Kia ora, talofa lava, kia orana, mālō e lelei and welcome to Hei Pānui Te Toi Tupu for March from the Consortium Manager's Desk. Here are some items that may interest you.
- ScottishGovernment - News - Headteacher qualification to be funded
- Education & Skills Today: Learning by heart may not be best for your mind from OECD
- Low-Performing Students | OECD Free Preview
- Updating the Education Act 1989 | Education in New Zealand from Ministry Of Education
Collaborative inquiry using Talanoa - a communication process. This impact story looks at the Porirua East cluster teachers using the Talanoa process as part of their collaborative inquiry.
A discussion thread that has been posted in VLN by Nick L around the Talanoa. Are there any schools out there that have used Talanoa to build/strengthen relationships with learners and their communities, or used it to understand their learners? What made it effective? How did you introduce the process?
Te Toi Ora
Did you know?
- Māori language in English medium involves students who are learning Te Reo Māori as a language subject, or taught the curriculum in the Māori language for up to 50% of the time (Māori Language Immersion levels 3-5).
- As at 1 July 2015, 19.9% of the total school population were involved in Māori language in English, compared to 19.2% in 2014. The total number of students involved in Māori language in English medium increased by 4.9% (7,199 students). Of the total 154,722 students enrolled, 36.1% identified as Māori and 61.6% attended a school where all students were enrolled in Māori language in English medium.
- As at 1 July 2015, 1,031 schools offered Māori language in English medium: a decrease of 14 schools since 1 July 2014. Of the 1,031 schools, 441 had all students enrolled in Māori language in English medium, 125 also offered Māori medium education, and 526 had at least one student not enrolled in Māori language in education.
Māori future makers
Māori Future Makers website profiles 30 inspirational Māori with specialist skills and capabilities who are studying, employed or self-employed in primary, knowledge intensive and growth industries; such as science, engineering, construction, communications, architecture and agriculture.
Building your Te Reo Māori - Korero Māori
Not sure if you are aware of this already:
Hautū - Māori cultural responsiveness self-review tool for boards of trustees. Developed by NZSTA.
This resource supports boards of trustees to meet their accountabilities by reviewing cultural responsiveness in their school. A pdf version and word version are available for download. There are also templates available for Whanau Education Plan and Whanau Education Action Planner along with NCEA Student Planner. These may be useful supporting documents.
Making teachers' aides more effective in their support of teachers and students
NZCER is doing some research for the Ministry of Education on professional learning and development for teacher aides. As part of that work NZCER has recently completed an overview of recent literature looking at effective use of teacher aides to support learners. The presentation below provides a summary of recent relevant research for facilitators working in schools - at either system or learning area level.
Remember the Teachers and Teachers’ Aides modules. Look out, later this year there will be two new resources in this space:
Teachers Aide guide on inclusive.tki.org.nz
Interactive online PLD modules (supporting the modules)
As we model ourselves as a leading learning consortium, we also need to take some time to acknowledge how each of us learns best in a modern workplace.
Jane Hart is a leading educator in the field of social learning in the workplace. There is a lot we can learn from Jane’s research in this field. For example, the results from her Learning in the Workplace Survey (which has now been taken by over 5,000 people worldwide) shows how people value learning at work best and that, ‘people rank conventional training and e-learning as the least valued way of learning at work.’
If educators ask how we become networked learning organisations, Jane asks how can we extend the “... reach (out from a training-centric view of learning) and add value to all these different ways – without trying to control the whole process in traditional ways? and What new activities will this entail – and what new skills will they (we) need?”
Judging from the vast work of Jane Hart (including Supporting all the ways people learn at work), it is easy to find some recurring key themes in regards to ‘new activities and new skills’ needed for learning to be successful in the workplace. Terms like; social learning, autonomy, networks, knowledge sharing, collaboration, modern workplace, embedding learning in workflow, revolution are common and well worth considering for anyone working within or between schools/kura.
How can we apply these terms, tools and processes to our own learning contexts? For example, do we have to/need to meet F2F to have meaningful learning experiences and conversations with each other?
More from Jane Hart:
Until next time,
Hei konā mai