Don't wait for a light to appear at the end of the tunnel, stride down there and light the bloody th

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'Don't wait for a light to appear at the end of
the tunnel, stride down there and light the
bloody thing yourself.'
Quality is never an accident. It is always the
result of high intention, sincere effort,
intelligent direction and skilful execution it
also represents the wise choice of many
alternatives.
Courage, vision, leadership
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SPINZS History

• SPINZS 2
• has been all about the process of developing
  schools focus in effective teaching.
• SPINZS 1
• was a smorgasbord of Administration and
  Curriculum ideas
• 1400 CDs
• Total of over 7000 kms and over 200 schools
  contributing

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CharterNAGS and National Curric.
StatementsSchool Systems and Curric
Implementation PlansStaff implementChildren
receive AO coverageWhat are our achievement
expectations for our pupils?A.O.s / Essential
Skills / our indicatorsWhat are our
expectations/ skills / team ethics required of
our staff?Numeracy Literacy focus / curric.
overload response / PD / What does our school do
to ensure quality delivery?Recognise our
legislative framework butmake it work towards
the ends we want.Our chance at developing what
we want.Charter including School andCurriculum
vision
The old system
The new direction
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All right, here's another confession.

• When I said that I didn't know what I was doing
  when I wrote Search , I was telling the truth. I
  wasn't trying to fire a shot to signal a
  revolution. But I did have an agenda. My agenda
  was this I was genuinely, deeply, sincerely, and
  passionately pissed off! (So what's the point?
  Just this Nearly 100 of innovation - from
  business to politics -- is inspired not by
  "market analysis" but by people who are supremely
  pissed off by the way things are.)

- Tom Peters
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• Adrienne Alton Lee
• - Best Evidence Synthesis

The evidence reveals that up to 59 of variance
in student performance is attributable to
differences between teachers and classes, while
up to almost 21, but generally less, is
attributable to school level variables
Hornblow
Being pissed off is OK as long as you are
prepared to do something about it
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Michael Fullan

• People in schools should not take shortcuts in
  their search for clarity and solutions. They need
  to engage with all kinds of ideas to improve what
  they are doing, but not adopt external programmes
  that foster dependency. Schools need to sift and
  integrate the best ideas from the field.
• Ultimately no amount of outside intervention can
  produce the motivation and the best solutions
• Were talking about a change in the culture of
  schools and a change in the culture of teaching.
• Reculturing is the main work of leadership.

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• Creating our vision.
• Principals need to get beyond the resignation and
  passive dependency that has been created by the
  prescriptions of the past 10 years.
• Each one of us here has 2 options
• Carry on down the well worn NZ curric road
• Refocus and rebuild our school.
• If we dont have a personal vision how are we
  going to lead our school, articulate the vision
  and sell it

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• A modern day Proverb about leadership
• Do you resemble ruru the morepork who sits in the
  dark waiting for his food to appear before him
  before he swoops
• OR
• Do you resemble piwakawaka the fantail who flits
  around the forest indiscriminately searching for
  insects to feed upon
• OR
• Do you resemble kereru the wood pigeon who waits
  for the karaka berries to ripen and then gorges
  himself until he has to spend all of his energy
  and determination just to fly
• OR
• Do you resemble Tui who alights on the harakeke
  sipping the nectar from each flower as he climbs
  higher and higher until he reaches the top where
  he sings his song of achievement.

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Julia Atkins Caving analogy

• Moving your staff forward
• The people at the front
• Have the skills
• Can see the light
• Can see the emerging cave and are excited by it
• Are prepared to put up with the muck and the mess
  (the dip)
• Can be gung ho and so miss the cave paintings
• The people at the back
• Dont have the light so struggle to see the way
  forward
• Dont have much of a view
• Dont have the skill or the will
• Arent prepared to put up with the muck
• Just want to get out of the cave
• Nurture and Nudge

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• Once mediocrity infects an organisation it is
  extremely difficult to cure.
• Mediocrity becomes the professional standard.
  (Curriculum delivery curriculum
  contentClassroom management)
• If the boss allows mediocrity then it is
  validated.
• The great boss needs humility and a servant
  attitude
• I have some ideas but what do you think?
• How to be a great boss - Jeffrey Fox

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Amberley School
Making the Learning Journey clear
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Vision, Values and our Curriculum
Our Process
Clarity for Teachers
Clarity for Children
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• Amberley School
• Preparing the Ground
• Shared Vision
• Job Descriptions for Management and Teachers
• Looking at and challenging Teaching practices
• Presentation
• Planning for higher order thinking
• Creating a Quality Learning environment
• Establish core competencies in Numeracy and
  Literacy and establish achievement benchmarks
• Syndicates having more autonomy in establishing
  resourcing priorities to support students
  learning.
• Thinking about schoolwide life topics

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• Amberley School
• Raising the Standards
• Student behaviour and outcomes
• Creating a Quality Learning classroom
• Looking at and challenging Teaching practices
• Curriculum for life ( 3 pilesNeed to know, Nice
  to know, Who cares)
• Fostering Curriculum passion
• Achievement simplifying assessing reporting
• Displays

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• Amberley School
• Consolidate and Celebrate
• Streamlining school systems so all are focused
  toward enhancing learning outcomes and passion
• A culture of achievement
• Review our Leavers Profile and its school-wide
  profile
• Looking at and challenging Teaching practices
• Curriculum for life (Are we creating successful
  pupils? Review the profile)
• Reviewing Quality Learning
• School pride

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Vision, Values and ourCurriculum

• VISION
• To ensure our students develop knowledge,
  attitudes and skills
• to face the future with confidence
• SCHOOL VALUES
• Amberley Pride
• Personal Best, Respect, Integrity, Determination,
  and Enjoyment

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Vision, Values and ourCurriculum

• Amber and Lee
• Resilency
• Term School-wide Values
• Being an assertive listener
• Courtesy Counts

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Vision, Values and our Curriculum

• The Mind
• Knowledge and awareness
• Knowing about self
• Knowing about others
• Knowing about the environment
• Knowing about our world

• The Toolbox
• My skills and strategies
• for life
• Thinking
• Communicating
• Personal Management
• Organised
• Has work and study skills
• Thinking skills
• Problem solving skills
• Analyse and evaluate
• Social Skills
• Co-operative
• Responsible
• Initiative

• The Heart
• My attributes, attitudes and values
• Personal best
• Motivated, risk taker, self improver,
• Respect
• Caring, co-operative, interdependent.
• Integrity
• Ethical, makes good choices.
• Determination
• Resilient, confident,
• Enjoyment
• Sense of humour, positive, creative.

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Clarity for Teachers
Vision, Values and ourCurriculum
Values Programme
Essential Skills
Hauora
Our Community Our Support
Alike But different
Celebration of talents and the arts
What does it mean to be a NZer? Our Awesome
World Interacting with the environment Creating a
preferred future
Making it clear for the pupils
John Holt
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Clarity for Teachers

• The 5 Teaching Beliefs of Amberley School
• Beliefs Point 1
• We will deliver a curriculum that emphasises the
  
• Foundation skills of Literacy and Numeracy.
• Beliefs Point 2
• We will have expectations of quality.
• Beliefs Point 3
• We will provide a positive learning environment
• Beliefs Point 4
• We will provide powerful learning experiences
• Beliefs Point 5
• We will encourage creative thinking

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• Job Descriptions
• The first steps
• BT vs Experienced
• Core Teaching
• Language
• Maths
• Life Skills
• Self Management
• The Arts

Clarity for Teachers
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Exercise books
Clarity for Teachers

• Every exercise book needs to be a record of
  progress.
• They should be used to record and report
  achievement to pupils and to their parents.
• They should be a advertisement for the programme
  and the teacher

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In a study of the effectiveness of professional
development by Bruce Joyce What is essential for
a new skill to become part of a Principals
repertoire or a teachers practice
Transfer of training into practice with the
presentation of theory
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Transfer of training into practice with the
combination of theory and demonstration
Transfer of training into practice with the
combination of theory, demonstration, and
practice
Transfer of training into practice with the
combination of theory, demonstration, practice
and feedback
Transfer of training into practice with the
combination of theory, demonstration, practice,
feedback, and coaching
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Whats your plan for the day or the lesson?
Clarity for Teachers

• Anticipation (build it up)
• Goal setting and Clarification
• Perspiration
• Focussed teaching time
• Evaluation
• Reflection time. Feedback and
• especially feed-forward

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Clarity for Children

• Quality teaching is all about turning cruisers
  into workers and workers into achievers.
• Let the teachers teach and the learners learn
• Talking the walk

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• Scaffolding provides clear directions
• Tasks, what, when, when, why, how, who.
• Scaffolding clarifies the purpose
• Scaffolding keeps students on task
• provides guide-rails for the learning journey
• Scaffolding offers assessment / success criteria
  to clarify expectations
• Scaffolding points students to worthy sources
• Scaffolding reduces uncertainty, surprise and
  disappointment
• Scaffolding delivers efficiency
• Scaffolding creates momentum
• Channels achievement, energy and language

Jamie McKenzie www.FNO.org
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A.O.s and Strands made easy
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Reinforcing the goals Making sure the goals are
visible Whiteboards Displays KIT
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• Celebrate the learning
• Culminating Activities
• Quality Tables

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Privilege
Not Met Not Organised Not Earned
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Amber and Lee Amberley Pride - PRIDE
Personal Best Respect Integrity Determination Enjo
yment Resiliency
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SPINZS 1
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• How well are we doing it?
• Where to from here?
• Review policies and procedures
• Reporting Charter goals, student achievement,
  Teacher performance / PD
• Survey Community feedback

Feedback and feed forward
Putting on the roof
Curriculum Integration and Inquiry Models Higher
Order Thinking Instruction and Feedback Strategies

• How are we doing it?
• What in the Classroom
• How in the Classroom

The Upstairs Room
Curriculum Negotiation and Benchmarks Behaviour
Plan Job Description/Appraisal Vision /
Charters Websites..Readings

• What are we about?
• Vision for school, curriculum, pupils
• Expectations on pupils and teachers

Building the walls
Laying the foundation
Preparing the ground
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• SPINZS CD

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Julia Atkin
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• Year 1.
• Ideal Pupil.Ideal Principal
• Effective syndicates..raising the bar in the
  classroom.
• Teachers Planning - Making the learning journey
  clear.
• Changing the chalkface

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• Year 2.
• If we want to teach less, better - we need to
  identify the better.
• What do we believe?
• The worlds our oyster
• Learning for life using life to learn

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• Year 3.
• The 3 Cs of thinking
• A classroom thinking culture - driving the
  process, organising the content
• Review, refocus, refine
• Review, refocus, refine and now reporting.

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Going on holiday
destination / purpose
timeframe
stopovers / needs
are we there yet?