South Wairarapa Learning and Change Network 7 th December Workshop Jo Grant

1. South WairarapaLearning and Change Network7th December Workshop Jo Grant

2. Focus 2 To ‘map’ the current situation around your schools  achievement challenge To further explore what learning and change networks are really all about ?

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

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

5. Planning your learning and change agenda(B. Annan, adapted GELP matrix,2012) Improvement Core Blended learning Organisation Supplementary programmes Cultural & linguistic Responsiveness Instruction Evaluative Parents family & whanau Innovation 5

6. NZ policy environment 6 • 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

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

8. Learning and change in the past 8

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

10. Four development phases 10 Infrastructure Profiling Implementation Sustainability

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

12. Phase 2, Understanding 12 • Identify priority achievement challenge • Map the current situation • Make explicit practices, reasons for using those practices & consequences of use • Trends and patterns – capabilities and challenges • Plan for changes; practices, reasons & systems

13. Delivery framework Year 2 Learning & change strategies Criteria for Improvement Evaluative probes Year 1 Learning & change strategies Plan Evaluative probes Profiling Regional Training Programme Share & critique, learning and change capabilities, WFRC research findings 13

14. What this work is and is not 14

15. Profiling and mapping In groups of 3 (different schools) Explain your ‘hunch’ around school achievement challenge ** Participant 1 explains their hunch 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 Participant 2 explains hunch and participant 1 & 3 critique Participant 3 explains hunch and participant 1 & 2 critique **(share, critique and consider altering their/ your thinking) 15

16. So what…now what? 16 • 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

17. Mapping the situation surrounding the hunch 17 • This ‘map’ needs to show: • The participants • Interactions between the participants • Data flows • Learning and change tools

18. Next steps… 18 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.

19. Next steps… 19 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.