Ako: Leadership and Learning in a Science Context
Kia ora,
My name is Suzie Scourfield and I have been fortunate to be selected as one of the Participating Teachers (PT's) in the 2020 Science Teaching Leadership Programme managed by the Royal Society Te Apārangi.
Our group consists of 24 teachers from all across New Zealand and include primary, intermediate and secondary educators. We have a variety of host placements which I am sure will generate lots of discussion. I am very much looking forward to this journey and hope that this site will capture my learning along the way.
I teach science at Whangarei Girls' high School in Te Tai Tokerau. I am passionate about bringing every day relevance to the classroom and enthusing students about science.
The programme consists of two phases. Phase one involves each PT being placed with a host science organisation for 6 months. Phase two each PT returns to their school to review what they currently do in science learning for students and then plan a pathway forward to ehnace their science programmes to better engage students and the wider school community in science.
This defintion of AKO I found from the Ministry of Education site supports my thinking behind what is learning. We all have our areas of expertise and we need to make sure that we tap into this with our tamariki. By allowing students to have a platform to share their knowledge we are empowering them to be active in their learning process.
"Quality teaching is the most important influence that the education system can have on student achievement. Effective teaching and learning depends on the relationship between the teacher and student, and the teacher’s ability to engage and motivate the students.
Ako is a dynamic form of learning. Ako describes a teaching and learning relationship where the educator is also learning from the student in a two-way process and where educators’ practices are informed by the latest research and are both deliberate and reflective. Ako is grounded in the principle of reciprocity and also recognises that students and their whānau cannot be separated.
For those working in government, ako is about seeking the perspectives of Māori students, parents, whānau, hapū, iwi and Māori organisations when we do our work. This is an important way to ensure policies and activities take account of identity, language, culture, and what Māori know and value.
Ako describes a teaching and learning relationship where the educator is also learning from the student in a two-way process."
Science Teaching Leadership Programme Objectives
Contribute to the professional learning and development of teachers of science resulting in improved knowledge, skills and confidence
Improve the leadership capabilities of participant teachers to increase the likelihood of sustained, effective school-based science teaching
Encourage participating schools to enhance their science programmes to better engage students and wider schools community in science and to develop students’ science knowledge and skills
Lift the science engagement of the school community
Develop, maintain and leverage linkages with others in the science ecosystem
Ki a Papatuānuku tēnā koe
Ki te whare tēnā koe
He mihi ki a (person’s name)
Ko Manaia te maunga te rū nei taku ngākau
Ko Ngunguru te awa e mahea nei aku māharahara
Nō wera ahau
E mihi ana ki ngā tohu o nehe o Matapouri e noho nei au
Ko Suzie taku ingoa
No reira, tēnā koutou, tēnā koutou, tēnā tātou katoa
I acknowledge mother earth
I acknowledge the house
I acknowledge (person’s name)
Manaia is the mountain that speaks to my heart
Ngunguru is the river that alleviates my worries
I’m from Wales
I recognise the ancestral and spiritual landmarks of Matapouri where I live.
Greetings, greetings, greetings to you all