Big Idea Day 1

The Big IdeaTaking Stock

NZ teachers, support staff and principals are in the job to make a difference and do right by

their students. They see their students as individuals who have connections to whanau,

communities, their school and each other. They recognise the need to see the

child as a whole person not data points .

They contextualise!

Table 1


We need to find ways to retain and extend the rich curriculum we have, recognise our highly skilled teachers

and resist the reductive accountability forces circulating globally. Our

question is, how do we ignite teachers and the public in this cause?

Table 2


It is crucial that NZ education is holistic – covering the individual needs of our

children (with the emphasis on developing relationships).

Table 3


The Government must work to implement and embed educational governing bodies that are kept free

from political influence and are truly representative of all the

voices in the sector.

Table 4


The curriculum has been narrowed through National Standards.

Creativity is a way to the future.

Table 5


NZ’s rich and broad curriculum is in danger of being narrowed by the

impact of Government policy on the professional autonomy and reflective

practice of the classroom teacher.

Table 6


Celebrate inclusivity

‘Flourishing’ the whole child

Table 7


Collaborate regionally, between community (teachers, schools, parents),

politicians and policymakers.• Trust teachers• Value the whole child• Build on children’s strengths; recognise

those strengths.

Table 8


Value and celebrate hauora in NZ education to ensure our uniqueness.

Table 9


We can’t make fair and equitable judgements about, and comparisons

between, children and schools. BUT we can keep our focus on the child and continue to

provide opportunities and implement a broad based, child centred curriculum

that focuses on the holistic learning achievement and progress of children.

Table 10


Teachers continue to have a mind-set of valuing a rich range of accountability and professionalism including teacher autonomy

with flexibility, a wide curriculum, a holistic focus on the strengths of the child while understanding the

context of student learning. This needs to take place in partnership

with their communities and be supported by government policy.

Table 11


Put the narratives back into data to show complexity of learning and development to influence policy,

parents and professionals.

We value the ability of the curriculum to be responsive to communities.

Table 12


Be optimistic about our quality education system and hold on to what

is not negotiable.

Table 13


Let’s use our collective voice to continue to promote the key ideas from current qualitative research e.g. RAINS and

BES to dispel the myths of GERM and current government initiatives.

Table 14


The only way forward is for Education and Social Policies working together to

address inequity.

Table 15


We need:• Clarity about what we value.• Collaboration.• A voice!• Heads up – focus on the big picture.• Child-focused

Table 16


Inequality in society is a global education issue. We need to value the uniqueness of

each child/whanau/teacher/school/community/country – who we are and where

we have come from (the contextual difference), but look for

wider opportunities.

Table 17


What’s good:• Diversity – within each community and

teaching staff. We need to build on the view of the whole child. This relates to the skills that each student brings to the classroom

• Key competencies – should be included in our teaching practices not through measurement and testing.

…

Table 18


We must know what is important is the education sector and hold onto this in

order to make a difference.

Accountability is important. It is right that the public has this expectation. It

is the area of focus that is wrong.

Table 18


There is a need to maintain professional autonomy.

The profession needs to define what an effective teacher is.

Table 19


Globalisation and data based decision making are having a negative impact

on teaching and learning in many diverse ways and do not recognise

• the value added by schools and communities

• the important influence of inequality.

Table 20


We would like to investigate alternative accountability models that value

students’ progress in context.

We need to continue to support and fight for our

Quality Public Education!

Table 21


Our NZ Curriculum encouraged the development of local, contextualised communities of learners who value

authentic, purposeful learning.

But this been derailed by bureaucratically-mandated

compliance requirements (BUGS)

Table 22


As teachers we need to reclaim our professional status and role in society, and play a more active part in policy

direction and development.

…

Table 23


Build on the teacher’s/school’s ability to be responsive to each child both

culturally (with all that means) and educationally.

Table 24


Look for ways we can address social justice at a teaching level.

It is important that schools have the autonomy to respond to the needs

of the community and students.

Table 24


Mahi Tahi

To grow and to be stronger together.

Table 25


How can we work towards greater influence of our policy makers with

regards to social equity, which in turn would increase

educational achievement?

Table 26


We are high-performing in our results BUT we have low equity. It’s not a level playing

field for students.

How can we as teachers influence policy that affects equity?

Table 27


As the resolve of teachers is to put children’s learning first, government policy should be focussed to ensure numbers don’t dominate, context is

recognised and inequity is addressed.

Table 28


“Edubusiness free” New Zealand

Table 29


Any discussion about education has to be contextual.

Education/children’s learning needs to be informed by evidence and

educational dialogue, not driven by de-contextualised data.

Table 30


How do we achieve equity? Use the NZ Curriculum. Inform politicians.

The negatives of the GERM include:narrowing of the curriculum;

loss of school support services; loss of learning media; threats to collegiality;

and performance requirements

Table 31


To measure success and achievement in schools. We need a complex understanding of all the facets of performance and equity. National Standards and data reform do not

address these.

Table 32


We want to hold on to our holistic child-centred, rich, varied, diverse, real, relevant, unique, context-sensitive,

‘kiwi’ education while recognising the best of the global context. …

Table 33


We must enhance what we already have in NZ schools by building trusting

relationships between schools, parents, BoTs, communities and

society.

Table 33


Contextualise for holistic child-centred powerful learning.

Prepare all children to be life-long learners in a global society.

Table 34

Big Idea Day 1

Education

Transcript of Big Idea Day 1