CAIMS PD with Lester Flockton
Educationist or Managerial Technicist
Follower Leader or Leader Leader
1st priority. Know your school. Know your students. Know your teachers.
Avoid being an educational swinger! In education's NZ system the pendulum is constantly swinging.
We need to encourage and engage in critical analytical thinking and debate before deciding whether to swallow ie current DMIC in CoL.
Conversations around the steadily decline in our NZ results, especially in Mathematics and English. NS had absolutely no effect on raising achievement.
When considering NZC ...
LOCALISATION - the educational needs/interests of our school's students. ie Enviro, Preschool Opps, WearArts, Culture ...
The character of the school's community.
The range and availability of local resources and the resourcefulness of school leaders and teachers.
Examples:
Our street names, our water ways, our community resources around us.
TEACHERS and LEARNING PROGRAMMES improve achievement not data.
The best assessments are skilled, expert professional judgements from a range of information.
NZC achievement objectives are deeply flawed.
Can we have one objective for each learning area? Keep it simple and chase that objective. That will give the framework for our localised curriculum
ie Visual Arts Students show that they know the use and effects of a variety of materials, tools and processes for ... then you could list media. Use essence statement to help develop one objective for each area.
Instead of levels have simple objectives for each area and measure against objectives ?
Look at each learning area. What is that really about?
Check out learning theory. Do our teachers really understand how children develop and learn??
There is no linearity with learning. Progressions do not necessary follow on in a tidy or linear fashion.
Our curriculum at SIS: Is it broad enough? Deep enough? If we struggle to keep them
relevant, are they good?
More valid/acceptable - Student lead inquiries. A conceptual leap away from topic based
approach but does require teacher letting go on certain things, being aware of learning
benefits, traps etc.
When NZC was launched (LF was part of the writing team) he recommended stapling shut
the Aos and stick to teaching the front part (of science, arts, etc).
Put the joy back into the richness of the curriculum. Lift us out of the tokenistic approach.
Be aligned to the currculum rather than ticking off curriculum coverage. Localise it so that
chn are getting rich learning that is relevant to them
Options – on his slide show
Maxi – long term topic
Mini – short term topics
Maxi and mini
Think Big Picture and Think Teacher Curricular Literacy
Backward mapping
First criteria for effectiveness: Sustain student interest
Second criteria: Teacher resourcefulness
Friendship, Integrity, respect, excellence – posters, how relevant? LF
recommended this!!
Note re KCs. If you’re measuring – is in valid language for chn? Fair?
Be wary of embarrasing chn in class displayed progress chart of
these.
LF liked a class constructed grid etc. Their thinking, their language, their assessment for
KCs. Peer moderated self assessment.
LF is sending document to CAIMS contact for sharing – suggested assessment philosophical
and practical overview.
A few points:
six learning domains, MRW, Topic (Soc Std, Sci, Health ) Arts, Music
assessed 3 x/yr,
achievement: not yet succeeding, excelling – or similar
progress: more specific statements
(refer LF’s doc)
Note Scottish Chief inspector notes: What to Avoid. It’s excellent – mainly warns teachers
not to measure excessively, ticking off this or that!
LF thinks we can move these ways, over time. Take care and time. Need the right external
providers to help liberate our thinking. Cool slide showing all sorts of minions above with
practitioners at bottom. Need to switch that.
Chn are at school for a few short year. We need to address their physicl, emotional social,
intelelctl needs.
Sinek: Know what you believe.
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