2017-2019

Review 

What did we achieve?

The 2017 -  19 timeframe was one of developing systems and processes to ensure that future developments would be sustainable. It was ( and still is) a little like building a house- there has been significant work happening under the ground that ultimately no one sees but the foundations are critical to ensure the building above ( which everyone sees) stays strong. 

As this was not a pre prescribed initiative  ( CoLs) and we had to work with a wide range of leaders ‘views’on the value of Kāhui Ako, we had to develop our own way of doing things with the support of ‘advisors’. It was our view that everyone needed to be able to see their school and their learners in what was happening. It was very important to us that we led by influence; we did not see that our role was to tell people  what to do as was suggested in the self review document framework.

The advisors that supported us in the early stages  included researchers from Poutama Pounamu ( Waikato University), Gabrielle Wall (Change Management) and the Ministry of Education and our mode of operation became a ‘Macro’  Inquiry model. 

As CoL leaders( through the work of our ASTs)  we took time to develop relationships with schools to find out about our area as a collective; this helped us to determine the needs of our education sector related to the three areas of focus.  We also collected ‘data’ at this stage so that a year on we could compare results to determine change.

In the initial stages, our ASTs also spent time reading  and sumarising individual school documentation and ERO reviews which we discussed at our weekly leadership meetings.

We tried to do something quite different to  other Khui Ako, as it was our belief that what we have always done has given us what we now have, in terms of student achievement/success. 

Much of the wider educational research ( as advised by our expert partners) that was completed suggested that making a discernible difference in achievement would be more likely if we attend to ‘levers for change’, rather than a singular direct focus on academic achievement.  The levers were developed  and refined in conjunction with our Change Manager. 

It was envisaged that by focussing on the three focus areas we would ultimately see a rise in achievement ( as that is what drives us) and/ or we would see students being successful. As stated above, we did not have a narrow lense on academic achievement per se, we were ( and are) not about producing sausages( Yong Zhao 2019).

It has been a time of challenge for the leadership in this space as there is NO one model of how this would/ could work in any given community.  There is no recipe hence at times we have gone through a process ( such as the AST appointments) to find that we could have done this much better!

As leaders we have overseen the following:

Appointments to Across School Teachers ( AST) positions in April 2018:

Work prior to this included:

• researching roles of ASTs in other areas ( visits to other CoLs attendance at National CoL meetings

• Determining criteria for appointments that would best suit the needs of our community

• Preparing appointments process ( 6 week lead in) 

• Convening the panel

Appointments were confirmed.

Work of the ASTs was co-constructed:

• Weekly meetings were scheduled ( navigating collective agreements and timetables)

• Clarification of role of AST for the remainder of 2018 which was NOT to go in to schools and observe practice.

• Work with the ASTs to develop their understanding of  the CoL and their professional learning related to Collaborative Inquiry( Collaborative Inquiry Professional reading and session focus) and the difference between large data and small data ( Pasi Sahlberg)

• ASTs getting to know the community that they would work in by:

      Making initial school visits to introduce themselves then planning follow up visits to ascertain strengths and needs across the areas of focus 

      which were part of the Endorsed Achievement Challenge.

      Completing the school visits with staff collating material to determine a ‘community wide’ picture

      Collating and analysing the information in order to inform our work  across the CoL in 2019.

• Completing Follow up visits to share findings ( for each school)

• Determining how they would work with their WSTs ( when they were appointed)

• Working with a WST group to support them in their inquiry focus.

Principals ( as a group)

• Professional learning sessions following each HPA meeting as part of keeping principals in the loop - hearing their views. These have focussed on:

Developing our Memorandum of Agreement

Development of a Risk Matrix (which was part of developing a communication plan) Sharing our learning as leaders from professional learning days that we had attended.

Working through the resourcing challenges and position descriptions for appointments and work expectations of the ASTs and WSTs.

Developing a communication plan ( with the Change Manager)

Code of practice developed for principals

Professional learning 

Sharing of the work of the ASTs and WSTs

Thinking about the future

In 2019 principals committed to an entire day for the PLD in the CoL space.

The lead team ( Leaders and ASTs)

• Developed a Theory of Improvement ( shared in 2018) - this has now been superseded by the annual plan. The T of I was our road map for 2018  and some of the things on it were not practical ( as we found out once we moved in to the space)

• Attended regular local and national ‘ Kāhui Ako MoE hui’ to help us to understand more about the Kāhui Ako kaupapa. We have applied many of the learnings and insights from these sessions; they have underpinned our work with various stakeholder groups.

Stewardship Group 

• Group was established ( after advertising etc…) Canvassed for reps from Muaupoko, Rakawa, individual school BOTs , Pasifika , ECE and achieved this. Then realised we had the wording incorrect and Muaupoko and Raukawa are partners NOT representatives.

• Set up stewardship group-  meetings were held

• Code of practice developed for members of stewardship group

• This group surveyed BOTs late in 2018 to gather baseline data about communication. This will be done again later this year.

Developing a relationship with Iwi ( Muaupoko and Raukawa)

• We meet once a week at MTA rooms and this has helped us to develop a relationship.

• Leaders met with CEO of Muaupoko.  CEO is also a member of the Stewardship group.

• One of the ASTs is also from Muaupoko

• Recently held two  muaupokotanga days for WSTs and principals and DPs/ APs

ECE

• Worked with Early Childhood Educators ( 34)  and Leap education to facilitate their involvement ( 14 centres) this involved a series of six four hour sessions  in 2018 with two more and has been a challenge as the ECE sector is very diverse.

• Reggio Emilia Movie night organised for ECEs & schools

• Our goal was to have ECE voice in the CoL space however the resourcing for them to be part of a Kahui Ako was only confirmed late in 2018. 

• We now(end of term 2 2019)  have 12 ECEs formally signed to the Kāhui Ako and representation on the AST team and the principals groups. A fundholder centre has also been established.

• An ECE/ NE network of teachers meet once per term.( 2019)

WST appointments: 

• Clarity was established around these appointments ( once again different collective agreements)

• WSTs were appointed and roles were subsequently clarified

• Several  full day workshops have been  prepared and held 

• Networks  of within school teachers( based on their inquiry focus around the needs of each school and our levers for change ) have now been working for six months with an AST responsible for a group.

• Groups starting to communicate

• We have also had our first community sharing day.

AP/DP network

• AP/ DP day 

• We have had several hui to date with the purpose of them  getting APs and DPs together and endeavouring to understand how their roles connect to and how they can contribute to, the work of the CoL

• This network has been established in 2019.

Wider Community Hui for BOTs

• We had one at the end of the year to share what had happened over the year.

• We have another planned for Term 3 2019.

Communication  

• Communication updates:These have been completed once per term to keep schools and their BOTs  in the information loop. They have been sent through the BOT network to BOT Chairs and to principals to be part of each principal report to the BOT.

• Communication plan developed

• A website has been developed as a portal for information and communication. This will in future also have copies of all past updates.

• Logo has been  developed.

Outcomes

• A growing willingness from schools and educators ACROSS sectors  to work more collaboratively ( PACT/ Curriculum tool).  

• Data gathering & sharing across the CoL of current school practices in relation to the levers for change ( Our baseline data informs our work)  : 2019 ( Term 3)  Teaching practices, School Practices & Principal Leadership)

• PLD moving into the CoL space - PaCT in Taitoko. Ongoing PaCT moderation in Kerekere CoL. Pause, Breathe, Smile mindfulness & wellbeing programme planned for Kerekere.

• Much more clarity in what we are about and what we are trying to achieve

• WSTs starting to find and share some GEMs ( which had already been happening but no one really knew about) - Rangatahi Ora, Reading Together ( Muaupoko and Levin East)

• WSTs sharing their inquiries to date to all teachers in the area( first sharing day term 2 2019).

• Some changes to school practices already ( for example: Year 9 induction at Waiopehu College- more of a focus on relationships)

• A developing relationship with Mid Central Health 

• Work starting in the transition space ( ECE to school , contributing to Intermediate, transition in to work)

• A PCT network run by our ASTs.

• A much stronger relationship developing with Iwi

Levers for Change:

The Levers for Change were co-constructed and developed with the support of our change manager across all CoL groups: 

 Creating seamless pathways for students

To create pathways into, through and out of schools in the Kāhui Ako, by providing quality education within students’ local geographic area, and by supporting strong transition relationships between Early Childhood and primary and between primary and secondary.

Sharing and growing evidence-based culturally responsive best practice

To develop and sustain teachers’ knowledge and use of innovative teaching and learning strategies to increase student engagement in their own learning

Wellbeing and meaningful relationships

To support whānau and families to nurture their children’s wellbeing through supportive and collaborative relationships between home and school and through an ongoing focus on holistic wellbeing