South Wairarapa Learning and Change Network 7 th 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  ? Focus 2

 What do you want from a Network (get)  Your understanding about what ‘Learning and change’ is all about Believing in people’s capability 3

4 Learning and change knowledge in relation to three big agenda items R. Burt, 2011 Schooling Improvement Blended learning Cultural Identity

5 Planning your learning and change agenda (B. Annan, adapted GELP matrix,2012) Organisation Instruction Cultural & linguistic Responsiveness Evaluative Parents family & whanau Core Improvement 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 6 NZ policy environment

Learning and change is rapidly changing from vertical hierarchies to lateral social and e-learning networks 7 Globally

8 Learning and change in the past

Learning and change now 9 Communities Vertical Learning Dimension ClassroomsFamiliesInternetIphones/Ipads Virtual games Schools Education Authorities National Policy Indigenous leaders Cyberspace International partnerships Business partnerships Horizontal learning dimension Communities

1.Infrastructure 2.Profiling 3.Implementation 4.Sustainability 10 Four development phases

1.Initial sense-making 2.Confirmation of leader interest 3.Confirm terms of reference 4.Initial data analysis to identify hunch of achievement challenge 5.Agree on package of provider support 6.Complete a self-review of the ministry heat map 11 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 12 Phase 2, Understanding

13 Delivery framework Plan 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

14 What this work is and is not What this strategy is aboutWhat 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 anotherTalk 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 mapping In groups of 3 (different schools) Explain your ‘hunch’ around school achievement challenge ** 1.Participant 1 explains their hunch 2.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) 15

 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 So what…now what?

 This ‘map’ needs to show:  The participants  Interactions between the participants  Data flows  Learning and change tools 17 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. 18 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. 19 Next steps…