Wednesday, February 17, 2016

Inquiry and our work journey this year and going forward...

‘Being comfortable with the discomfort’
Taking time to get to the question
Not fixing the outcomes and measures too quickly
Take time to know where you are going
Not using the usual tools to measure
What are we focusing on
Be comfortable with the uncomfortable…. Our mantra… dance with the dissonance… ‘Alana Madgwick’

Four key statements….
A context, recommendation, action and evidence of practice…
Evidence into action and impact


4 x 1
Context
As a facilitator we have utilised individualised inquiry process ourselves. We are now working with a school that has collaborative teams, and wants to carry out a collaborative inquiry. The learners have not worked this way before, therefore we are all in a new space.

Recommendation

Use research based on SOI & 7 Principals of Learning for FFE and pakirehua to develop TTT approach.
Time and opportunity for cross-partner collaboration

Action
Immersion in the SOI & change framework
Discuss ways to take the theory into a collaborative context
Virtual coaching and mentoring

Evidence
Experience, confidence and capability of the facilitators in a shared inquiry, turning theory into practice.
Embedding knowledge and systems to support inquiry.
Student improvement.























Tuesday, February 16, 2016

Māori Medium non negotiables - English medium dimensions

It's okay to come together, it's okay to work apart.
Māori potential underpins Māori Medium.
Deconstruct who you are, contract obligations, re-construct with your community.  Making a difference for akonga!
Is it okay for Māori medium dimensions to be different?

English medium - collaborative pathway to date, from October last year. 

There is a synthesis of ideas coming through - international ideas - Fullan and Quin, coherence; EDUCANZ summary paper; facilitator dimensions; addressing the changes and new environments.

Iterative process - revisit and explore the facilitator dimensions.   

Developing the Facilitator Framework... Helen Cooper

Welcoming the interruption to our work...
Change can take a long time, it's continuous, and we need resilience and tolerance.  We need to understand each other and build trust. We need open dialogue. 

Standards for accreditation - March?

Development of a one-pager.  

Pou Herenga - unifying/common approach

Unpacking the framework...



Exploring the thinking and changing needed going forward...

How can we support learning in and across communities?

Framing the national priorities...







Early achievement challenges and involvement!

What expertise do we bring in to build their capability... intentional interruption!  Knowing when and how as a team of facilitators!

Building on what we do well and take it into a new context!

Best practice and next practice, and it is about us all together... as all players in all layers of the system learn and build capability together. 

How do we support schools and educators to know what they don't know?

How do we make sure the expertise that is available is publicly known - so schools can support known expertise?

CoL - will be in a position to hold support accountable - what will this mean for us and what will it look like?

Relational Trust... pathway collaboration... 

Bringing BOTs together - into the conversation - honour real voice in the journey. 

What matters? What are the unavoidable consequences of being in a CoL?  What changes will we see?  Time frame? 

Professional accountability and clarity around what we are doing? How are are going?  Successes and challenges?

Turning the finger inward... pointing at self!  What am I going to do differently?  What are we going to change?

Align frameworks and ways of working and thinking... getting a shared language... 

Teams into CoLs... it is a team approach, not individual PLD.  All players in the room together. 

Lorna Earl #TTTPLD2016 - How Networks for Learning work

How Networks for Learning work -


  • are very complex 
  • can influence learning 
  • changing in thinking and practice is the key 
  • locus of change 
  • the correct, shared focus is necessary and needs to be understood by everyone 
  • strength of engagement is important 
  • distributed leadership is necessary... 
  • Upload and download - consider the things that matter, issues arising, and bring into the discussion; reflect back alternatives and options 
  • Shared purpose and foci for work - look through a variety of lenses 
  • Collective agreement, 
  • Facilitation role - bringing everyone together; 
  • There will inevitably be conflict in the bringing together of communities. 
  • New shared knowledge enables us to move forward, with everyone on the same page.
Learning Focus for Students and Adults
  • Clear and defensible learning foci for students, Teachers and learners - look at the evidence; 
  • If that's what they need - what do I need? What do we need
  • Learning focus across schools and learning focus for the teachers; 
  • Focus takes time and is complex; 
  • Getting the focus clear and understood, 
  • Avoid the doings that are not needs basis or necessary... activity trap; 
  • Monitor the focus in the school and the network;
  • Engage all! 
  • De-privatise schools in relation to their communities; 
  • Create hunger - visible as consummate learner; 
  • Be aware of the distractions, how do you keep the focus!
  • Prioritise and avoid the 'if only' 
Collaborative inquiry...


Relationships and Collaboration:
  • Working together
  • Discuss
  • Give and seek
  • Feel supported to try new ideas
  • Feel responsible to help and support all
  • Collectively coming up with something that is bigger than any of us individually!
  • Feedback for growth!
  • Talking openly about differing views and values,
  • Dealing openly with conflicts and disagreements;
How do we create the conditions for a group to:
  • talk openly
  • value, discuss, share...
Facilitation as Intentional Interruption
Facilitation for change, what we actually know, believe and feel - we have to interrupt! New learning happens in the ambiguity. We have to rethink the schema. New learning is hard work.
Facilitation as interruption.
Facilitation is a role - not a person.
Facilitators as a community of practice!
How do we create the conditions to move us forward as a team?
Zone of proximal development - providing the scaffolding to move through the journey.

What needs interrupting?

  • The culture of activity - from activity based to learning based.
  • Moving beyond the nice-ness - separating person from practice
  • Leader as lead learner as opposed to lead knower...
Sea of barriers...
  • Imposter syndrome...
  • Cognitive misers - mental shortcuts...
  • Exception to the rule
  • Risk averse
How do we ensure that the growth of us all in our role is an unavoidable consequence?

If it's not about learning what should it be about?

In a fast changing world, if you can't learn, unlearn, and relearn, you're lost. Sustainable and continuous learning is a given of the twenty-first century. Stoll, Fink and Earl (2003)

Sunday, February 7, 2016

Tomahawk Lagoon Walk


I Yet another walk to tick of my walk's brochure! Starting around the edge of the Tomahawk Lagoon I was very surprised to see so many swans! 
Around the edge of the lagoon, through the bush, up the hill, through the paddocks across towards Highcliff Roaf. 

Then over for a walk at Tomahawk Beach! A lively spot in a sunny Sunday afternoon!





Maureen's birthday!

Awesome day today for Maureen's 80th birthday! Jo-Ann organised an awesome surprise party!