Posted on Cross-blogged from HERE, with permission.
The 2017 academic year has kicked off and after what seems like an age we have opened the doors to our new kura. We have a sparkly new building in a reasonably sparkly new setting (The Town of the Future…)
However I am certain in saying that if we were located in any building we would most certainly be engaging in the innovative, exciting and learner-centred kura that is unfolding before my eyes.
The team of Learning Coaches….or teachers… applied for the positions were selected on their dispositions rather than their ‘subject’ areas. It is inspiring to hear teachers when asked “what subject do you teach?” reply ” I teach learners, not subjects”. To have an open minded staff willing to learn, willing to push the boundaries and try new things is heart-warming and I know I am in the right place for my own learning journey at this time.
We ARE lucky, yes, but we could have gone down the same path as always with teacher centred content delivery, but the establishment Board of Trustees (eBoT), who we are wholeheartedly grateful for their vision, have supported innovation and the challenge of bringing learning into the 21st Century in this the ‘Town of the Future’. The eBoT support giving learners the opportunity and tools for life rather than content driven secondary education which would suit some teachers and communities. Challenging the status quo is where it’s at and the eBoT and Principal are up for the challenge and they have a crew of passionate, driven staff who are willing to go the extra mile to make this a benchmark school which others may get some inspiration from.
What’s different?
The pastoral care that has always been hinted at is in action and the time that we are always so lacking in schools has been given. (Biggest gripe of teachers ‘more time’) Remember ‘form time’, ‘registration’ or ‘tutor group’? Well give it 500mins per week and you have something that we can call pastoral care where relationships count. Now this is not new for NZ or the world but it is a growing trend that is working. The Learning Coach is responsible for the learners in their Ako group and will establish a home -school partnership which will span the learners' time at the College. An individual reading programme (Rolleston Reads) will be established to encourage if not a love of reading, but the tools to read widely and with depth. Quest projects will be undertaken by learners to see where their passions are, to spend time working on areas of difficulty, and to see if that is really what you want to do when you grow up. Learning Coaches will support learners as they ‘navigate‘ through secondary school with the support of caregivers. This will lead to no surprises and all learners getting the individual support that is needed. No more factory assembled learners here. Of the 12 learners in my Ako group I am intrigued as to where they will take me on their journey and what learning I will need to do to support them. I can’t wait!
Multidisciplinary learning is also a key focus. Connected is where learners spend 400mins a week supported by 3 to 4 teachers in what would traditionally be known as the ‘core subjects’. Making connections between these areas and seeing the fit in the wider world is key to creating well rounded learners who understand the world they live in and the connections within. This block of learning begins this week, I was asked by a learner where is math and science on my timetable. I wonder how long before they are talking the talk that they will be walking?
Selected learning is about learners finding out where their place might be in the world and once again making links. Learners will experience two different blocks of 200mins of selected per week. Proof, Bandquest, Power of Team, Web Design and Be a Creative Rebel are only some of the choices available to learners in term 1. How did we come up with these options? We surveyed the learners and asked them what they wanted. The research behind Student centred learning tells us that replacing the chalk n’ talk style lectures that we are familiar with, with self-paced, authentic and engaging learning experiences develops greater retention of knowledge and confidence for a learner to move forward and either dig deeper or broaden their horizons. Therefore we recognised we need to listen to the learners, caregivers and community from the outset so we are delivering an authentic, appropriate curriculum.
New school, new year, new approach?
In answer to the heading of this blog, it’s a resounding ‘YES’ for now. We are open and on track to listen and learn from those around us. As a teacher I am continuing on my learning journey and am yet to set a personal learning goal for the year, but I know it is going to be difficult to decide where to focus my energies. Should it be on developing my Hauora vision to make it something that may be a benchmark for others (crikey!) or should it be on developing a learner-centred leadership programme (The Power of Team) or should it be working on Stop, Look, Listen something I remember from my first year at primary school (Powers Hall Infants School). Something to consider when crossing the road AND when learning.
The purpose of this blog post is to discuss the vehicles for learning in our kura and for me to reflect back at the end of the year on our journey. This post outlines nothing new from what I learnt in July 2016, but now that it is a realisation I feel that it is important to acknowledge and document this story as it unfolds.
Finally thank you to the eBOT, Tom and Steve for all they have done thus far. I know the staff will do you proud and we could not have got this far without you. I hope we get to walk beside you on this journey for some time to come and that your vision shines through in all whole spend time in this valuable kura.
Waiho i te toipoto, Kaua i te toiroa.
Let us keep close together, not wide apart.
