Our Approach: Framing our Thinking

The Golden Circles

WHY:

Current research strongly supports that collective teacher efficacy has the greatest impact upon student achievement.

John Hattie

Michael Fullan

Through a deeper collaborative approach, we can enhance the practice of leaders and teachers to better meet the needs of all learners (particularly priority groups), improving progress, engagement and capacity for lifelong learning.

Genuine collaboration in NZ schools is an evolving approach to teaching and learning/pedagogy. There is widespread research available outside of a NZ context within this area, but within a NZ setting there is only a small (but growing) kete of evidence/research available regarding this approach and the unique needs of our priority learners.

Given the Ministry's strong desire to promote and support 21st Century Learning it is prudent to now invest and support schools with an evidence-based platform to enhance student achievement outcomes within “innovative learning environments (ILE)”. This would incorporate the cultural, relational, physical and pedagogical dimensions of New Zealand's context.

Approaches to teaching and learning have changed over the last 20 years. While classrooms are still the most highly utilised areas in schools, they need to respond to these changes as their performance is critical to modern education delivery. Ministry of Education Property Strategy 2011-2021

A deeper collaborative approach within and across schools is a highly effective way to achieve our goals, and ensure that we are meeting the leadership dimensions that are proven to be making a difference - particularly the dimensions of “Ensuring quality teaching” & “Leading teacher learning and development” which have high effect sizes. ~ Viviane Robinson: Student-Centred Leadership ~

HOW:

Professional learning (best practice), reading (research) and learning conversations between and within our ‘Community of Learners’ has determined that accelerating student achievement across the community is best achieved through enhancing Teacher Efficacy, Learner Agency and Whaanau Engagement.

WHAT:

In order for this to be achieved for all students in our community the following actions will be taken:

• Investigate and unpack the relevant research around teacher efficacy, i.e. OECD, ILE Report, John Hattie, Michael Fullan, OECD: Innovate Learning Environments.

• Understand the current picture within and across our schools. This will include both an initial 'stocktake' but also continued internal school tours across our CoL.

• Analyse data across schools. Look at data within and across sectors including early childhood and tertiary links / pathways. Establish a shared understanding of a baseline standard. Share how data is effectively analysed.

• Identify and utilise areas of knowledge and expertise within our CoL and beyond e.g. other CoL, consultants.

• Utilise ‘Teaching as Inquiry’ to strengthen practice.

• Establish sub-groups / focus groups in relation to shared development / interest areas.

• Share outside consultants across the community - shared professional learning opportunities.

• Provide opportunities for staff to work alongside each other including over and above the across schools leaders and within school leaders.

• Develop shared understandings and vocabulary that support learning and achievement.

• Share practices for engaging our communities.