Effective Cultural Inclusiveness
How can you powhiri kids one minute and welcome them into your whanau and then kick them out when they get it wrong? We are in the job of educating.
We don't make excuses for kids. Every kid has magic. No matter what happens before they come in the gate ... what they look like ...
Values linked to kiwi kea ruru pipiwharauroa kotuku
Servant leadership
Curiosity
Learning for Life
Enterprise - progressive
EQ
Whanau engagement critical. Empower our whanau to know they can make a difference. BE INVITATIONAL. BE INCLUSIVE. We need them to be a part of their learning journey.
Inclusion Strategies - 12
We don't talk deficit in our school. Strengths. Inclusion.
Do our kids ...
Feel like someone truly believe that are capable?
Feel like they fit in?
Know they can achieve academic success?
How they can achieve social success?
Ma Te huruhuru, Ka rere Te manu
Adorn the bird with feathers and it will fly.
Bruce Jepsen - Te Akau ki Papamoa
Effective Cultural Inclusiveness in the Mainstream
What is it like to be a Maori at Breens? What is it like to be in the classrooms? How does it feel? What do you see? What do you hear?
Working with our BOT. They need to be culturally responsive. Leading as an example to my staff. CULTURAL LEADERSHIP.
Whanau coming te kura to talk about the potential of our tamariki.
Have higher not lower expectations.
Have a BOLD vision. Can our kids whakapapa? Can they mihi?
Sense of belonging - nurtured through identity. Links to whakapapa. Iwi.
Culture in the Charter, in the systems and in our people (by what they DO)
Te Reo Maori - teach it daily!
Could we use Breens FM to help with daily Te Reo across the school NR and Maori Student Leaders?
Mason Drury - The Whole Child - kids need to know who they are!
Have Courage under Fire!
Ngaire Ashmore - Tangaroa College
What do we need to do differently to make a difference? Is is NOT ok for our Maori and Pasific students to not be succeeding.
How do our students view themselves now and in the future?
Revisiting our Maori children. Can every teacher say who they are and where they are at?
Maori Student Graduating Celebration/Hui. School writes a citation on each student - challenges, struggles, progress and celebration. Ask these students to describe their journey with us - as part of exit student voice. Whanau and kai. Could our Maori Student Leader group organise this?
Use the Leadership Capability Model to help NM and I plan forward for 2017.
Could NR work alongside Glenda to ensure we have Te Reo and things Maori aligned with Science planning?
The Child is at the Centre - Susanne Simmons-Kopa
He Rakau - idea for staff - personal values and characteristics
What kind of personal values (trunk) have we experienced and therefore what are my characteristics (leaves)
Leadership Statement: (what kind of leader do I want to be? Using 7 of the best words from your rakau)
Care for others is at the centre of what I believe as a leader of learning. Being a servant leader to my community and being inclusive of everybody in my kura. Working hard for all of our students and expecting nothing but the best for everyone in our place.
Tū Rangatiri Document. Potential. Cultural advantage.
Effective Pedagogy. See NZC:
Ask our teachers how they .... Supportive learning enviro reflective thought and action, relevance of new learning, shared learning, making connections to prior learning providing sufficient opportunities, inquire into the tchr-learning relationship.
Partnership for 21st C Skills: Framework for 21C Century Learning
Creating an environment where children feel constantly wanted, valued, they belong.
Whanau engagement - create traditions and events for our whanau to come in and engage with the school in a low key, non threatening way.
On Teacher Learning Blogs:
How can you powhiri kids one minute and welcome them into your whanau and then kick them out when they get it wrong? We are in the job of educating.
We don't make excuses for kids. Every kid has magic. No matter what happens before they come in the gate ... what they look like ...
Values linked to kiwi kea ruru pipiwharauroa kotuku
Servant leadership
Curiosity
Learning for Life
Enterprise - progressive
EQ
Whanau engagement critical. Empower our whanau to know they can make a difference. BE INVITATIONAL. BE INCLUSIVE. We need them to be a part of their learning journey.
Inclusion Strategies - 12
We don't talk deficit in our school. Strengths. Inclusion.
Do our kids ...
Feel like someone truly believe that are capable?
Feel like they fit in?
Know they can achieve academic success?
How they can achieve social success?
Ma Te huruhuru, Ka rere Te manu
Adorn the bird with feathers and it will fly.
Bruce Jepsen - Te Akau ki Papamoa
Effective Cultural Inclusiveness in the Mainstream
What is it like to be a Maori at Breens? What is it like to be in the classrooms? How does it feel? What do you see? What do you hear?
Working with our BOT. They need to be culturally responsive. Leading as an example to my staff. CULTURAL LEADERSHIP.
Whanau coming te kura to talk about the potential of our tamariki.
Have higher not lower expectations.
Have a BOLD vision. Can our kids whakapapa? Can they mihi?
Sense of belonging - nurtured through identity. Links to whakapapa. Iwi.
Culture in the Charter, in the systems and in our people (by what they DO)
Te Reo Maori - teach it daily!
Could we use Breens FM to help with daily Te Reo across the school NR and Maori Student Leaders?
Mason Drury - The Whole Child - kids need to know who they are!
Have Courage under Fire!
Ngaire Ashmore - Tangaroa College
What do we need to do differently to make a difference? Is is NOT ok for our Maori and Pasific students to not be succeeding.
How do our students view themselves now and in the future?
Revisiting our Maori children. Can every teacher say who they are and where they are at?
Maori Student Graduating Celebration/Hui. School writes a citation on each student - challenges, struggles, progress and celebration. Ask these students to describe their journey with us - as part of exit student voice. Whanau and kai. Could our Maori Student Leader group organise this?
Use the Leadership Capability Model to help NM and I plan forward for 2017.
Could NR work alongside Glenda to ensure we have Te Reo and things Maori aligned with Science planning?
The Child is at the Centre - Susanne Simmons-Kopa
He Rakau - idea for staff - personal values and characteristics
What kind of personal values (trunk) have we experienced and therefore what are my characteristics (leaves)
Leadership Statement: (what kind of leader do I want to be? Using 7 of the best words from your rakau)
Care for others is at the centre of what I believe as a leader of learning. Being a servant leader to my community and being inclusive of everybody in my kura. Working hard for all of our students and expecting nothing but the best for everyone in our place.
Tū Rangatiri Document. Potential. Cultural advantage.
Effective Pedagogy. See NZC:
Ask our teachers how they .... Supportive learning enviro reflective thought and action, relevance of new learning, shared learning, making connections to prior learning providing sufficient opportunities, inquire into the tchr-learning relationship.
Partnership for 21st C Skills: Framework for 21C Century Learning
- Life and Career Skills
- Learning and Innovation Skills - Critical thinking, Communication, Collaboration and Creativity
- Info, Media and Tech Skills
Spirals of Inquiry - What do I need to know and learn in order to make a difference with my inquiry?
Inquiry is a way of professional being and so is a career-long project.
There needs to be a system-wide approach to inquiry.
Stephen Harris - SCIL - Principal of NBCS - embedding pervasive innovation into the everyday life of a school!
Creating an environment where children feel constantly wanted, valued, they belong.
Whanau engagement - create traditions and events for our whanau to come in and engage with the school in a low key, non threatening way.
Ideas around Appraisal - assess themselves using Tū Rangatira.
Term Goals, Annual goal and something for themselves.
On Teacher Learning Blogs:
- Who am I?
- My leadership statement?
- Self Assessments
- Critiques
- Photos
- Evidence of planning and assessment
- PLD reviews/reflections
- Research/Readings relevant to what's on top in our school
Nathan Wallis
Ka Tikaka o Ka Roro The Fascinating Brain
The first 1000 days are so important for brain development. Conception to 2.5 years.
Gathering data to work out what sort of brain it needs for the rest of it's life.
Cortex development related to relationship development.
The 4 brains -
1 Survival brain - brain stem
2 Sports brain - cerebellum (movement)
3 Mammal - limbic in the centre (emotion)
4 Cortex - language, reading, maths. Human brain. "Dogs don't have this part."
Brains are fully grown at 10. Fully online at mid twenties for most.
Perry's Neuro Sequential Model
Brain number one expects relationship from another. Theory of attachment. Needs a Diad.
Needs to meet the needs of Brain number one and two in order/established to get to three and four.
Lateralised brains. Left front cortex first/right second. Necessary for reading.
Brains are ready for - Over 7 - cognitive learning. Under 7 - social and emotional learning.
As a Principal what does it mean:
Brain 1 Relationships
Brain 2 Movement. The rocking/swaying that goes on as a baby.
Brain 3 Dispositions (attitudes/beliefs) You need a positive disposition towards you as a learner and your culture. Dispositions are where it is at. Resilience.
Creativity as a preschooler. Play and social interactions SO important. Intelligence is essentially problem solving.
Jumping to brain number four before they are ready is not helpful. 1-3 are necessary before cognitive development at 4.
Lead by example with promoting Maori culture. Show the kuru and community that you disagree with media perception. Promote Te Reo. Promote Tikanga. Promote Maori success at every chance.
Neuroplasticity: The brain's ability to reorganize itself by forming new neural connections throughout life.Neuroplasticity allows the neurons (nerve cells) in the brain to compensate for injury and disease and to adjust their activities in response to new situations or to changes in their environment.
Need to try to grow a frontal cortex if the brains 1, 2 and 3 haven't come online. Can do it later, it is just tougher. Create a diad. One relationship with someone who cares shows aroha. Motor skills.
Brain 4 shuts for renovations during adolescence for three years. Back to utilising brain 3. Operating in an emotional brain. Not rational. Not logical.
Teenager is in cortex only 10% of the time. Watch them when they are in this part - this is where they will look as adults. (Better than focusing on how they are at when they are irrational and emotional). Restorative practices exercises the frontal cortex, punishment just inhibits it.
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