Moving from Traditional to future-focused teaching and learning: A visit to two schools


Background

Current context - Operating within a traditional NZ school model (single-cell classrooms, mainly teacher planned and directed, desks / tables, book work, well-organised and routine-based, subject-based teaching and learning, traditional forms of assessment, traditional 'balanced' timetables, etc).

Traditional = the same as in 1990, when I began teaching.

However, many of these traditions have remained relatively unchanged since my memory of primary schooling in the 1970s - 1980s. Since this time, there have been three significant changes to education in NZ -  the introduction of self-managed schools (1989), the implementation of the New Zealand Curriculum, which changed dramatically in 2007.  The introduction of National Standards in 2010.

Some questions I've had:
  • Are we really embracing the changes that we were introduced to in 1989 and 2007?
  • Has our professional learning focus on 'assessment for learning',  'effective pedagogy', 'cultural responsiveness' made any difference to our practice?
  • What are the different outcomes for the children in my school in comparison to those in other schools who have made a shift to respond to the NZC, and professional learning?
  • Where do National Standards fit in?

Professional Inquiry

Along with two other Wellington Principals, I have embarked on a professional inquiry into different approaches to practice, and leadership actions that promote a more future-focussed approach. I want to see what the impact of their leadership has been, and challenge myself to find ways to embrace future-focussed learning in my current school.

13.11.15 Professional Learning Group formed, discussing how we could move forward.

  • The big picture - sharing practice and inquiry, supporting, questioning and challenging one another.
  • A starting point - Investigating future-focussed school leadership.
  • Also planned - build this network to include other principals within and beyond Wellington (with like and differing experience, understandings, approaches).
  • Sustain a worthwhile context for the longer term, which grows with us.



We planned our first project together - visiting two schools beyond Wellington. Our inquiry question, shared with the two principals of these schools was:

"How have you moved your traditional schools to become Future-Focussed?"

Two Schools:

Tua Marina School, Marlborough. Principal: Cheryl Wadworth (ERO Review - "sustaining and improving its performance effectively"

Springlands School, Blenheim. Princpal: Gaylene Beatie.  (ERO Review - "very well placed to sustain and improve its performance"


Tua Marina School
Observations - 120 children, country-based. High levels of ICT use (moving beyond BYOD to having 1:1 devices across the school). Classes all single-cell, but with adjoining doors, and variety in space and furniture. Classes experimenting with student-planned timetables in one or more learning areas - must-dos and can-dos (including in NE / Year 1 class - see photos below). Sometimes also more traditional, teacher-directed. 
NE / Year 1 children setting themselves up for their independent literacy activities. It didn't take long before all were fully absorbed in what they were doing.
NE Year 1 - literacy task boards for each child - they choose which independent activities they will complete. Must dos are printed on - the others are stuck on by the children out of their container.
NE / Year 1 class - QR codes used to direct children to a choice of particular activities online.
A variety of furniture in the room
NE Teacher uses See Saw App to keep parents up to date with NE children's progress at school (student-driven digital portfolio)

Cheryl believes that the 2 Key Aspects to successful change in this context have been involvement in professional learning contracts every year. Ensuring consistent practices across the school.

Leadership actions -





Springlands School
Observations - 450 children, urban. Most classes single-cell, visited one with innovative learning spaces. 55 Year 5&6 children together across the space. This class experimenting with a licence-based approach to the children earning the right to work unsupervised upstairs.

Leadership actions -




Reflection -


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