KotahitangaUnity

Our theme continues

Karakia TimatatangaE te AtuaKia pai te haerenga o tēnei rāMe ō mātou mahi o tēnei Karaehe mō tēnei rai ngā wa katoaAmine

Opening Prayer

Dear GodMay this day go wellAnd our work of this class today and all timesSo be itAmen

MIHIHāere mai, NaumaiNgā mihi aroha, ngā mihi hari ki a koutou katoaKia ora koutou e hoa maKia ora koutou katoa

Greeting

Mihimihi

• Ko Kinderscout te Maunga• Ko Sheaf te Awa• Ko Ranatiki te Moana• Ko Rererangi te Waka• Ko Ngati Wēēra te iwi• I tenei ra, ko uri tangata te iwi

Whakapapa

Ko Florence rāua ko Jack Foster aku tipuna ki te taha o taku māmāKo Mary Underwood rāua ko Walter Lewis aku tipuna ki te taha o taku pāpāKo Ronald Lewis rāua ko Jean Foster aku matuaTakoto ma i runga i te rangimarie o te karaitiTakoto i runga i te arohaKo Tipene Walter Lewis taku ingoaNo Ingarangi ahauI tenei rā Taupo ahauKo Evelyn Frances taku wahine, hoa rangatira, taku aroha.Ko Jon, me Callum, me Gregory, aku tamariki.No reiraKia ora koutou, kia ora koutou.

Waiata

Ēhara i te meaNō naianei te arohaNō ngā tupunaI tuku iho, i tuku ihoTe Whenua, te WhenuaHei orange mo te waiNō ngā tupunaI tuku iho i tuku iho

Tumanako, whakaponoKo te mea nuiKo te ArohaNō ngā tupunaI tuku iho i tuku iho

It isn’t as thoughLove has recently eventuatedOur ancestors left it as a legacyThe land, the landLeft as sustenance by our ancestorsHope, faithThe greatest is loveInherited from our ancestors

Ko au ko au, ko koe ko koe, me haere ngatahi tāua

I am me, you are you, but we can go on together as one

Kotahitanga

Whakatauki

Aims Ngā whāinga

• To share with you something of who I am and what is important to me in my role as principal• To acknowledge you and begin to build connections with you around professional learning priorities• To explore elements of a vision for the future

Success CriteriaBy the end of this session you will be able to:• identify important links between the discourse of your new principal and the learning journey that you

have experienced individually and collectively over the last two years• express what you see as the key learning priorities for you [and maybe your team] for you to be able to

meet the professional challenges ahead of us

Honesty Kia tika te Kōrero

Respect Whakaiti koe i a koe anō

Equality Aroha ki te tangata

Vision for the Future

Must be built on our shared values as a community

VALUES

Collating Responses

Themes from Staff Feedback

At end of 2013Looking forward to 2014

VISION

LEADERSHIP

Heartbeat of the School

Market Perceptions

ACHEIVEMENT

ACADEMIC

CURRICULUM

Pastoral

Behaviour Management

StaffingOrganisation & Communication

Professional LearningStudent

Responsibility

Managing Change

Finances & Learning Resources

Health & Safety

Other

ISSUE

Reflecting

Themes from Staff Feedback

At end of 2013Looking forward to 2014

VISION

LEADERSHIP Heartbeat of the School

Market Perceptions

ACHEIVEMENT

ACADEMIC

CURRICULUM

Pastoral

Behaviour Management

Staffing

Organisation & Communication

PROFESSIONAL LEARNING

Student Responsibility

Managing Change

Finances & Learning Resources

Health & Safety

The Role

of Principal

•LEADERSHIP•COLLEAGUES•STUDENTS•COMMUNITY

Principal’s Perspective

To lead with Moral Purpose

Living & Breathing the Values of the School

Testing our intentions against these values

Distributed

Shared Vision

Collegial

Reflective

Open

Listening

LEADERSHIP

ACHIEVEMENT FOR ALL

Principal as Leader of Learning= Support & ChallengePrincipal as Coach & Mentor= Facilitate & Empower

COLLEAGUES Teaching & Support Staff

Instructional Leadership to extend colleagues’ pedagogy in the areas of teaching & learning to be agentic

Culturally Responsive Leadership to build a strong responsive culture in our classrooms which is rewarding for everyone including the teacher

Empathetic & Emotionally Responsive Leadership to nurture colleagues through change and growth

Principal as

• Educational Leader & Role Model• Advocate & Challenger• Academic & Pastoral Guide &

Conscience

StudentsRemoving barriers to learning so that all can achieve

High Expectations

No Deficit Theorising

Ensuring academic feedback & feed-forward

Culturally Safe & Supportive Learning Environment

Strengthening Academic & Vocational Route ways

Principal as

The face of the college

Servant of the community

Community Te Tiriti o Waitangi Protection Partnership Participation Iwi-Hapū-whānau College Kotahitanga

Seamless transition from Primary Schools to Secondary and through to Tertiary

School in the Community & the Community in the School

Strong supportive networks for the future prosperity of the community

Reporoa College: A Learning CommunitySuccess for

All

Structures

To support the vision not an end in themselves

Goal Setting

Restorative

Practices at all levelsA Culturally Responsive Pedagogy of Relations &

Learning

Evidence

based decision making

Positive Relationships

based on – Trust – Respect – Honest – Hard Work – Commitment – Support & Challenge - restoring

Building ConnectivityWithin – Between – Across - Community & Whānau

Professional Commitment

To student achievement & teacher agency – professional learning - growth

High Expectations for All

Effective Teaching Profile

Distributive Leadership – Taking shared Ownership - Spread

PASTORAL ACADEMIC

Everything is connected National Priorities • Implementation of the National Curriculum including the

Key Competencies• All students achieve literacy & numeracy levels that enable

their success• Māori achieving educational success as Māori• Accelerating achievement for priority learners• Ensuring every young person has the skills to contribute to

their own & New Zealand’s future

College Strategic PrioritiesISSUE

• Providing high quality learning and teaching opportunities to enable all students to realize their full potential as learners

• Providing a safe teaching & learning environment which enhances a sense of identity & pride for all members of the school community

• Supporting student achievement through maximizing efficiency in all aspects of school organization and system processes

Effective Leadership Communication & Collaboration

• Fostering a school community in which the actions of all members are guided by the principles of Te Tiriti o Waitangi: Partnership, Participation and Protection

• Recognizing and valuing our own and each other’s peoples heritage and culture as treasures

• Developing culturally appropriate approaches to teaching and learning

• Establishing culturally safe, inclusive and collaborative learning environments where Māori students enjoy educational success as Māori

• “Be the change that you wish to see in the world.” ― Mahatma Gandhi

Cultural Responsiveness

Teachers as agentic practitioners:

• Co-constructing with students through shared learning a supportive and challenging learning environment

• Engaging in critically reflective thought that challenges personal discourses leading to professional growth & achievement for all students

• Recognizing the situative nature of learning by valuing what students bring, drawing on their prior learning and enhancing the relevance of new learning

• Providing a range of learning experiences, contexts and opportunities in which students are able to learn

Effective Pedagogy

Seeing the whole

Maintaining a focus on Māori achieving success as Māori

Starpath

He Kakano

National Initiatives under one umbrella

Building on SuccessProfessional Learning Development

Raising the Achievement of Māori

Student Learners in Secondary Education Literacy Project

Numeracy Project

PB4L

Te Kotahitanga

When considering the identified aspects of the college’s Strategic Priorities – without agonising too much – give yourself a rating against each.

Research shows that teachers frequently overestimate their effectiveness in areas of pedagogical practice.

Remember this is not a test – view it rather as a piece of ‘Formative Assessment” that will help to inform our decision making around ‘Professional learning’ priorities for:• You personally & professionally• Your Team(s)• The staff as a whole

Self-Assessment

Example 1. To continue to promote and implement various learning strategies with special emphasis on Differentiated Learning within the NZ Curriculum. All staff under take Professional Development so that they provide quality learning and teaching.

Which of the following statements best describes your current practice and position? Tick most appropriate

a. I feel uncertain about my current ability to differentiate learning in my classroom practice and would welcome focused professional learning in this aspect of my pedagogical practice

b. I am beginning to incorporate differentiated learning into my planning and practice but would welcome further professional learning in this aspect of my practice and feedback on how effective it is in meeting student needs

c. I am confident in my application of differentiated approaches to meet student needs and do not feel I need to focus on this aspect of my practice

d. I am confident in being able to differentiate learning in my classroom, I incorporate approaches in my planning, I have evaluated the impact on achievement and I am prepared to support in a professional learning workshop

ISSUE

Ko au ko au, ko koe ko koe, me haere ngatahi tāua

I am me, you are you, but we can go on together as one

Kotahitanga

Whakatauki