Leading educational change.
Leading a student-centred school.
Leading a new era of teaching and learning.
9.00am – 10.00am – Keynote: Dr Welby Ings (Professor in Design, AUT)
The dangers of sleeping with your social editor - This illustrated address looks at creativity and constraint when growing potential in ourselves and others. In doing so, it considers the difference between creativity and its surrogate, small-scale adaption.
10.30am – 12.00pm - Jane Gilbert & Danielle Myburgh
Following or Leading? Modern Learning Environments, Digital Technologies and “The Future” of Education – is this it?
When people talk about education future, technology and modern learning environments are writ large. How important are these? Is this what “future-focused” education is all about? Should we be investing millions of dollars in what might turn out to be just a fad? This session won’t try to provide answers to these questions: rather it will be designed to provoke debate. The session will be led by Jane Gilbert, and education theorist and Danielle Myburgh, a practicing teacher who lives and breathes modern learning environments and digital technologies. They will pose questions, and play a “devil’s” advocate” role in the discussion. Come to this session if you want to engage in deep discussion of these ideas and walk away, not with “answers”, but more questions.
1.00pm - 2.00pm - Linda Hutt
Breaking down the silos — innovative curriculum for years nine and ten.
Westland High School is a small rural school on the South Island’s West Coast. In 2010, we faced challenges in engaging our year nine and ten students, and at the same time roll numbers made providing even class numbers across the two levels difficult. After a process of consultation with the community, students and staff, we adopted a six line trimester programme, with all subjects being broken into courses, whether they were traditionally core or option subjects.
The trimester programme, delivered first in 2011, produced some unanticipated results. Our intention was to broaden our curriculum and deliver more choice for students, working with their parents and a vertical form teacher. The immediate effect, however, was a halving of disciplinary interventions for these levels in the first year, which has been sustained in the years following. Student choice, regular monitoring of achievement and progress, and innovative programmes have led to better alignment of curriculum at these levels to senior programmes, and much improved student engagement.
3.30pm - 4.30pm - KEYNOTE: Hon Steve Maharey: (Vice Chancellor, Massey University)
The Way Ahead: Education in New Times
10.30am - 12.00pm - Claire Amos & Mark Osborne
Sustainable Agility: Leading Effective Pedagogical Change
One of the challenges in leading change in schools is to make it meaningful, enduring and sustainable. With education going through increasing amounts of transformative change and research that suggests that two thirds of such change will fail, a vital step in the process is for leaders to develop their knowledge of how to lead change. This session will explore how to lead change successfully and will use Hobsonville Point Secondary School as a case study, looking specifically at personal profession learning programmes, teaching as inquiry and knowledge building.
1.00pm - 2.00pm - Ann Greenaway & Anna Wilson
Creating a timetable structure to support 21st Century Learning.
This workshop will take you through the reasons for the changes to the timetable and the form teacher role, and the processes followed to be able to implement these changes in 2015. We will also share with you feedback on outcomes so far and what our next steps will be.
9.00am - 10.00am - KEYNOTE: Nathan Wallis: (Nathan Wallis Ltd)
Nathan's presentation explores how the brain works and how neuro-science can better inform our day to day interactions with children and young people.
10.30am - 12.00pm - Dr Graham McPhail
Problems of educational change in a ‘21st Century’ new secondary school.
This session reports on the initial stages of a three year empirical study of a new secondary school in New Zealand. The school is taking an ‘innovative’ approach to curriculum design and pedagogy reflecting the Ministry of Education's preferences for 21st century learning: the school is leading educational change through developing a student-centered school and building teacher capacity for this new approach to schooling. The initial findings of the study will be shared and then considered within a framework informed by three models of curriculum conception. There appears to be little critique of much of the 21st Century literature which is mostly aspirational rather than evidence-based and this sessions hopes to stimulate some ‘disobedient discussion’ about both the possible positives and the possible unintended consequences of the 21st approach as it emerges in one particular school.
1.00pm - 2.00pm - Stella Bond
Vocational Pathways: How to make these work effectively for learners in your school.
The purpose of this workshop is to present some research Stella has been doing on Vocational Pathways. Firstly an analysis has been conducted to map what proportional breakdown exists within the Vocational Pathways when viewed across the Learning Areas. Leaver data has also been mapped alongside the Vocational Pathways to identify what pathways leavers follow. A detailed analysis of what sector related standards her school offers across the Learning Areas is outlined. Research has been done on job prospects nationally, again mapped against the Vocational Pathways. This has then been repeated at a regional level using data for Taranaki.
The consideration behind the research is focused on providing opportunities for all learners to potentially secure Vocational Pathway Awards regardless of their destination beyond school.