NZPF Conference 2022

 

Kaila Colbin - The Future We Are Living In

boma - Kaila's company - an education company

https://nz.boma.global/

runwayml.com

1. Be willing to ask hard questions 

What is the purpose of Education?  Consider this through this lense ...

Doughtnut Economics by Kate Raworth  

https://www.kateraworth.com/doughnut/

What kind of world do we want to live in?  

How shall we define success?  

2.  We need to reckon with our history.

Are we prepared for the trauma of looking intentionally into our history? (Hana O'Regan)

3. We have to start with ourselves.

DARE to LEAD.    

Single most important characteristic for leaders now and going forward is courage.  

Inability to have tough conversations.  Inattention to fears and feelings.   Corroding trust.  Stuck in setbacks.  Lack of inclusivity, diversity, equity.    Cultures of shame and blame.  Gauzy values.  Cultures of perfectionism (rather than striving for excellence).

Courage is a skill that needs to be taught and practiced.

Four skill sets necessary:

vulnerability, living into our values (tangible and practical behaviours), braving trust, resilience or learning to rise.

Clip - Heroes (Dave 

A heroic effort is a collective effort,  it is imperfect, it is voluntary (following your own dreams uninvited and working with others to make it come true).

BE AN INTENTIONAL, COURAGEOUS LEADER

Tertiary Education Commission

Inspiring the Future

https://www.inspiringthefuture.org.nz/#/

Te Kahu Rolleston - Mātauranga Āwhio (Circular Education)

The power of rhyme, rap, music and creative poetry to connect young people with messages and information.     Engaging young people in this creation process.

Google - Parihaka Peace Poetry.

Dr Cheryl Doig - Navigating the Future: Rips, Rollercoasters and Realities

www.thinkbeyond.co.nz

Start with the who - who are we, whakapapa and where have been come from.   Then the why.

The 3 Cs.   Drivers of Change.

1.  Climate Change.   Climate anxiety.    Climate emergency.     Signals of change everywhere, it is not going away.   It needs to be front of mind in our schools.     

2.  Conflict.   The changing nature of the world and increased agitation and conflict.

3.  Contagion.    Pandemics and such diseases.    

These are three converging drivers.   The challenge is to lift ourselves above, be considerate of these.

Slide: OECD - how learning continued during the covid 19 pandemic (8 bullet points)

What has Covid has enabled?

We won't be going back so therefore how to we move forward and learn from the last three years.

Strategic Foresight is not about prediction, certainty, one future ...

How we look at the future shapes how we act today.    Every vision of the future is based on assumptions.   Anticipation changes the present.

Circle of Influence

Long Term Impact on Society

Ethics

Trust

Empathy 

Creativity

Realities - What can we do in the Futures space?

Be open to the Future.  

Let's talk about it a bit.    What if this happened though?  How might it look if it did work?  Whose worldview are we not considering?

*Check out the slide from Cheryl for the template on Unintended Consequences.

The Framing of the Question is Critical in Terms of the Response.

How might we take the best of our learning from covid and amplify it so all benefit?

How can we create conditions where our community want to positively influence learning?

How might you create space for self reflection?

Dr Farah Palmer - Leading from the Front Row - the Good, the Bad and the Ugly.

What does it mean to be a leader?

Rugby World Cup promo video 14 September 2022

• Take that Space!   Sidestep obstacles - play to your strengths.
• Pursue excellence - should you stumble, let it be to a lofty mountain
• Get in the Starting 15.   Take the opportunities so you can influence change.
• Drown the Hecklers.
• Find your Tight Five.  Allies, networks, kaupapa whānau.
• Kotahitanga and Whanaungatanga - work together in collective unity
• Rucks happen.  Be resilient and learn.
• Pass it Back.   Use your privilege to other agency to find their path.
• Kick it Forward.   How do we impact structure and systems to create organisational change?
• Enjoy the process of becoming

Is transformation possible as a tempered radical?     

Farah - disruptive self=expression, strategic alliance building, verbal ju jitsu, creatively open to opportunity.

The Art of Rolling Maul.    

Kia kaha, kia māia, kia manawanui

Dr Siouxsie Wiles

Beyond the Pandemic: Where to from Here? 

 

Lessons learned (insert her key slides)

Teaching about Critical Thinking and Disinformation

ie The Disinformation Dozen

Fire and Fury Documentary

House of Science Resources (kits for schools)

Russell Bishop - Leading to the North-East: Addressing the Literacy Crisis

What are schools going to make of the Literacy information and resources being sent out.

Implementation Fidelity - the way strategies, programmes and teaching practices are implemented in the way they were intended.    This has a big impact on outcomes.

Balanced vs Structured Literacy vs Literacy across the Curriculum.    Infrastructure so important so it is sustained and has fidelity.

Case study of three schools:

Three approaches all with excellent infrastructure and fidelity.

Two years to reach parity between ethnic groups.

Māori students were succeeding as Māori.

What is good for Māori is good for all students.     

Bring the minority into the centre. (King Charles III)

Staff focus on student wellbeing, culture, identity, engagement and achievement.

Teaching Practice is what drives achievement.      Reformed teaching practice.

Teaching to the North West:

High levels of interactive practices and high levels of relationships.

Formative Assessment:

Know where kids are at and then being able to tweak teaching practices to help them get to the next step.

What do school leaders do to support the fidelity of the intervention:

Set goals to inform the orientation of all the actions of the school.

Good pedagogy

Infrastructure

Leadership that ensures that the infrastructure is delivered consistently.

Everyone involved.   Included in order to add value to the learning of students.

Evidence of progress and performance.

Take ownership of what is going on in their schools and they fund it.

Where are we at? 1-5 (5 being all over it)

Goals 4 

(more to do in consistent high quality literacy approach and literacy formative assessment)

A common code of pedagogic practice  3 (fidelity/tikanga around this)

Infrastructure.   3.   (we need a much more structured/calendared approach to this in and across our spaces)

Includes coaching via observations and feedback.   

How and when do our teachers meet to collaborate and interrogate the evidence of student performance at all levels?

Policy review - constant.   Include parents, families and communities.

Leadership 4 (create a structure and framework with and for NN/NC mahi in this)

Spread 3

Evidence 4

Ownership  4

What's our score out of 35?

Formative Messages:

1. It only takes two years to transform your school in these areas.

2. Implementation fidelity is crucial.    Tikanga is vital.   The right way to do things.

3. There are huge problems with the balanced approach.   

4. Structured literacy is currently useful but ...  where is the consistency in 50 different packages?

5. Literacy learning is a life course activity.  

6.  Need for formative assessment practices.

7.  Teachers need institutional, infrastructural support.

8.  The role of principals.   Work with others.  Collaborative activity has high impact (KA)

Immediate review for us / number one sprint on scrum:

Consistently of approaches.

Revisit Breens toolkit as our pedagogical code.

Back to the data.   Don't accept it with out a robust challenge and relentless focus on priority learners in particularly.   Name / number / need.

What are we doing specifically to address parity between our learners.

https://tekotahitanga.tki.org.nz/About