James Nottingham Choice Challenges WPA

James Nottingham

  Choice Challenges 

John Hattie  choice slows learning down ? Less choice is easier 

curling parents ? 

How much curling teaching - smoothing the way .

Out of comfort zone learn the most 

Do we help confused chn  when we support instead of praise

How do we respond to confused .

That's a great mistake what can we learn from it  ? 

 Let's make it more interesting..

EASY IS BORING.

Wobbling

Looking for best mistakes to learn from...

Examine mistakes ...

Thinking about micro managing staff

We set the culture ... what do we want our students to be thinking.

You get what you measure ... what do you value..resilience ability to wobble and not give up.. question quality. what do we do that values this?

• where is this in our toolkit??

• Diagram prestructural to abstract. Powerpoint to come.
• Significant struggle is from multistructural to relational.
• Next week we are ..... tell parents so that they can discuss or practise
• you have to be challenged to have that sense of Eureka 
• Jamesnottingham.co.uk/learning-pit
• Discourage staff from focussing on achievement  you get what you measure .
• Focus on progress put before and after starting and end drawing attention to the process
• Let's not compare chn let's talk about progress
• eg.Writing from feb and improve it .
• Ask teachers about progress eg sketching book what are you improving at the moment?
• Feedback has to answer the questions , what are we achieving , what progress  so far , what are we focussing on next ?

HES PL today Reflection

Today teachers presented their Teacher  Inquiries These also contribute to my principals Inquiry to be loaded /shared. Inquiries aimed at Priority Learners .
A thought provoking hour and a half of dedicated and reflective teachers sharing their goals and aspirations for learners and celebrating success, some accelerated, some not, however  all including teachers and other learners benefitting from the process.

Examples and excerpts
Inquiry Question

• Will increasing known high frequency words help children be able to read more fluently (and read for meaning)?

• When reading…
• Limited amount of attention available.
• Two interdependent tasks (decoding and constructing meaning)
• The more attention we expend on decoding, the less available for comprehension.
• Instant recognition of words allows the reader to focus on the meaning of the text.

Reflection

• Being able to decode quickly supports fluency and comprehension.

• Would I do it again?

• How can I support readers whose progress is being affected by attendance?  

• How can I incorporate regular sight word practice/testing using less teacher time?

Thought re change for the future of our learners .

When I listen or talk with teachers at the water cooler or over (an unfortunately rushed) morning tea or lunch I hear  the connection, passion and emotion that  is evoked.

An Outwards Mind set - Global Trends

Cheryl Doig Presentation WPA

Cheryl Doig

Presentation
Having spent the year thinking about and practising Learner Agency with support from Cheryl Doig I chose to come to her presentation today in an attempt to  clarify ( not cement) my ideas !!

Context

 We want choice.
 Its all about me,  I want to know about your place from what I see on line.
 Anywhere, any time,

Locus of Control

–

Pebmbbrsonalised

–

Student voice

–

Student agency

–

Choice

–

Openness

–

Any time, anywhere,

with asunybody in many

ways

Reinforcing our interview question re own PL 

Insert photo re Haeata campus.

  Collaboration......

Outwards mind set

Insert -Success green screenshot

If you work here you need to add value to our school being the change you want to see. 

Must engage with maori  and honour the treaty. 

 Staff only day 2017 everybody says their mihi. 

 Transversal skills = key competencies. 

 2020 top -creativity, emotional intelligence, cognitive flexibility.

Parents/whanau- think about work when you started. 

2020 humanistic nature is our differentiation and do all the things technology can't.

Agency- 

'If you don't name the  elephant in the room ...nothing changes. 

Wide diverse programmes  dare to dream , persevere

 I can be an agent of change.

Ask the reluctant writers to design a place  where all the learners are so passionate about they don't want to stop. 

Slide re 7 pPrinciples of Learning  for our curriculum.

 B Teams , New ways of working -- to share with parents.

 Resistance reading Read copy that does NOT support what you already think to challenge ...  Is listening to Trump a start ?!!!

outwards mindset the spiral Playbook .

 Educational Council website Global leading and systems change. 

 Global dialogue on Leadership

Nested layers of collaboration. 

 www.growwaitaha.co.nz

 For Teacher Only day. 

Cheryl Doig

Presentation
Having spent the year thinking about and practising Learner Agency with support from Cheryl Doig I chose to come to her presentation today in an attempt to  clarify ( not cement) my ideas !!

Context

 We want choice.
 Its all about me,  I want to know about your place from what I see on line.
 Anywhere, any time,

Locus of Control

–

Pebmbbrsonalised

–

Student voice

–

Student agency

–

Choice

–

Openness

–

Any time, anywhere,

with asunybody in many

ways

Reinforcing our interview question re own PL 

Insert photo re Haeata campus.

  Collaboration......

Outwards mind set

Insert -Success green screenshot

If you work here you need to add value to our school being the change you want to see. 

Must engage with maori  and honour the treaty. 

 Staff only day 2017 everybody says their mihi. 

 Transversal skills = key competencies. 

 2020 top -creativity, emotional intelligence, cognitive flexibility.

Parents/whanau- think about work when you started. 

2020 humanistic nature is our differentiation and do all the things technology can't.

Agency- 

'If you don't name the  elephant in the room ...nothing changes. 

Wide diverse programmes  dare to dream , persevere

 I can be an agent of change.

Ask the reluctant writers to design a place  where all the learners are so passionate about they don't want to stop. 

Slide re 7 pPrinciples of Learning  for our curriculum.

 B Teams , New ways of working -- to share with parents.

 Resistance reading Read copy that does NOT support what you already think to challenge ...  Is listening to Trump a start ?!!!

outwards mindset the spiral Playbook .

 Educational Council website Global leading and systems change. 

 Global dialogue on Leadership

Nested layers of collaboration. 

 www.growwaitaha.co.nz

 For Teacher Only day. 

Te Taumata o Ngati Whakaue Iho ake Science connections

I

Morning tea discussion creating local curriculum through Wiremu.?

All ini in different places on the spectrum 

Programme for teachers 

 Places , stories, 

Linking of Taonga - icon tour ?..

Should we action renaming HES ?

Linking the stories or legends to science eg a flute being heard across the lake check out the science waves.

matakokiri scientists makes sense of the world 

Matariki - science link ?

 Wananga invite all whanau to the learning so when they go home they discuss 

Bolster the amount of science 

Start with what you know and go from there.

Engaging scientists with whanau and community.

Hands on 

Pulling science into enviro schools 

WhAkapapa genetics 

Senses 

Crest awards 

House of Science

Complete kits 

The most important thing is the connection and the narrative. 

Stories hook the tamariki . 

Leading for social justice in education. Charlotte Robertson and Nola Harvey, Are you listening now?

Presented form an ECE point of view. Confirmed my views and supported the belief re the importance of all resources meeting the needs of our learners .

Are YOU listening now?

Mā te rongo, ka mōhio;
Mā te mōhio, ka mārama;
Mā te mārama, ka mātau;
Mā te mātau, ka ora. Through resonance comes awareness ;
through awareness comes understanding; through understanding comes knowledge;
through knowledge comes life and well-being.

Equity literacy (Gorski, 2014)

• Equity literate educators believe that every [child] has an inalienable right to equitable educational opportunity.
• Equity literacy is about inclusion.

United Nations Convention on the Rights of the Child
Rights are indivisible and interdependent;
Based on 4 principles: Non discrimination Best interests Survival Participation and Respect for others rights
i.e. Provision, Participation,
Protection and Place.

United Nations Convention on the Rights of the Child (UNCRC) We have this book in all teachers book boxes. Remind teachers  ..
For Each and Every Child: He Taonga Tonu te Tamariki?

Effective participation (Lundy, 2007)

• Opportunity to express a view

• Facilitated to express a view

Voice

Space

Audience

Influence

• The view must be listened to

• The view must be acted upon as appropriate

NZEALS Dunedin 20-22 April 2016

Time for listening to give space for children to talk

• What children’s questions do you hesitate or find hard to respond to?
  
• How do you facilitate critical open conversations with children around these topics?
  
• What do you do when children reveal often silenced subjects in their writing?
  

Weaving Silences

Interpreting silence (Lewis, 2010)

1. Cultural considerations
   
2. Ethical considerations
   
3. Active non-participation
   
4. Scrutiny of/response to power relationships
   
5. Silence from the child’s point of view
   

How are silences reported?
How is silence acknowledged ? Placed?

Who is being included?

Who is being excluded?
What strategies do you use to be inclusive?
Inclusive Practice HES

NZEALS Dunedin 20-22 April 2016

Are you using picture books to open or close conversations?

Selecting texts
Author’s view and voice/discourses/view of the world: Recognise equity issues...
•Whose voice, views, experiences of the world are being expressed in this text ?
•What images of the child/peers/adults- family health or teaching professionals are being presented?
•Whose voices are missing/silenced?

Socially sustainable texts

•Are the challenges romanticised – patronising or pathologising tone
•Are challenges shared and actions taken /resolved?
•Are ways to seek support realistic oriented to NZ setting?

•Does the child/youth express or gain agency ?
•Are adults presented as sustaining social justice ? 

• “Name calling, even in jest, is one
way to perpetuate racism and sexism.
As we have seen gender is a form of
culture and so we need to recognise
and include the anti bias issues about
gender equity in our everyday
multicultural curriculum, experiences
and activities” p16
www.cscentral.og.au/Resources/Exploring_Multiculturalism.pdf

Equity literate attributes

• Ability to Recognise biases and inequities, including subtle biases and inequities
  
• Ability to Respond to biases and inequities in the immediate term
  
• Ability to Redress biases and inequities in the long term
  
• Ability to Create and Sustain a bias-free and equitable learning environment
  

Actions to take to open conversations at HES

Explore UNCRC Articles 4 & 12
Audit  books /buying to focus on issues
silenced for or by children ( Feelings series)
Books relevant to New Zealand context
OMEP book list www.omepaoteroa.org.nz -
Books about Peace and Social Justice
Books about anti-bias and equity
The internet has many lists available. 
 Discuss with librarians during appraisaL.

Links to Te Whāriki and NZ Curriculum

Some learning outcomes and key competencies: Children develop

Well-being : Belonging:
Contribution: a sense of responsibility for their own well-being and that of other trust that their fears will be taken seriously.

respect for rules about harming others...
the capacity to discuss and negotiate rules, rights and fairness.
an understanding that the early childhood education setting is fair for all.
the ability to disagree and state a conflicting opinion assertively and appropriately.
an understanding of their own rights and those of others.
the ability to recognise discriminatory behaviour and practices and
respond appropriately
some early concepts of appreciating the value of diversity and fairness. the self confidence to stand up for themselves and others against biased ideas and discriminatory behaviour.
positive judgments on their own gender and the opposite gender.... ethnicity....children who are different from themselves.

Respect for children leads to  equity and social justice
“Listening is not easy. It requires deep awareness and at the same time a suspension of our judgements and above all our prejudices; it requires openness to change. it demands that we have clearly in mind the value of the unknown and that we are ale to overcome the sense of emptiness and precariousness that we experience whenever our certainties are questioned.”Rinaldi,C. (2006)

E tu kahikatea Stand like the kahikatea
 Hei whakapae ururoa To brave the storms
Awhi mai awhi atu Embrace one another 
Tatou tatou e We are all one together

NZEALS Dunedin 20-22 April 2016

Are you listening now? Bibliography
Copenhaver-Johnson, J. (2006). The Importance of Inviting Difficult Conversations: Talking to Children about Race. Childhood Education 83 (1), 12-22.
Gibbons, J. (2010). Exploring Maori knowledge paradigms using picture books. Paper presented at LIANZA, 1910–2010 Centennial Conference At the edge :Te Matakāheru . Dunedin 28 November –1 December. Retrieved from http://researcharchive.wintec.ac.nz/888/1/MMpbart.pdf
Gordon-Burns, D., Gunn, A. C., Purdue, K., & Surtees, N. (Eds.). (2012). Te Aotearoa Tātaki: Inclusive early childhood education: Perspectives on inclusion, social justice and equity from Aotearoa New Zealand. Wellington, NZ: NZCER Press.
Gorski, P. (2014). Reaching and teaching students in poverty: Strategies for erasing the opportunity gap. New York: Teachers College Press.
Gunn, A. C., & de Vocht van Alphen, L. (2011). Seeking social justice and equity through narrative assessment in early childhood education. International Journal of Equity & Innovation in Early Childhood, 9(1), 31-43.

NZEALS Dunedin 20-22 April 2016

Gunn, A. C. (2011). Even if you say it three ways, it still doesn’t mean it’s true: The pervasiveness of heteronormativity in early childhood education. Journal of Early Childhood Research, 9(3), 280-290. doi: 10.1177/1476718X11398567 Interview with Alex Gunn http://www.otago.ac.nz/press/news/otago427401.html
Hadaway, N., & Young, T. (2014). Preserving languages in the new millennium: Indigenous bilingual children’ s books. Childhood Education September/October 2014, 358-364
Harvey N.E. with Htwe Htwe Myint. (2014). Our language is like food: Can we feed on our home languages to thrive, belong and achieve in early childhood education and care? Australasian Journal of Early Childhood (AJEC) 39(2) 42-50.
Harvey, N.E. (2013). Principled practices: Respect and reciprocity through a linguistically responsive pedagogy. Early Childhood Folio 17(1), 19-23. New Zealand Council of Educational Research.
Jesson, R. N., Annan, J., McNaughton, S., & Snedden, P. (2014). Manaiakalani: Tackling the educational challenge of poverty through innovation and collaboration. In V. Carpenter, S. Osborne (Eds.) Twelve thousand hours: Education and Poverty in Aotearoa New Zealand (pp. 253-259). Auckland: Dunmore Publishing.

NZEALS Dunedin 20-22 April 2016

Lee, D., & Carpenter, V. M. (2014). "What would you like me to do? Lie to you?" Teacher education responsibilities to LGBTI students. Asia-Pacific Journal of Teacher Education.
Lewis, A. (2010). Silence in the context of ‘child voice’. Children & Society (24), 1, 14–23.
Lundy, L. (2007). Voice' is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child . British Educational Research Journal 33 (6), 927- 942.
Ministry of Education. (1996). Te Whāriki: He Whāriki Mātauranga mō ngā Mokopuna o Aotearoa. Wellington, New Zealand: Learning Media.
Mankiw, S. & Strasser , J. (2013). Tender topics: Exploring sensitive issues with Pre-K- through to First grade children through read-alouds. Young Children, March 2013 http://www.naeyc.org/yc/84-89 (Book list additional page)
Nodelman, P.(2005). Decoding the images: How picture books work
In P. Hunt (Ed.), Understanding picture books: Key essays from the second edition of
the ‘International companion encyclopedia of children’s literature ‘ (2nd ed.) (pp.128– 139). New York : Routledge.

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Rau, C., & Ritchie, J. (2014).Ki te whai ao, ki te ao marama: Early childhood understandings in pursuit of social, cultural, and ecological Justice. In M. N. Bloch, B. B. Swadener & G. S. Cannella (Eds.), Reconceptualizing early childhood care and education. Critical questions, new imaginaries and social activism: A reader (pp. 109-130). New York: Peter Lang.
Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning. London and New York: Routledge. 65
Ritchie, J., Morrison, S., Vaioleti, T.,& Ritchie, T. W. (2013). Transgressing boundaries of private and public: Intercultural funerals. Studies in symbolic interaction, 40, 95-126.
Rochow, K.(2011). Picturing difference: An investigation of Maori women’s characters in New Zealand picture books. Master’s of Social Science, Uppsala University. Retrieved from http://www.grin.com/en/e-book/205579/picturing-difference-an-investigation-of- maori-women-s-characters-in-new
Smith, A. B. (2016). Children's rights: Towards social justice. New York: Momentum Press, 194p.

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Smith, A. B. (Ed.). (2015). Enhancing children's rights: Connecting research, policy and practice. Basingstoke, UK: Palgrave Macmillan, 349p.
Stoltz, D. & Czarnecki, E., & Kahn, B.(2013). Tender topics: Picture books about childhood challenges. USA : Huron Street Press –imprint of American Library Association.
Taylor, N., & Smith, A. B. (2015). Thinking about children: How does it influence policy and practice? In J. Wyn & H. Cahill (Eds.), Handbook of children and youth studies. (pp. 49-62). Singapore: Springer. doi: 10.1007/978-981-4451-15-4_53
Te One, S. (2008). Perceptions of children’s rights in three early childhood settings. PhD Ed. thesis Wellington: Victoria University of Wellington
Tesar, M. (2012. Preschool, school bag and church: Complexities of Samoan picture books. Pacific-Asian Education, 24(2), 45–56 Retrieved from http://programs.crdg.hawaii.edu/pcc/PAE_24__2__final_12.pdf

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UNICEF. New Zealand. (2011). For Each and Every Child / He Taonga Tonu te Tamariki . Wellington: UNICEF (United Nations International Children’s Emergency Fund).
UNICEF New Zealand. (United Nations International Children’s Emergency Fund).(2015). He whakarāpopotonga i ngā kupu tohu a Te Kotahitanga o Ngā Iwi o Te Ao mō Ngā Mana o te Tamaiti:A summary of the articles of the United Nation's Convention on the Rights of the Child. Retrieved from 

Assoc Prof Ross Notman U of Otago

Vice Chancellor of the U of Otago

• Nelson Mandela Quote Education is the most powerful ....
• Dalai Llama -educating hearts and minds 
• Mark Twain - 

Murray Fletcher- Slow down and just be .
 "They said we couldn't do it." 
Success and challenge in leading for social justice and high need.

Ross Notman is an Associate Professor in Education at the University of Otago in Dunedin, New Zealand, and director of the Centre for Educational Leadership and Administration at this university.  He has worked extensively in principal appraisal and in principal support groups through activities such as coaching and group support networks. 

His major research interests focus on teacher and school principal development, particularly in the field of the personal dimensions of principalship. He is the New Zealand director for the International Successful School Principalship Project and the International School Leadership Development Network project on high needs schools. Ross has presented internationally at conferences in the USA, South Africa, Germany, Canada, Australia and the UK.

• Global views -
• Reality of +ve action
• Futures not problem solving approach
• Leadership is a scary thing Matador simile
• Market forces model- no conscience
•  Michael Fullan- Moral imperative every child access the curriculum -community approach- system wide focus 
• Hargreaves A 2015 The iniquity of inequity.  As inequity improves so does achievement
• Internatnl schl l ship devpt Network project.- role of contextually responsive l ship
• Refusal to engage in deficit thinking
• Recognise and value holistic connection between parents and staff .
• 
  

Voice of learners re social justice -dream school kids not just teachers 

What makes a good leader?

 Listening to each other- 5 components in chinese language

Key actions 

Extend our cultural concepts of leadership eg Maori  talents- 

Substitute  -cooperation for e competition 

Research

 Review school leadership  framework- more social justice

Leadership Thought/idea

Learner Agency and Student Voice

Learner Agency: Move from being passive to more active control of the learning process

Needs personal sense of agency- belief that it will make a difference

Not about handing control over- about creating context- active involvement

Initiative or self regulation/ interdependent in classroom/ awareness of responsibility of actions on environment and others- acting with agency/ agentic in their learning/ IEP’s for ownership?? Student voice in day to day decisions

1.Today’s Reality What exists today that will continue to be a focus in the short term? Keep developing strong programmes for all students. Inquiry model Tool kit Curriculum Working on literacy Working on Teacher Inquiry Variety of agency throughout the school - in different teams and classrooms Student voice reflects the toolkit Learning to understand their own behaviour Inquiry model- team focus Student council	4. Transformative Innovation What do we need to start doing in order to pave the way to the vision? Research the area- learner agency/ student voice Move from the hunch to the learning develop the ability to let go Possible next steps -   student voice in current reading intervention -   student involvement in conferences - what does this look like for other schools Parent involvement Capacity building	2. Future Vision What do we aspire to? What is our preferred future? Student voice incorporated in all parts of school: Toolkit, curriculum, structures of HES Use of learner agency to impact development of specific curriculum areas Student: Chn talking about their targets, how they have achieved their targets- and be able to show /prove  how they’ve achieved this. Learner agency will be part of  all classroom practice- throughout the school. Clear understanding by teachers  of what Learner agency looks like at HES and how to talk about it Clear guidelines for everyone( teachers, students, parents) that identify  curriculum steps Teacher conversations that encourage student discourse. Use the language: I don’t know. Who knows? Who wants to know? Classrooms more learner-centric than teacher-centric Checks to ensure no falling through gaps Learner Agency continuum End point Chn talk about learning using specific curriculum language Chn can follow pathways Understand curriculum steps use the language who to go to for support what help is needed can help others discuss with peers full participation in conferences Boundaries between home and school broken down class blog ongoing and taken with them Breakthroughs? Learn create share? Timetabling- more open and fluid Students running their own inquiry Co-constructing learning opportunities and knowledge www.soundout.org/framework.html
		Beginning continuum: Choice of activity in junior classrooms. Developing agency of behaviour- and conversations around this Putting in language to express self and own needs- having conversations e.gs What are you learning now?  What is your next step? What are you learning when you play? Talking explicitly about behaviour and learning- putting in the language. Is that a growth mindset? Is that a fixed mindset?
Extend/ Defend/ Challenge Assumptions/Core	Grow the emerging ideas. Complexity, transitions, conflicts	Create viable options
3. Pockets of the future embedded in the present.  Hope and encouragement from the present system HES Toolkit and Inquiry Learning Model Play is children’s sacred work. (Te whariki) https://teachosaur.wordpress.com/2012/02/20/play-is-the-work-of-children-j-piaget/ Next steps and goals Share assessment results with students . ALiL GAFE Chromebooks Blogs	6. Decommissioning What exists in the current system that has no place on your future vision? Stationery? emacs negativity?	5. Keepers What key aspects of the current system are so important we want to keep? Next steps Criteria Self assessment of key competencies Use of the Toolkit Rubrics Language for Success Digital Tools Stand Tall! Reach high! Student participation in assembly/ student council SAMR model with more learner agency

Links

http://www.edutopia.org/blog/five-strategies-more-voice-choice-students-rebecca-alber

http://mrkempnz.com/

How Might We…

1. …enable our senior students to have more choice in their subjects?

2. …create partnerships that enable online visits, sharing of knowledge & collaborative projects?

3. …engage with parents in ways that excite them about new opportunities in learning?

4. …develop teachers who are creative and willing to prototype new ideas, across the whole school?

Trello- https://trello.com/

So this is where the Leadership Team got to with the help of and leadership and challenge from Cheryl Doig Cheryl Doig

After some challenging weeks of day to day challenges (students!!! ), I was reflecting on how we could ever find the time and intellectual energy to pursue this.

Over 2 days we had 2 events organised and inspired by students .

1. A Paper Plane competition from an idea contributed by a 9 year old J (boy) and organised by 7 year old K (girl). Reflective discussion with them included. J- "well it was good idea but it got a bit boring organising it. " "would you say you were more of an ideas person J?" "J- "Well Yes "

K -"There were lots of things to think about and organise.. and J was quite ummm what's that word ? irritating/infuriating because he wasn't helpful !" Sharing the poster written independently

Student Council PMI

P- lots of people, positive cards, enjoyed, well organized, prizes, lots of kids helping each other, lots of people wanted to make a paper plane

M-  a variety of types of planes, lots of people- out of hand, too crowded, hit by paper planes,  some on the roof, paper cuts, sorting out places, didn’t know how many people would turn out and lots did, Every should name them first

I- - how many people showed up, I wonder  how high they went,  Everyone that entered showed resilience, most people ended, we didn’t use all the positive cards, a 7 year old organized it, quite tricky to organize it,

Keen Participants

Teachers Cross country