Exemplary School Visit

Kia ora Nick and Elly,
A massive thank from us all at the Institute of Education for the manaakitanga and expertise shared with the MTchgLn teachers and staff. We learned so much from your presentation, ambassador-guided visits to diverse learning spaces and then student-directed See-Saw conversations. It was breath-taking and humbling to see so much evidence of teachers’ and students’ agency, leadership and creativity that reflects your school’s vision for all learners. From the chooks to cutting edge digital technology we saw the very best in education and we are so privileged to partner with your school. Thank you too for this presentation which we’ll use on Monday to further reflect on our learning with you this morning.
He kura tangata he tanagata kura We value each other’s scholarship and talents, and we cherish the importance of collaborative partnerships.
Ngā mihi Ally
Dr Alison Sewell |  Institute of Education | Massey University  |  Private Bag 11222 | Palmerston North | New Zealand…

The Theory behind Change Management

PLD Model for 2018

I've now listened to Nick's presentation 3 times - a model of PD for 2018 at Russell Street School.  I think this model has a lot of merits...

It covers the need for consolidation at RSSIt allows for 'agentic' tendancies from our staffIt makes coaching/mentoring a specific and expected part of our PDIt allows for choice and voice
What pedagogy sits behind this model?

The model:

Vision, Agency, Dispositions, Key Competencies & Values

Mel and I had a great session today discussing agency, dispositions, our RSS vision, the key competencies and our school values. We want to be able to see how they all link together.  We want to be able to simplify them, yet not loose the heart of any of them.

Our discussion led to this...

Certainly still a work in progress, but a great start to aligning these important factors of what we believe is important at Russell Street School.  I just love that the work that was done in the Innovation Fund is not coming to fruition.  It is aligning beautifully with the PD we have had in maths, and the latest research.

Next step - to take to Leadership.

Dialgue with Mel

After our conversation, I still had some questions in my I have had an email conversation with Mel tonight

Hi Mel,

I'm just thinking a lot about the conversation that we had this morning about the MST kids.

A question...

Are there specific dispositions that each child is lacking or is it more about an attitude to learning in general?

What is your opinion?


Mel's reply:

Good question!  It differs from child to child obviously but there is a theme with both groups - the major difference you will see below is the attitude between the two groups.

In no particular order...

Not knowing what to do when stuck  - disposition (asking for help, risk taking - in terms of thinking ...what do I already know that I can use?  How can I get started?
contributing and participating their ideas - so actually engaging - talking, collaborating vs competing!, over/under participators,
not starting (giving up easily),
seeing everything as hard - not valuing the challenge,
limited app…

Agency in Maths

“The illiterate of the twenty-first century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”
Excerpt From: Spencer, John. “Empower: What Happens When Student Own Their Learning.” IMPress, LP, 2017-06-27T12:00:00+00:00. iBooks. 
For me, the journey of my sabbatical about 'Agency in Maths,' is summed up by this quote. For a child to have complete autonomy in their learning in maths, in reading or in writing, is in their ability to learn, unlearn and relearn.  It is not about the content of the knowledge & strategies that they learn along the way, but about their ability to learn, unlearn and relearn.  It is about the dispositions that they hold as LEARNERS.  It is these strategies, as learners, that will hold them in good stead in their lives. 
I have had many people say to me that agency is not possible with 5 year olds. Well, I completely disagree. It is at 5, if not before, that the dispositions of learning are shaped. What …