the hps national strategic framework · 1 day ago · learning objectives: (what participants...
TRANSCRIPT
The HPS National Strategic Framework
Webinar:
Effective engagement with
School Communities
17 and 23 April 2012
Effective engagement with school communities requires:
• An understanding of the current school context and inquiry processes happening at all levels
• A clear understanding of the HPS national strategic intent and the Inquiry Process
• Interdependent relationships based on trust and challenge
• Sharing of evidence around how the relationship between health and education improves outcomes for students
Learning objectives: (what participants should know or be able to do at the end of the session)
Participants will have a better understanding about:
• School community context:
> Self-governing schools
> Key school drivers
> Maori, Pasifika and those with special needs
> School charters
> National and local curriculum
• Relationships with school communities
• HPS Strategic Intent and Inquiry Process
• Importance of articulating relevant evidence
Health Promoting Schools National Leadership Service
Objectives
• to provide national direction and support for HPS in New Zealand
• to develop an approach for delivery of HPS in New Zealand that supports national consistency and evidence-based best practice
• to increase the effectiveness of HPS in achieving student health and educational outcomes.
The Ministry has required in this 6 month contract that Cognition:
• communicate, discuss and unpack the framework with health, education and social service agencies working in schools
• support the development of regional inter-agency collaboration
• provide blended learning opportunities including online forums
• gather evidence of already existing practices and case studies that align with the framework
This National HPS National Strategic Framework is based on:
• a literature review of international and national best evidence and practice
• a sector needs analysis conducted in May 2010
• comprehensive consultation with the New Zealand HPS and education workforce and stakeholders, including feedback received at the National Hui in August 2010
• feedback and guidance from a number of strategic advisory groups and an extensive consultation process in multiple contexts
International models cannot be cut and pasted into the New Zealand context
NZ has a unique context...
1. Geographically isolated, national clusters and networks
2. Diverse school communities
3. Treaty of Waitangi
4. Self governing (Tomorrow’s Schools), evidence-based inquiry, develop own curriculum
Enabling people to take “control of their own lives and
taking control of their children’s schooling”
Former Minister of Education Wyatt Creech
Big Picture Policy – Health and Education
• Emphasis on value for money/evidence of impact
• More targeted government spending
• Considerable central direction
• Emphasis on ‘front-line’ delivery
New Model of Support Provision by MoE
• Contestable
• Targeted: underperforming schools
• Targeted: Maori, Pasifika and children with Special Educational Needs
• Culturally responsive pedagogy
• Evidence of impact – data driven
Health is a determinant of Education
Education is a determinant of Health
and the same can be said for
social context….
Bi-cultural partnership between Maori and the Crown
Te Tiriti o Waitangi
Government Goals
Economic growth that delivers greater prosperity security and opportunity for New Zealanders
Developing skills enabling citizens to reach their potential and
contribute to the economy and society
Ministry of Health Strategic Direction
Ministry of Education Strategic Direction
New Zealand economic growth is
supported
New Zealanders live longer, healthier and more independent
lives
Good health and independence are
protected and promoted
More unified and improved health and
disability system
Health and disability systems services are trusted and can be
used with confidence
Health Priority Outcomes
A world leading education system that equips all New Zealanders with the knowledge , skills and values to be
successful citizens in the 21st century
Increased opportunity for
children to participate in quality
Early CE
Every child achieves literacy and
numeracy levels that enables success
Every young person has the skills and qualifications to
contribute to their and New Zealand’s
future
Māori enjoy educational success
as Māori
Education Priority
Outcomes
•The New Zealand Health Strategy •He Korowai Oranga: Maori Health Strategy •Ala Mo’ui: Pathways to Pacific Health and Wellbeing
•The New Zealand Education Strategy
•Pasifika Education Plan
•Kahikitia Education Strategy
Participation in health and disability
sectors
Effective health services
Working across sectors
Presence Engagement Achievement
through quality relationships
Health
Promoting
Schools Long
Term Outcomes
Improved educational outcomes
Accelerated equity Improved Whānau
wellbeing
Nationally consistent HPS services
Development of Whānau and communities
Health is a
determinant
of education
Education is
a determinant
of health
Health
Promoting
Schools values
and principles
Partnership between Maori and the Crown
Government Goals
Economic growth that delivers greater prosperity security and opportunity for New Zealanders
Developing skills enabling citizens to reach their potential and
contribute to the economy and society
Ministry of Transport Strategic Direction
Ministry of Education Strategic Direction
•A strong and continuing focus on economic growth and productivity •Value-for-money •Road safety
Improvements in the provision of infrastructure and services that enhance transport efficiency and lower the cost of transportation
Reductions in road deaths and serious injuries
Contributions to positive health outcomes
Transport Priority
Outcomes
A world leading education system that equips all New Zealanders with the knowledge , skills and values to be
successful citizens in the 21st century
Increased opportunity for
children to participate in quality
Early CE
Every child achieves literacy and
numeracy levels that enables success
Every young person has the skills and qualifications to
contribute to their and New Zealand’s
future
Māori enjoy educational success
as Māori
Education Priority
Outcomes
•Safer Journeys Strategy and Safer Journeys Action Plan “A safe road system increasingly free of death and serious injury” Safe System Approach
•The New Zealand Education Strategy
•Pasifika Education Plan
•Kahikitia Education Strategy
safe speeds safe vehicles safe road use Presence Engagement Achievement
through quality relationships
Health
Promoting
Schools Long
Term Outcomes
Improved educational outcomes
Accelerated equity Improved Whānau
wellbeing
Nationally consistent HPS services
safe roads and roadsides
Health and
safety is a
determinant
of education
Education is
a determinant
of health and
safety
Health
Promoting
Schools values
and principles
1. What 3 strategies have the MOH and 3 plans
the MOE have put in place to accelerate
equity?
2. Looking at those strategies, what groups are
they aimed at? What do you notice?
3. What 3 outcomes is HPS working to achieve
that support both the health and education
sector?
4. What are MSD and transport strategies? Are
they aimed at the same groups in our society?
No silver bullet!
• International and national research shows there is no one action that will improve health, educational and social outcomes…
• It is a combination of actions that accelerate equity in health and educational outcomes!
Ministry of Education valued outcomes
• Purpose of the governments initiatives are:
> to accelerate achievement of Maori, Pasifika and vulnerable groups
> student engagement
> students gaining qualifications they need to succeed
• Promotion of good health and independence
• More unified and improved health and disability system
• Health and disability services are trusted and can be used with confidence
Ministry of Health valued outcomes
At a local level...
Schools and boards are focused on
raising student achievement
The Governance - Management Partnership & Interface
Management
Governance
Operational
Planning
Intentional Strategic
Planning
Governance
Policy /
Procedure
Operational
Policy /
Procedure
Charter
Strategic
Plan and
Annual
Plan
Student /
school
performance
priorities and
targets
Achievement Outcomes
The role of the Board is to ask questions so that they can make evidence based decisions
Trustees and schools ask key questions about
how...
do we know what we want for our students?
well are our students doing?
do we check that all of our students are learning?
do we know if our curriculum meets the needs of students?
do we know if our staff are doing a good job?
do we know if our school is a safe and healthy place?
are we managing our assets wisely?
are we keeping in touch with our community?
Trustees & schools evaluate
evidence/data in the following areas of responsibility:
Plans & policies
Student achievement
Student engagement
Learning programmes
Employment
School climate & environment
Asset management
Community consultation & reporting
The data is from:
Planning & policy documents
Achievement reports
Student databases
Curriculum reports
Appraisal reports
Health & Safety reports
Financial & property reports
Community feedback reports
Summary: Inquiry informs planning for improved student achievement
Targets
Annual Plan
3-5 Year Strategic Plan
Vision, mission, values, special character General
Specific
A basic strategic planning cycle (inquiry) at all levels in a school - Board, management, syndicate, department, subject
Planning
Design / Development
Implementation
Evaluation
Mission statement
Values statement
Vision statement
Strategic section
3-5 year plan
Annual targets
Annual report
The Charter
Legislation
Government
requirements
(submitted to MoE annually)
• National Education
Guidelines (NEGs)
• National
Administration
Guidelines (NAGs)
• National Curriculum
Statements
New requirement
BOT’s submit their charter to the MOE annually
• Report on targets in annual plan
• Particular interest in reporting on progress of actions taken to accelerate achievement for Maori, Pasifika and vulnerable communities
No silver bullet – no one thing will solve inequity
Needs targeted, prioritised, co-ordinated approach in
schools
Ka Hikitia, Pasifika Education Plan and Special Education Plan (PEAR) valued outcomes (HPS measures?)
• Presence
• Engagement students and whanau’ s attitudes towards schooling (sense of belonging) and their participation in school activities
• Achievement through the development of quality relationships between students and adults and adults and adults in the community
NZARE Te Kotahitanga -Russell Bishop
• Time phases 1-4 in 49 secondary schools in NZ since 2001.
Discursive
Relationships scale
Discursive =prior knowledge, feedback,feedforward, co-construction,
students in charge of their own learning
High level of teaching skills high level of caring =success for Maori
students
But wait there is more…
• Relationships should be Whānaungatanga • Participation, leadership and empowerment of staff, students,
parents/Whānau and the wider school community
• Respect collective and individual rights
• Equity and social justice
• Places the disempowered first
• Involves democratic processes
• School community owned and driven
• Uphold self determination
• Embrace partnership and diversity
• Obtain informed community consent
• Regularly celebrate successes
• Increased cross-agency support and collaboration in schools
• Student voice and leadership
• Paulo Freire “The opressed”
What process works in NZ schools to improve outcomes for students
• Use a range of evidence to inquire into the effectiveness of everyone’s practices
• Decide what should stay because it is working
• Decide what needs to change and how
• Provide opportunities for the school community to plan actions to address the changes
• Check the effectiveness of everyone’s efforts
• Identify new challenges that form a new cycle
(BES, Timperley and Parr, 2010)
The road map for teaching and learning is the New Zealand Curriculum at
National
School
Classroom
National New Zealand Curriculum
Mission statement
Values statement
Vision statement
Strategic section
3-5 year plan
Annual targets
Annual report
The Charter
Legislation
Government
requirements
(submitted to MoE annually)
• National Education
Guidelines (NEGs)
• National
Administration
Guidelines (NAGs)
• National Curriculum
Statements
School curriculum
Classroom curriculum
Inquiry into teaching-learning relationship
The New Zealand Curriculum
•Teaching as inquiry (Teacher)
•Inquiry based learning (Student)
•Board and school self review-curriculum
What we believe vision, values, principles, strategic and annual plans and
targets The bi-cultural bridge
How we practice our
beliefs Students, Staff and Whānau
how we understand our beliefs
do we know what we want for our students?
well are our students doing?
do we check that all of our students are learning?
do we know if our curriculum meets the needs
of students?
do we know if our staff are doing a good job?
do we know if our school is a safe and healthy place?
are we managing our assets wisely?
are we keeping in touch with our community?
Plans & policies
Student achievement
Student engagement
Learning programmes
Employment
School climate & environment
Asset management
Community consultation & reporting
Planning & policy documents
Achievement reports
Student databases
Curriculum reports
Appraisal reports
Health & Safety reports
Financial & property reports
Community feedback reports
drive & reflected
in
Trustees & staff evaluating
evidence/data in the
following areas of
responsibility:
The data is from:
Trustees and staff asking
key questions about
how……
For example; • Treaty of Waitangi:
• Te Tiriti o Waitangi
• Whanaungatanga: • Manulauti o So'otaga i Gafa ma Va-
fealoaloa'I (strengthening relationships)
• Kotahitanga:
• So'otaga Vavalalata i A'oa'oga (partnership in learning, reciprocity)
• Rangatiratanga:
• Tomatau / Si'itia Tulaga/ Limata'ita'ina ai (uplifting, growing, leadership, digital citizenship)
drive & reflected
in
monito
r & re
vie
w
monito
r & re
vie
w
School Community Developed Charter (vision, values, principles, strategic and annual plans and
targets that align with NZC)
Attitudes and
Behaviour Students, Staff and Whānau
Practices and
Processes
do we know what we want for our students?
well are our students doing?
do we check that all of our students are learning?
do we know if our curriculum meets the needs
of students?
do we know if our staff are doing a good job?
do we know if our school is a safe and healthy place?
are we managing our assets wisely?
are we keeping in touch with our community?
Plans & policies
Student achievement
Student engagement
Learning programmes
Employment
School climate & environment
Asset management
Community consultation & reporting
Planning & policy documents
Achievement reports
Student databases
Curriculum reports
Appraisal reports
Health & Safety reports
Financial & property reports
Community feedback reports
drive & reflected
in
Trustees & staff evaluating
evidence/data in the
following areas of
responsibility:
The data is from:
Trustees and staff asking
key questions about
how……
For example; • Treaty of Waitangi:
• Te Tiriti o Waitangi
• Whanaungatanga: • Manulauti o So'otaga i Gafa ma Va-
fealoaloa'I (strengthening relationships)
• Kotahitanga:
• So'otaga Vavalalata i A'oa'oga (partnership in learning, reciprocity)
• Rangatiratanga:
• Tomatau / Si'itia Tulaga/ Limata'ita'ina ai (uplifting, growing, leadership, digital citizenship)
drive & reflected
in
monito
r & re
vie
w
monito
r & re
vie
w
Trustees and schools ask key questions about
how...
do we know what we want for our students?
well are our students doing?
do we check that all of our students are learning?
do we know if our curriculum meets the needs of students?
do we know if our staff are doing a good job?
do we know if our school is a safe and healthy place?
are we managing our assets wisely?
are we keeping in touch with our community?
Trustees & schools evaluate
evidence/data in the following areas of responsibility:
Plans & policies
Student achievement
Student engagement
Learning programmes
Employment
School climate & environment
Asset management
Community consultation & reporting
The data is from:
Planning & policy documents
Achievement reports
Student databases
Curriculum reports
Appraisal reports
Health & Safety reports
Financial & property reports
Community feedback reports
Acce
lera
ted
eq
uity
in:
Wh
an
au
we
llbe
ing
, Pre
se
nce
/p
artic
ipa
tion
, En
ga
ge
me
nt,
Ach
ieve
me
nt -re
latio
nsh
ips
Plans & policies
Student achievement
Student engagement
Learning programmes
Employment
School climate & environment
Asset management
Community consultation & reporting
The data is from:
HPS support school communities to use
a health and well being lens to evaluate their areas of
responsibility
Planning & policy documents
Achievement reports
Student databases
Curriculum reports
Appraisal reports
Health & Safety reports
Financial & property reports
Community feedback reports
utilising to achieve
Trustees and schools ask key questions about
how...
do we know what we want for our students?
well are our students doing?
do we check that all of our students are learning?
do we know if our curriculum meets the needs of students?
do we know if our staff are doing a good job?
do we know if our school is a safe and healthy place?
are we managing our assets wisely?
are we keeping in touch with our community?
Trustees & schools evaluate evidence/data in
the following areas of responsibility:
Plans & policies
Student achievement
Student engagement
Learning programmes
Employment
School climate & environment
Asset management
Community consultation & reporting
The data is from:
Planning & policy documents
Achievement reports
Student databases
Curriculum reports
Appraisal reports
Health & Safety reports
Financial & property reports
Community feedback reports
HPS inquiry based processes
adopted in school communities
Long Term
Outcomes
HPS school community logic model
Medium Term
Outcomes
Short Term
Outcomes
Health Promoting Schools inquiry based learning in action stages 1-6
Health
Pro
motin
g S
chools va
lues a
nd p
rincip
les
HPS I______ process
embedded in school culture
Ultimate
Outcomes W____ O__ Equity
School communities achieve at levels that enable
success
Improved Whānau W________
A__________ equity Improved e__________
outcomes
Increased p_________
and collaborationin
school community
School community
has improved access to health,
education and social services
Supportive school
community policies,
practices and environments
School community
has improved knowledge,
skills, attitudes and
behaviours
School community has
improved p_______,
e__________ achievement
through quality r___________
Quality r___________
and engagement in the school community
Shared i_____________ understandings, partnerships and
learnings
Quality HPS e_________ and systems in the
school community
HPS inquiry based processes
adopted in school communities
Long Term
Outcomes
HPS school community logic model
Medium Term
Outcomes
Short Term
Outcomes
Health Promoting Schools inquiry based learning in action stages 1-6
Health
Pro
motin
g S
chools va
lues a
nd p
rincip
les
HPS Inquiry based process embedded in school culture
Ultimate
Outcomes Whānau Ora Equity
School communities achieve at levels that enable
success
Improved Whānau wellbeing
Accelerated equity Improved educational
outcomes
Increased partnership
and collaboration
in school community
School community
has improved access to health,
education and social services
Supportive school
community policies,
practices and environments
School community
has improved knowledge,
skills, attitudes and
behaviours
School community has
improved presence,
engagement achievement
through quality relationships
Quality relationships and engagement in
the school community
Shared intersectoral
understandings, partnerships and
learnings
Quality HPS evaluation and systems in the
school community
NZMA
Mix and match so far….. Word Definition
Equity Operates at every level of a school; students, teachers, SMT and Board.
Engagement Absence of disparities
Presence Close the gap between the lowest achievers and highest achievers in your school at a faster rate
Accelerating equity Staff, students and whanau’ s attitudes towards and their participation in school activities
Board of trustees The vision, mission, values, principles strategic plan, annual plan and strategic targets/analysis if variance
Equality describes "the task of decision-making and the process by which decisions are made and implemented.”
Inquiry Attendance at school
Governance All receive the same opportunities
Charter Make evidence based decision and ask strategic questions. Student achievement is their focus
HPS strategic vision
“Whānau standing in any world confidently”
The purpose of HPS is to improve equity, Whānau well-being, and educational outcomes through evidence informed practice.
HPS purpose/mission
HPS values
The values underpinning HPS include:
• Te Tiriti o Waitangi
• Whanaungatanga - Manulauti o So'otaga i Gafa ma Va-fealoaloa'I
(strengthening relationships)
• Kotahitanga – So'otaga Vavalalata i A'oa'oga
(partnership in learning, reciprocity)
• Rangatiratanga - Tomatau / Si'itia Tulaga/ Limata'ita'ina ai (uplifting, growing, leadership)
5Transformation
(Evaluation)
2Inquiry/ Needs
Assessment
1Engagement
3Planning (Decide)
4Action
Cycle 1
21
3
4
Cycle 2
1. Engage
2. Implement
3. Embed
6
Cycle 3
5
Leve
l 1Le
vel 2
Leve
l 3
6Identify new
challengeNew cycle begins
HPS Inquiry
Cycle
The HPS inquiry cycle at school community level
The HPS inquiry cycle supports the school community to collectively identify and prioritise the greatest health need that is hindering members of the school community from achieving outcomes.
The HPS inquiry cycle at school community level
• In this new framework the HPS workforce are partners in learning: building bridges so that a network of interdependent relationships exist at a variety of levels in a school community context: child, Whānau/family, education, health and social service organisations. All are working collaboratively to provide solutions to prioritised needs.
The HPS inquiry cycle at school community level
• The cycle involves supporting the school community to identify strengths and resources (including other services, agencies and programmes) that are utilised to develop and implement solutions to meet the prioritised need. This process is monitored and reviewed to inform on-going and future actions.
• In this framework school community refers to staff, students, parents/Whānau and the board of trustees
Role of the HPS Facilitator is to: • Establish partnerships across education, health and social service providers
in their area
• Support a school community to identify and prioritise the greatest health/health related need that is hindering members of the school community from achieving outcomes (valued outcomes that have been identified in the school charter –strategic and annual plan targets).
• Support a school community to implement an on-going cycle of inquiry. This cycle identifies the school community’s strengths and the resources that can be utilised to develop strategies that are most likely to meet the prioritised need. (included in the school charter –strategic and annual plan targets).
• Support a school community to monitor and review the inquiry process so as to inform on-going and future actions. ( as part of the school strategic and annual planning cycle).
• Support the school to report the inquiry process to the school community and retain the successful practices( as part of the school strategic and annual planning cycle).
3 level guide
• The purpose of this activity is to look at the HPS Strategic Framework at 3 levels:
> Level 1 –clearly true/false
> Level 2 – inferred/implied
> Level 3 – make own judgement based on info and perceptions
What does it look like in practice?
1. Read your section of the example as a group
2. Highlight the key words or phrases. Make sure your group have a shared understanding of these key words or phrases
3. As a group, come up with one sentence /diagram that summarises what is happening in your portion of the example
Collecting best practice examples Describe partnership example Which agencies which school what the project was? Contact?
Improve equity?
Improve whanau wellbeing?
Improve educational outcomes?
Outcomes sought?
Indicators?
Indicators
• Process indicators
> Levels of integration (engage, implement and embed)
> Stages within the inquiry cycle
• Outcome indicators
> Presence
> Engagement
> Achievement through quality relationships
• Volunteers to trial
Upcoming webinars…
• April-June 2012:
> Values and Principles and the literature review
> NZ school communities and the HPS inquiry process
> Building evaluation and critical review processes into all HPS actions
> Sharing case studies