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In this session we viewed He Pikourua's Tiered Support Model that outlines three, dynamic and blended, tiers of support for learners. We discussed how the effective internal interventions shared at our previous hui might fit within this model. Alison (RTLB) and Victoria Parsons (MOE) then lead discussion about they could fit in with this framework with external support.
Key outcomes of this discussion were: 1. To continue to explore how our internal and external supports align with the Tiered Support Model to guide a more consistent approach across and within our schools. 2. To provide Professional Learning Support for teachers on:
A big thank you to all of the Learning Services and Support Community of Practice members for their mahi over the year! Hui Slides here.
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 Ahakoa he iti, he pounamu This was our theme for this final hui bringing together our ASLs and WSLs to focus on aspects of change leadership. We continued to identify and build on our strengths, based on the Mana Model and a 'Reflected Best Self' activity. We pooled inspiring texts that inform and guide as us, as well as creating a one slide summary of our journey and impact this year.
The sessions have been a valuable 'pause' each term for WSLs in their busy weeks and we look forward to continuing our mahi next year. Thursday 4 November 2021 Ka mua, ka muri Walking backwards into the future Understanding our local histories and stories is an integral part of the new Histories curriculum, and an exciting journey that we can embark on together. As we look to the past, it can inform our future, giving us context, understandings and agency to make a positive difference in our world. Ihaia Puketapu from Te Atiawa was our guest speaker at this Teach Meet - and unlocked a treasure trove of historical knowledge - taking us right back to early arrivals to New Zealand - long before Europeans arrived on the scene. We enjoyed hearing a rich narrative about the different stages of Te Ao Māori history, changes in thinking and behaviours and ways in which early Māori responded to this land. Ihaia was able to link together historical architectural knowledge alongside narratives handed down from kaumatua through the generations. Ihaia generously shared a document with us: Kōrero o ngā Tūpuna - Whanganui-a-Tara. This is well worth a read, and will be a useful resource for anyone wanting to know more about the history of Te Ao Māori. It is well researched, and contains many links to historical records. A strong theme of the Teach Meet was the concept of being “Kaitiaki” and looking at the impacts of our actions on our local environment - for example the extinction of the Moa and the Huia and what was learned. We look forward to continuing our learning with Ihaia Puketapu in 2022.  Ma te kahukura, ka rere te manu.
Adorn the bird with feathers and it will fly. This whakatauki reminds us of the importance of knowledge and understanding - recognising that as we consider and reflect on our teaching practice with the end goal of strengthening the ways in which we build relationships and impact learners, we are creating conditions for our tamariki to fly - to experience success. The journey in our Community of Practice has deepened this term, as we have taken time to move from a Matairangi perspective (big picture) to a Matainuku perspective (personal). We are challenging ourselves in the ways in which we are enacting a culturally relational pedagogy in our own teaching spaces. In this session we did a deep dive into an excellent reading: A commentary on Ngā Pou Here, ERO’s framework for reviewing early childhood services. Whilst this is in an ECE context, it is full of rich descriptions that help to inform our bicultural understandings. It is exciting to consider our Māori learners and the ways in which we can partner with them in order for them to experience success. Claire O’Fee from Poutama Pounamu led this workshop in response to the needs identified from earlier transitions workshops, our transitions survey, and the Transitions Tracking document. Discussions were rich and highlighted the shared needs, and foci, across all our centres from ECE to senior secondary students. Groups focused on how the cultural relationship metaphors (whanau, whakapapa, kaupapa) are aligned with deliberate acts of teaching to foster friendships. How do centres and schools facilitate friendships? How do these actions reflect a Te Ao Maori view? A strong theme that emerged was that of walking alongside others to support and nurture relationships – and the significance of modelling relational strategies with students. Knowing students, using their names when around others, promoting shared interests / activities, inviting-in fringe participants to group work, and sustaining shared engagement were identified as key factors of building relationships. Claire shared a reading 'A Commentary on Ngā Pou Here, ERO's Framework for Reviewing Early Childhood Services' exploring themes of whakapapa and whanaungatanga - both themes from the Poutama Pounamu work, and relevant to all centres and schools. Some big questions emerged from our mahi about strengthening the networks between centres and between schools, and ways of working to best meet student needs in this important space – particularly, how do we know what is working for students? We hope to explore these questions in future sessions.
At our Learning Services and Support Hui held on 4 November we confirmed the next steps we wish to take in to address our learners' needs across our schools, before continuing to look at how we identify learner needs within our schools and provide tiered intervention.  A huge thank you to Miriam Gaynor from Houghton Valley School who explained how they provide Tiered Instruction to support their learners. Miriam shared written guidelines they use to provide their teachers with clarity around how to help their students depending on their needs. This spring boarded discussion about how we do this across our schools. The effective strategies highlighted across our school will be used to form the foundations of an intervention framework that we can use across our Kāhui ako.
Our session ended with Alison Evans (RTLB) outlining how RTLBs are now organised and working with schools, followed by Victoria Parsons (MOE Service Manager). Victoria introduced Te Mahau as a more locally responsive, accessible and integrated and way of working together to support our learners and highlighted the pivotal role of the liaison person in the new He Pikorua in Action Practice Framework. This was really helpful and leads beautifully into the focus of our next hui, "External Support for Learners" outlining how we can access external support as individual schools and collectively as a Kāhui Ako. This will be held on 25 November, from 2 - 3.30pm @ Ridgway School.  At our final community of practice for the year, we discovered that while we think we know what ‘relating to others’ and ‘participating and contributing’ mean, it is worth taking a deeper look at these two key competencies: what they mean, how we can teach them and the progressions as students move through the school pathway.
Have a look at the slide show if you too would like to delve more deeply into these two components of functioning well in complex environments (e.g. classrooms). |
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