South WairarapaLearning and Change Network

7th December Workshop Jo Grant

To ‘map’ the current situation around your schools  achievement challenge

To further explore what learning and change networks are really all about

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Focus

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What do you want from a Network (get)

Your understanding about what ‘Learning and

change’ is all about

Believing in people’s capability

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Learning and change knowledge in relation to three big agenda items

R. Burt, 2011

Schooling Improvement

Blended learning

Cultural Identity

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Planning your learning and change agenda(B. Annan, adapted GELP matrix,2012)

Organisation

InstructionCultural & linguisticResponsivenessEvaluative

Parents family &

whanau

Core

Improve

ment

Supplementary programmes

Innovation

This strategy

acknowledges growing collaboration between schools

catalyses the spread of effective lateral learning and change knowledge/capabilities to lift valued learner outcomes

aims to create partnerships between schools, communities and businesses

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NZ policy environment

Learning and change is rapidly changing

from

vertical hierarchies

to

lateral social and e-learning networks

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Globally

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Learning and change in the past

Learning and change now

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Communities

Vertical Learning Dimension

ClassroomsFamilies Internet Iphones/IpadsVirtual games

Schools

Education Authorities

National Policy

Indigenous leaders

Cyberspace

International partnerships

Business partnerships

Horizontal learning dimension

Communities

1. Infrastructure2. Profiling3. Implementation4. Sustainability

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Four development phases

1. Initial sense-making2. Confirmation of leader interest3. Confirm terms of reference4. Initial data analysis to identify hunch of achievement

challenge5. Agree on package of provider support6. Complete a self-review of the ministry heat map

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Phase 1, Infrastructure

1. Identify priority achievement challenge

2. Map the current situation

3. Make explicit practices, reasons for using those practices & consequences of use

4. Trends and patterns – capabilities and challenges

5. Plan for changes; practices, reasons & systems

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Phase 2, Understanding

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Delivery framework

Plan

Evaluative probes

Evaluative probes

Profiling

Criteria for Improvement

Year 1 Learning & change strategies

Year 2 Learning & change strategies

Regional Training Programme

Share & critique, learning and change capabilities, WFRC research findings

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What this work is and is notWhat this strategy is about What this strategy is not about

Participants will grow knowledge, capability and responsibility if they are supported/ challenged to do so

View participants as needy

Talk and do things with one another Talk about and do things for others

Encourage respectful practice and theory debates

Impose theories and practices

Identify and seek appropriate supports, e.g. PLD

Take over support role e.g. PLD

Create a balance between adult –led teaching and learner led learning

A pendulum swing from adult to learner control

Check that learning and change has occurred

Assume that learning and change has occurred

Model effective lateral learning and change networking

Expect others to learn and change while you stay put!

Profiling and mappingIn groups of 3 (different schools)

•Explain your ‘hunch’ around school achievement challenge **

1. Participant 1 explains their hunch2. Participant 2 & 3 listens carefully and critiques the

explanation on three counts – questions for understanding, any contradictions made and possible alternatives to the hunch. Person 1 responds to the critique

3. Participant 2 explains hunch and participant 1 & 3 critique

4. Participant 3 explains hunch and participant 1 & 2 critique

**(share, critique and consider altering their/ your thinking)

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Go back to school groups…re discuss hunch in light of the share/ critique conversations. Agree on the wording of the hunch about the achievement challenges to proceed

e.g. improve writing for Maori boys in years 1-3

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So what…now what?

This ‘map’ needs to show: The participants Interactions between the participants Data flows Learning and change tools

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Mapping the situation surrounding the hunch

Check the hunch about the achievement challenge with leaders, teachers, students and families

Complete the ‘mapping’ exercise with leaders, teachers, students and families. Identify trends and patterns in the diagrams within and across groups

Agree on one or two achievement challenges – once again, make appropriate alterations to the hunch about the achievement challenges.

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Next steps…

Groups of three network schools to visit one another to share, critique and alter the achievement challenge hunch and the change priorities

Agree on 2 enthusiasts who will take responsibility to lead the rest of the planning process. These people bring to the next meeting the updated hunch about the achievement challenge and the change priorities that emerged from the mapping exercise.

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Next steps…