Communities of Learning | Kāhui Ako AIS NZ Conference 2017

Content A bit about me System change – the big picture Investing in Educational Success – Why? Kāhui Ako - Progress to date How do state integrated schools fit in? The Christchurch Experience

A bit about me

Okuku, North Canterbury

Pre-Public Service

Passion

Our community Linking together in a sense of friendship, those who are willing to share knowledge, experience and resources for the good of all persons with a common interest in BMW motorcycles.

System thinking 20th century Mass education to meet human resource needs of the agrarian  industrial age transition 21st century Transitional age, phase change: complexity chaos contradiction Uncertainty, volatility and rapid change are here to stay

Investing in Educational Success Why change the system? Research, international evidence and models of successfully improving systems demonstrate: That quality teaching and leadership matters Collaboration that is purposeful and evidence driven Deliberate approaches to building and using the professional workforce Systematic professional leadership development

Communities of Learning | Kāhui Ako - system drivers Schools, kura and early childhood services collaborating with each other and sharing expertise Supporting teacher inquiry into good practice Creating new career opportunities Building leadership capacity

Communities of Learning | Kāhui Ako - intended outcomes The key outcomes for each Communities of Learning are to: Raise achievement Lift capability of teachers and leaders Build collaborative practice around pathways of learners from early years through to tertiary Promote family, whānau and community active involvement

Communities of Learning | Kāhui Ako - Progress There are now 197 approved Communities of Learning These Kāhui Ako include:- 1,630 schools 184 early learning services 4 Tertiary providers Over 551,000 students, including 132,116 Māori students 55,428 Pasifika students 8,279 students in Māori Medium 8,558 students in Early Childhood Education Note: July 2016 rolls are used for schools and July 2014 rolls are used for early learning services

197 Kāhui Ako Approved in 8 Tranches

Participation by Provider Type School Type in Kāhui Ako Number % of Total Primary schools/kura 1,213 67% Intermediate schools 87 76% Composite schools 72 55% Secondary schools/wharekura 240 73% Special schools 16 42% Private Schools 2 2% Early Learning Services 184 4% Tertiary Providers 4 < 1%

Students in Kāhui Ako 74% 77% 80% 82% 60% 61% 97% 68% 40% Note: Roll as at July 2016, funded schools only

Kāhui Ako and school decile Note: Funded schools only

Kāhui Ako socio-economic diversity in schools Less Diverse More Diverse

Diversity in size of Kāhui Ako Between 329 - 8810 children and young people. (Average 2,800) Between 3 – 21 funded schools (Average 8.3)

Kāhui Ako achievement challenges Focus area / Challenge Type Kāhui Ako with Target in Focus Area Number % of Total Endorsed Writing/Tuhituhi - 'At or Above' 60 97% Mathematics/Pāngarau - 'At or Above' 53 85% NCEA - Level 2 43 69% Reading/Pānui - 'At or Above' 33 53% NCEA - Level 3 or UE 19 31% NCEA Endorsement – (Merit / Excellence / VP) 10 16% NCEA - Literacy & Numeracy Requirements 9 15% NCEA - Subject Endorsement 5 8% Writing/Tuhituhi - 'Above' NCEA - Level 1 Mathematics/Pāngarau - 'Above' 4 6% Oral Language/Kōrero - 'At or Above' 3 5% Science/Pūtaiao - 'At or Above' Students with Additional Learning Needs Reading/Pānui - 'Above' 2 3% Early Childhood Education 1 2% Literacy - Other Total Endorsed Kāhui Ako 62 100% * Note: only includes challenges with data for both Baseline & Target

State Integrated Schools State Integrated Schools in Kāhui Ako Number % total state integrated Tai Tokerau 9 82% Auckland 46 67% Waikato 27 93% Bay of Plenty/Rotorua/Taupo 15 94% Taranaki/Manawatu/Whanganui 17 52% Hawke’s Bay/Gisborne 13 62% Wellington 39 71% Nelson/Marlborough/West Coast 87% Canterbury 40 91% Otago/Southland 75% Nationally, 75% of state integrated schools are in a Kāhui Ako

State Integrated Kāhui Ako Rotorua Catholic Faith Based South Auckland Catholic South Canterbury Catholic South Eastern Special Character Invercargill Waikato Catholic Waikato/Bay of Plenty non-denominational Wellington Catholic Auckland Central Catholic Christchurch Catholic Christchurch Christian Dunedin Catholic Hutt Faith Based Lower North Island Christian North Shore Catholic Palmerston North Catholic

State Integrated Kāhui Ako – Achievement Challenges Ako have achievement challenges endorsed: Auckland Central Catholic Christchurch Catholic North Shore Catholic Rotorua Catholic South Auckland Catholic

Special Character in Achievement Challenges To highlight their emphasis on Special Character, Communities of Learning have: Developed a Special Character learning challenge E.g. Christchurch Catholic Community of Learning have identified a social justice challenge: “We aim to increase the level of understanding and participation in the concept of social justice” Emphasised Special Character through the vision, mission, guiding principles, values and actions within the Community of Learning achievement challenge document.

The Christchurch Experience: Context Prior to the earthquakes, the educational situation across greater Christchurch wasn’t perfect Inequalities School leaver attainment lagged behind Auckland and Wellington Aging property Over capacity issues Opportunities + Innovation

The Christchurch Experience: Learning Community Clusters Community of Learning | Kāhui Ako To raise student achievement To lift the capability of teaching and leadership To build collaborative practice around pathways of learners that go from early years through to tertiary and beyond To get families, whānau and communities more actively involved in their children’s and young people’s education Creates new roles and bringing schools together around learner pathways, including backfill and Inquiry Time for teachers and principals to work together on their challenges, develop their ideas of inquiry and plan how they intend to tackle them. Generous and sustainable resourcing Local response to the Canterbury earthquakes to support a shift from individual institutions and services to a more collaborative education environment Part of a programme of work to renew education in greater Christchurch by promoting and fostering collaboration across geographical areas About the local education system meeting the need of its communities and realising innovation that comes from collaboration. Limited and time-bound resourcing

The Christchurch Experience: Christchurch Christian Kāhui Ako Aidenfield/Middleton

The Christchurch Experience: What we learned LCC CSN CAT Kāhui Ako CSN CAT

Collaboration It depends on: Quality of elements in the system (individual capacities), Quality of interactions between the elements (strengths of collaboration), and Greater diversity within the system. Truly productive collaboration requires: Deep engagement with ideas; with colleagues; and with difference!

Thanks