Presentation+Topics

= Karyn Gray- INSPIRE: CHANGING THE STRUCTURE OF SCHOOL = Engaging learners and raising underachievement

Inspire is a programme we have put in place to engage learners. It is a whole day programme that operates once a week and students are in mixed groups Years 7-13. We are trying to incorporate the local environment and people into the programme as much as we can.

= Bruce Darroch- ENGAGING LEARNERS THROUGH AUTHENTIC CONTEXTS = Engaging learners and raising underachievement

Authentic learning opportunities have become a natural and embedded part of our school culture and curriculum. We have had notable success at appealing to our diverse group of students through ‘real’ learning contexts, which we endeavour to make a part of our school’s daily life.

I will outline how we have engaged all students but particularly some reluctant boys with initiatives such as a school radio station, a unique ‘interests-based’ homework programme, community enviro-projects and some significant student initiated and run projects

= Matt O’Dowda- IPADS - LEARNING TOOLS OR TOYS? = Engaging learners and raising underachievement

The introduction of ipads (and good teaching) has made a considerable shift in the attitude and achievement in reading and speaking for our senior students. They are now engaged in home learning and reading for pleasure. I will share our journey and where we might head next….

= Mike Bain- ALPS (ACCELERATED LEARNING PROGRAMME) FOR YEAR 1 WRITERS = Engaging learners and raising underachievement

ALPS (Accelerated Learning Programme) is a writing and phonics based programme to accelerate the writing (and reading) skills of year 1 children. It uses an extra teacher and 3 teacher Aides to deliver a focussed approach. This programme focusses upon the use of the Literacy progressions, has strong links our School entry assessment, 20 week milestones and 40 week results.

= Rohan Pearce- "KIA WHAKATIPU NGA KAIPANUI MIHARO" - "GROWING GREAT READERS" = Engaging learners and raising underachievement

This presentation will outline one of the strategies we are implementing to address underachievement in reading at Mayfair School. Our Reading Scaffolding programme has been tailored to meet our children’s and staff needs and utilises staff expertise and passion. I will share the journey so far, the challenges we have faced and the accelerated progress made by our students.

= Clyde Piercy- DEVELOPING A VISUAL NARRATIVE TO LEAD STUDENT AND TEACHER INDUCTION AND MAKE CONNECTIONS TO THE NZC = Engaging learners and raising underachievement

Keith Street has a very transient community. Maintaining a strong culture that is grounded in a relevant curriculum owned by the community and children is crucial to lifting underachievement. Several years ago during a project around helping children with language delays it was identified that the use of visual strategies was a highly effective way to engage learners. We also found 'telling your story' was an effective way to consult with our community (appreciative inquiry). We have combined these two approaches to develop a 'visual narrative' that can be used to induct new children and adults, to make connections to our curriculum and ensure teachers can carry the curriculum around in their heads. This now has links to teaching as inquiry and self review, to term planning and over views, to acknowledging and valuing the cultures of our children and providing a sense of belonging in combination with our various community projects. It is a work in progress but after two years of consultation with community and Iwi it is under way!

= John Canner- RAISING THE BAR ON ASSESSMENT AND REPORTING = Engaging learners and raising underachievement, Shifting teacher practice and pedagogy

Assessment and reporting was used as the vehicle to drive school-wide change, in an under-performing school.

In this presentation I will cover: - an overview of our assessment and reporting process - the Students and Parents role in learning - our School's 'next steps'. - some of the key documentation and how they link to National Standards

= Vanessa Pitt- You want me to what? Teacher self-videoing, critical friendships and changes to practice = Shifting teacher practice and pedagogy

This presentation will take a look at the elements necessary for school leaders to have in place in order for teachers to make a shift in the way they reflect on and inquire into their practice. The journey of Ruahine staff members will be explored as well as the subsequent changes in practice and in their professionalism that occurred as a result. Finally, it will be demonstrated how BOT reporting, annual goal setting and performance appraisal can all be threaded together to create an authentic context for teacher inquiry.

= Craig Sharp-USING A FORMATIVE PEDAGOGY TO DRIVE HOLISTIC LEARNING = Engaging learners and raising underachievement, Shifting teacher practice and pedagogy

How we created a North Street curriculum from the revised NZC. How formative practices have impacted on how we teach at NSS. How our approach to "inquiry learning" has evolved into the strange holistic animal it is becoming for us. How students are now driving the pedagogical shifts at NSS. How to stay sane while all this is occurring!

Mark Gifkins- RAISING TEACHER CAPABILITY THROUGH LEARNING CONVERSATIONS
Shifting teacher practice and pedagogy

Our school continues to travel the journey of change, establishing a 'Formative Practice Culture', creating a school based 'Curriculum' and reviewing our assessment and reporting schedules to incorporate 'National Standards'. Along the journey we have introduced a number of 'Educational Programmes' and each time we are reminded that it is 'People not Programmes' that has the biggest influence on achievement. I would like to introduce a 'Learning Model' that we use to develop a culture of building teacher capability. This Model has the 'observers' connecting learners' needs to the teacher's delivery and seeking to identify and 'plug' the missing links through learning conversations, co-teaching, reflection (questioning), and feedback. We will look at the format and systems required to underpin this model which allows teachers to openly reflect on their pedagogy.

= **Chrissie Beetham- INQUIRING TOGETHER** = Engaging learners and raising underachievement

I will show how we have used learning journeys and documentaries to promote learning and how these create a genuine learning community in our three teacher school. I will explain how our curriculum has developed from our work with ATol to building a learning culture based on the theories of Guy Claxton's Learning Power Muscles.I will cover ideas such as self assessment, explain how students describe what they are learning and how best we can teach them to describe their learning more precisely,using "learning -Power speak". Our journeys are used for reporting and show genuine student and teacher reflections about learning. I will have examples of completed journeys and I will explain how the journeys have developed and changed as we learn together.

= **Mary Pupich** - DEVELOPING TEACHERS AS SELF-REGULATED LEARNERS = Shifting teacher practice and pedagogy

Developing self-regulated learners will explore how we have set up a professional learning community at Paparoa Range using the work done by Dylan Wiliam. I will also cover the processes we have used to enhance self regulated learning - goal setting, teacher inquiry and formative assessment strategies across the school. Next steps for our school will also be outlined. = =