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Kiri Kirkpatrick

Dr Naomi Rosedale

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Georgie Hamilton

Kiri Kirkpatrick

Dr Naomi Rosedale

Te Mātaiaho: English

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Georgie Hamilton

Kiri Kirkpatrick

Dr Naomi Rosedale

Te Mātaiaho: Maths and Statistics

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Georgie Hamilton

Kiri Kirkpatrick

Dr Naomi Rosedale

Te Mātaiaho: Assessment

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Georgie Hamilton

Kiri Kirkpatrick

Dr Naomi Rosedale

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Georgie Hamilton

Kiri Kirkpatrick

Dr Naomi Rosedale

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How: Purpose

Equity

Achievement

Hope

21st C Skills

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How: Learn Create Share and the Hook

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How: Clustering

Benefits	Tensions
Financial Expertise, and evidence based practices Relationships and networks Legitimacy / critique - ‘outsiders’ also seeing the value	Jurisdictional tensions - competition (challenging rather than supporting public schooling/ antagonism) State retreat / sustainability Accountabilities - Loss of community input

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Session 1: Cluster Conversation Starters

PROMPTS:
What’s worked up till now?
What still holds for us as a cluster?
How might we add more value?
Which parts are best done as a cluster? Which are best done school by school?

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CLUSTER BREAKOUT SPACES

Please follow your facilitator to your breakout space.

Ako Hiko - Horizon Room

Manaiakalani - Clifton Room

Kootuitui - Conference 3

Kaikohekohe - Banquet 2

Te Hiku - Conference 3

Hokitika - Banquet 1

Toki Pounamu - Banquet 1

Te Ara Tūhura - Banquet 1

Uru Mānuka - Conference 1

Ōtaki - Banquet 2

Tairawhiti - Banquet 2

Taranaki - Banquet 1

Te Purapura Ngātahi o Manaiakalani - Horizon

Horowhenua - Banquet 2

Partners - Conference 2

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Session Two:

What We’re Already Doing

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Georgie Hamilton

Kiri Kirkpatrick

Dr Naomi Rosedale

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Teaching the

Basics Brilliantly

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Creativity and Engagement

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READING

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READING

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MANAIAKALANI READING PILLARS OF PRACTICE

Ngā Pou O Te Pānui Aronui

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MAPPING THE MANAIAKALANI READING PILLARS OF PRACTICE

NGĀ POU O TE PĀNUI ARONUI

*1 = RPI alignment ; 2 = RPI alignment plus +

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MATHS

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MATHS

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MANAIAKALANI PILLARS OF MATHEMATICS PRACTICE

NGĀ POU O TE PĀNGARAU ARONUI

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MAPPING MANAIAKALANI PILLARS OF MATHEMATICS PRACTICE

NGĀ POU O TE PĀNGARAU ARONUI

*1 = MPI alignment ; 2 = MPI alignment plus +

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Maths Resources

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The Common Assessment Activities

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The CAAs: Dashboard Approach

Text Coverage

Paragraphed print text
Min 3 times a term
Teacher models core Reading Apprenticeship routines

Response To Text

Vocabulary review
Multi-choice questions
Open questions
Create
Share

Extended Discussion

Response-to-text review
Students model core Reading Apprenticeship routines

Year Plan

Exam question coverage
Reading Apprenticeship routines coverage (incl. Te Mahau Activity Guides)

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The Common Assessment Activities

ANALYSING EXAM QUESTION TYPES

MODEL AND THINK ALOUD STRATEGIES

PRACTICE AND

PREPARATION

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2025 Assessment

	As Usual	Adding in
Reading	PAT Year 4-10 NCEA data	Optional Year 3 STAR Phonics check CAA data
Writing	e-asTTle Year 2-10	CAA data
Maths	PAT Year 4-10 NCEA data	Optional Year 3 PAT Maths CAA data

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Observations and Questionnaires

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Teaching the

Basics Brilliantly

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Planning for Ambitious Outcomes: Assessment Capable Learners

In observations we looked for lessons where the learners reflected on their learning intentions, In the questionnaires we asked if learners knew how much progress they were making, if they know what they are learning to do and if they know they have been successful in their learning during reading. 65% of learners and 82% of teachers thought that the learners know when they were successful. This combines the Always and Mostly responses. Explicit teaching means teachers clearly explain concepts with specific learning intentions and success criteria for each lesson, rather than expecting students to figure them out on their own. This approach is useful when teaching new material or addressing misunderstandings.

From the curriculum: Explicit teaching is not just about teacher talk. In it, teachers gradually give students more responsibility for their own learning. Students stay actively involved, and teachers regularly check for understanding, providing immediate and constructive feedback.

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Plan to use Diverse Texts: Text Sets

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Plan to use Diverse Texts: Multimodal

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Teaching Learners to Think and Question: Discussion

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Teaching Learners to Think and Question: Higher Order Thinking

In observations we looked for Higher Order Thinking Skills being used. Analysis was seen in 55% of lessons, Evaluation in 39% and Synthesis in 26% of lessons observed. In the questionnaires 74% of learners and 87% of teachers thought learners knew what they were learning to do always or most of the time. This is learners being metacognitive about the learning process in reading.

From the end of year 6 - Critical analysis

At the end of this phase, students can discuss different interpretations of a text and justify a position using personal knowledge, evidence from the text, and knowledge of similar texts. They consider the effects of how people, places, objects, and ideas are represented in and across texts and can distinguish facts from opinions. They can also identify how their thinking has changed or solidified as a result of this critical analysis.

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Plan to use Diverse Texts: Cultural Representation

In observations Māori representation was seen in 32% of lessons, this matches 38% of our demographic that identify as Māori. Pasifika representation was seen in 14% of lessons, not quite matching our demographic numbers of 23%. (we acknowledge that it is sometime difficult to find Pacifika texts and know that this has been a focus in the School Journals for a while now.) In the questionnaires 54% of whānau, 46% of learners 67% of teachers and 64% of leaders thought learners read texts that included a range of different cultures.

In text forms and genre section the curriculum identifies texts from learners cultures as being required. At the end of year 6 learners compare and contrast different text forms and genres across a topic, including cultural texts from their own and others’ cultures, and discuss how they are written for different audiences.

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Creativity and Engagement

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Design Rich Create Experiences: Create to apply understanding

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Design Rich Create Experiences: Choice

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Design Rich Create Experiences: Collaboration

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Enable Opportunities to Share

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Multi

Modal

Higher Order Thinking

Text

Sets

Creativity

Choice

Discussion

Collaboration

Sharing

Cultural

Representation

Assessment Capable Learners

How are we creating opportunities to succeed?

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What further support or resources would you like Manaiakalani to provide in order to accelerate the shift in reading progress going forward?

When we asked our teachers and leaders in the questionnaires about support they would like in order to accelerate reading shift, we saw very similar answers to last year. The majority of support requested was for professional learning and development and learner resources. 48% of leaders wanted further PLD or access to the current PLD. While 41% of teachers wanted learner resources. We also had comments about sharing practise and access to technology as well as assessment and Te Reo requests.

Some of the specific comments from leaders were - guiding teachers in ways to make accelerated shift, exposure to what other schools are having success using - School leaders as well as the team are also aware of the current climate one comment said - Our staff are working very hard and adding extra items into the mix may be a straw too many.

Teachers wanted Support for things like: achievable, meaningful activities for years 1-3 to do independently after reading, interactive and engaging reading activities, making learning more dynamic and accessible

As always there were some we can’t help with:

I would love an extra person to come in, More time for PLD, A class set of chromebooks

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Spread and Fidelity

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Session 2: Cluster Conversation

CLUSTER	What are we already doing?	What do we want to add/subtract?
‘Teaching the basics brilliantly’
Creativity and Engagement
Spread and Fidelity

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Session Three: �Leading Positive Change

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Opportunities

to Succeed

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Digital Affordances

Three levels of digital divide:

Access
Skills and Use
Reaping the Benefits - requires capability and confidence

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“...enable fully engaged digital citizenship with enhanced student achievement outcomes and transformed pedagogy…”

“Build on the success of Schooling Improvement to measurably raise student achievement”

“Engage students through the use of technologies that allow them to practice, produce, present and publish in something other than the media of historic failure”

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Why we cluster together:

Impacting opportunities to succeed

A vision of teacher professionalism within an era of testing accountability

Collective responsibility
From ‘my school’ to ‘our schools’
Use of data to identify strengths
Shared development of practice
Collective accountabilities
Shared capacity building for next generation
Professional generosity and reciprocity

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What is a profession?

One definition:

professions provide an important public service
they involve a theoretically, as well as practically grounded,

expertise

they have a distinct ethical dimension which calls for expression in a code of practice
they require organization and regulation for purposes of recruitment and discipline and,
professional practitioners require a high degree of individual autonomy- independence of judgment- for effective practice.

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Activist

Transformative practises
Production of new knowledge
Practitioner inquiry - teacher as researcher
Teachers working collectively towards ongoing improvement

Controlled Professionalism

Accountability and control by government
Upgrading of skills
Passive recipient of knowledge
Teacher as technician

Compliant

Compliance with government change agenda
Modify existing practises
Transmission of knowledge
Teacher as craft worker

Collaborative

Procedurally driven professional renewal
Rethink and renew practises
Proscribed collaborative learning networks
Teacher as reflective learner
Teacher working individually towards their own improvement

ORGANISATIONAL

PROFESSIONALISM

DEMOCRATIC PROFESSIONALISM

ATTITUDINAL DEVELOPMENT

FUNCTIONAL DEVELOPMENT

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Collage of professionalism(s)

Pre-professional
Autonomous professional
Collegial profession
Post-professional

A new era - marked by polarized directions:

learning to work effectively with groups and institutions beyond school
de-professionalization of teachers crumble under multiple pressures and intensified work demands

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Georgie Hamilton

Kiri Kirkpatrick

Dr Naomi Rosedale

Learners and Teachers Navigating Shifting Tides

Teachers have a decisive role in interpreting and implementing aspirations; they “determine the fate of curricula.” (Hodge, 2024, p.1)

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Becoming an Adaptive Expert: Individual Professionalism

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Creating Opportunities to Succeed

Teacher agency: the role of teachers in ‘shaping the learning environment’ and their ‘ability to adapt and innovate in response to diverse student needs’

Pantić (2015)

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Using ‘Hope Theory’ to Understand Change

Goals: Establish the pathways and ignite motivation.

Pathways: For those with high hope, when pursuing a specific goal, their pathways thinking includes generating a feasible route with a simultaneous sense of confidence in that route.

Agency: The motivational component to propel people along their imagined routes to goals.

Self-efficacy/ Collective efficacy: individuals'/ groups’ beliefs in their ability to achieve their goals.
Emotional input: Positive emotions arise from perceived progress. Emotions can affect teachers' sense of agency, their perception of their capabilities and their control over a situation.

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Collective, local and creative response - Equity, Achievement, Hope, 21st Century Skills
Learners who reap the benefits for achievement
Creating opportunities through access, skills and benefits
Teacher professionalism and accountability
Collective professionalism and local horizontal accountabilities
Collective: Goals, pathways, agency (efficacy and emotion)

Recap:

How are we creating

opportunities to succeed?

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Breakout: Leading A Hopeful Profession

Know the goals
See an achievable pathway (spread and fidelity)
Feel confident, capable and effective

What will your teachers need from YOU in order to develop hope for the future?

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Session Four:

Planning for 2025

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Goals	Pathways	Leaders Empowering Teachers

Clustering + What We’re Already Doing + Leading Positive Change

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Feedback

bit.ly/3CiE3Ib

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Georgie Hamilton

Kiri Kirkpatrick

Dr Naomi Rosedale

Contact the Research Team:

Georgie Hamilton

Kiri Kirkpatrick

Dr Naomi Rosedale