what learning and change networks are really all about
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Focus
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What do you want from a Network (get)
Your understanding about what ‘Learning and
change’ is all about
Believing in people’s capability
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Learning and change knowledge in relation to three big agenda items
R. Burt, 2011
Schooling Improvement
Blended learning
Cultural Identity
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Planning your learning and change agenda(B. Annan, adapted GELP matrix,2012)
Organisation
InstructionCultural & linguisticResponsiveness
Evaluative
Parents family &
whanau
Core
Impro
vem
ent
Supplementary programmes
Innovation
This strategy
acknowledges growing collaboration between schools
catalyses the spread of effective lateral learning and change knowledge/capabilities to lift valued learner outcomes
aims to create partnerships between schools, communities and businesses
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NZ policy environment
Learning and change is rapidly changing
from
vertical hierarchies
to
lateral social and e-learning networks
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Globally
Learning and change now
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Communities
Vertical Learning Dimension
ClassroomsFamilies Internet Iphones/IpadsVirtual games
Schools
Education Authorities
National Policy
Indigenous leaders
Cyberspace
International partnerships
Business partnerships
Horizontal learning dimension
Communities
1. Initial sense-making
2. Confirmation of leader interest
3. Confirm terms of reference
4. Initial data analysis to identify hunch of achievement challenge
5. Agree on package of provider support
6. Complete a self-review of the ministry heat map
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Phase 1, Infrastructure
1. Identify priority achievement challenge
2. Map the current situation
3. Make explicit practices, reasons for using those practices & consequences of use
4. Trends and patterns – capabilities and challenges
5. Plan for changes; practices, reasons & systems
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Phase 2, Understanding
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Delivery framework
Plan
Evaluative probes
Evaluative probes
Profiling
Criteria for Improvement
Year 1 Learning & change strategies
Year 2 Learning & change strategies
Regional Training Programme
Share & critique, learning and change capabilities, WFRC research findings
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What this work is and is notWhat this strategy is about What this strategy is not about
Participants will grow knowledge, capability and responsibility if they are supported/ challenged to do so
View participants as needy
Talk and do things with one another Talk about and do things for others
Encourage respectful practice and theory debates
Impose theories and practices
Identify and seek appropriate supports, e.g. PLD
Take over support role e.g. PLD
Create a balance between adult –led teaching and learner led learning
A pendulum swing from adult to learner control
Check that learning and change has occurred
Assume that learning and change has occurred
Model effective lateral learning and change networking
Expect others to learn and change while you stay put!
Profiling and mappingIn groups of 3 (different schools)
•Explain your ‘hunch’ around school achievement challenge **
1. Participant 1 explains their hunch2. Participant 2 & 3 listens carefully and critiques the
explanation on three counts – questions for understanding, any contradictions made and possible alternatives to the hunch. Person 1 responds to the critique
3. Participant 2 explains hunch and participant 1 & 3 critique
4. Participant 3 explains hunch and participant 1 & 2 critique
**(share, critique and consider altering their/ your thinking)
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Go back to school groups…re discuss hunch in light of the share/ critique conversations. Agree on the wording of the hunch about the achievement challenges to proceed
e.g. improve writing for Maori boys in years 1-3
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So what…now what?
This ‘map’ needs to show: The participants Interactions between the participants Data flows Learning and change tools
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Mapping the situation surrounding the hunch
Check the hunch about the achievement challenge with leaders, teachers, students and families
Complete the ‘mapping’ exercise with leaders, teachers, students and families. Identify trends and patterns in the diagrams within and across groups
Agree on one or two achievement challenges – once again, make appropriate alterations to the hunch about the achievement challenges.
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Next steps…
Groups of three network schools to visit one another to share, critique and alter the achievement challenge hunch and the change priorities
Agree on 2 enthusiasts who will take responsibility to lead the rest of the planning process. These people bring to the next meeting the updated hunch about the achievement challenge and the change priorities that emerged from the mapping exercise.
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Next steps…