Blenheim Communities of Schools (2BCoS) A Community of Learning comprising 21 schools

Establishment Processes 1 Marlborough’s unique history of collaboration The opportunity to extend this work into a system change Genuine enthusiasm & tension in exploring the IES policy

Establishment Processes 2 Lots of Discussion/Talk 17 Principals met - January 2015 Formation of the working party - 7 Principals Advised the 4 schools who had not signed an EoI that public consultation was planned

Establishment Processes 3 Identification and presentations to key stakeholders Meetings with parents, whanau and aiga, teachers, Principals, BoTs Briefing meetings as to what we needed with MoE, NZSTA … Foundation Stage - planning and building the vision Principals & Kindergarten Manager - individually, clusters, School Visits. Government & social agencies - Marlborough District Council, Attendance Services Union Representatives Data analysis leading to identification of challenges - importance of MoE support

Achievement Challenges Literacy and Numeracy (ORs, Boys, Maori, Pasifika) Reaching the Standard Underachievement (Boys, Girls, Gifted & Talented, Pasifika, Maori) At the standard, to reach potential Well-Being kete (Health, Engagement (attendance), Retention)

2BCoS Structure

Foundation Stage - planning and building the vision Shaping and building commitment to the vision Supporting Principals and Schools to understand the ‘positional’ adjustments of being part of a community of learning Supporting Principal leadership to grow teacher capability and capacity. Initial focus on Spirals of Inquiry Working in collaboration with NZSTA to develop employment processes, developing our understanding of the differences between the collective agreements Planning orientation and induction of our teams - Across and Within

Common Annual Plan Goal for all 21 schools “ xxx school is committed to working collaboratively in support of the regional achievement challenges identified by the 2BCoS”.

2BCoS Charter Vision: Learners collaborating for success. Values: Relationships - networks of mutual trust Communication - open to learning Respect - for all Goals: Responsive to the needs of all learners. Foster learner wellbeing, agency, advocacy and resilience. Innovating ‘next’ practice. Strengthen learner capacity, capability and collective efficacy. Raise all student achievement.

Plan A and Plan B

Lessons Learned Think fast! Act slow! The work takes time - spend the time on people and building the relationships. Doing it with - not to! The importance of Principals being key communicators in their schools. Support for new Principals / Principals new to the district. The importance of the COL structures and regular meetings (for a length of time - time to pose the challenges / make the decisions with our Colleagues). Be aware of ‘momentum lag’ Staff and / or community may not own it as much as you - be aware and work to address their ‘worries’. Enable others. Different schools / venues for different presentations with different presenters

Lessons Learned Achievement Challenges - Wide in Scale - Narrow in focus Involve all CoL Principals when making the decisions re allocation of CoL distributed roles (as opposed to school allocated) Appoint across school lead teachers ahead of the within school positions. Develop Protocols Across School Lead Teachers - can and want to work at pace - be ready for them Within School Lead Teachers - wider spread - critical to meet/guide/provide clarity to develop middle leadership in schools Liaise with MoE - particularly SAFs Once you are a CoL every agency wants to work with you - schedule one meeting and invite all local agencies / interested groups Utilise the Ministry personnel (CoL Liaison and data) and educational experts Pool your $1000 every year - one fund holder

The Possibilities - Whakatauki… ‘Whiria te ākonga’ - Weave learners together Working collaboratively beyond the achievement challenges e.g. developing the ‘vision for learning’ underpinning the co-location of the two secondary schools Imagine future developments Tertiary linkages PLD for ‘learning assistants’ Links with other CoLs Imagine a school system where there is no blame! But shared ownership and solutions being sought.

Lessons Learned - CoL Leaders Start writing / capturing the story - use different mediums The work takes more than the two days - emails, phone calls, media, your colleagues, teachers …..they don’t recognise the two days you have been allocated Look after yourself - it is difficult work, hard work…. We are lucky in the co-lead structure Remember everyday you are breaking new ground It is exhilarating, it is challenging, it is exciting, it is fun!