Middle Leaders Workshop “ If we teach today's students as we taught yesterdays, we rob them of tomorrow ” John Dewey Lesley Pearce 2 nd April 2012

The role of the subject leader is complex

Middle Leadership involves working with other heads of department to provide a coherent curriculum for students representing the subject at meetings with senior managers and governors, making a case for curriculum time, resources, new courses etc. responsibility of leading and managing the staff team responsible for teaching the subject lead with vision - and manage and make decisions, as well as being an excellent teacher.

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Lesley Longstone Secretary of Education First Goal: “..raising achievement for Māori and Pasifika and children with special education needs and those from poorer backgrounds – that group of children for whom the education system at the minute just isn’t working. There is world leading practice in the New Zealand education system but there is a systematic problem in that there is a group of the population that is not being served and that is my number one priority – addressing that.”

MoE goals System wide shift targeted at middle leaders specifically focusing on: Ensuring the success of every student – specifically Maori, Pasifica and special needs to develop competencies and qualifications for future pathways – The Youth Guarantee NZC, NCEA implementation Teachers to attend to language demands – literacy and language knowledge and skills

Overarching Goal All young people achieving NCEA level 2 or an equivalent qualification Critical for NZ’s economic and social success Commitment to implement ongoing changes and improvements in NCEA

Grow Middle Leader Capacity Capacity of secondary middle leaders (and teachers) to effectively redesign schools’ teaching and learning programmes and assessment practices Ensure alignment with both the NZC achievement objectives and the new NCEA achievement standards

Middle Leader Capability Build the capability of schools and schools’ leadership for continuous improvement in raising student outcomes: Improving achievement in internal and external NCEA aligned standards Maori achievement in line with current Ka Hikitia targets Ka Hikitia targets Pasifika achievement in line with current PEP targets PEP targets Increase the inclusion and success of students with special educational needs

Pedagogy Successful learning in technology relies on effective teacher and student interaction within a safe, inclusive, culturally responsive learning environment. For all students to progress in their learning, teachers need to draw on what the student brings to the learning environment. They do this through teaching and learning approaches that meet their students’ diverse learning needs and have a positive impact on their learning.

Teaching and Learning Guides The guides are resources, rather than syllabuses or prescriptions, and provide support for teachers in planning for the implementation of the newly aligned standards and the curriculum.

The Secondary Middle Leaders Site Curriculum design and review Leading change Students first Supporting effective teaching Professional learning and development Inspiration.

Literacy and Language Develop the literacy and language knowledge and skills of all secondary middle leaders, literacy leaders (and teachers) to incorporate effective literacy and language practices within and across learning areas Embed literacy within Technology programmes Literacy Progressions years 1-10

Level 1 literacy The level 2 achievement standards that meet the requirements for NCEA Level 1 literacy and numeracy from 2012 have been identified. The list of achievement standards has been published on the NZQA website.list of achievement standards

Students Accelerate the progress of students who are traditionally underserved by the education system to ensure the attainment of worthwhile qualifications Maori, Pasifica and special needs students Tataiako Cultural competencies Te Kotahitanga Effective teaching profile

Teaching as Inquiry Integrate theory and classroom practice Understand teaching as Inquiry model Develop capacity to embed teaching as inquiry into school culture Lead Inquiry within own context

Networks and Communications Support effective learning-focussed professional learning communities focussed on inquiry Wikis Subject associations On line communities E-newsletters

Focus clusters and In-depth support Be responsive to identified national, regional, school, middle leader and teacher needs within and across learning areas PLD responds to needs as they arise from: – scoping and data analysis

Youth Guarantee The Youth Guarantee is intended to increase the educational achievement of 16 and 17 year olds by making the education system more responsive to their needs. Every student should have educational opportunities that work for them. The goal is to create stronger links between senior secondary and lower-level tertiary education systems. Better coordination will enable better outcomes for all young people. The Youth Guarantee will provide young people with access to qualifications at levels 1-3 on the National Qualifications Framework in tertiary education, and improve transitions between school, tertiary education and work.

Session 2 Literacy Irene Andersen National Facilitator Team

Session 3 Pathways Nicole Riley Secondary Pathways Facilitator

Session 4 Key Messages Resources NCEA Scholarship

Version 2 - The technology teaching and learning guide update is now live

Resources

Learning programme design Learning-programme-design/Year-11-courses Learning-programme-design/Year-11-courses – DVC – Food – Materials – Digital

Q: Still confused about key attributes! I hear about 'functional attributes' and 'physical attributes'. I used to think that 'performance specifications' took care of everything. I think that it is difficult for some students to grasp these concepts. Please explain these in terms which I will be able to put across to my student, using 3D examples. Open Answer Question answered by Cliff Harwood on 2011/09/12 Ask an Expert - example

Learning Objectives of the specialist Knowledge and Skills strands support/indicators/index.htm

Leading from the Middle New resource from MoE Describes knowledge, skills, qualities, that are at the heart of every level of leadership development/Professional-information/Leading-from-the- middle

The Educational Leadership Model Leading with moral purpose Having self belief Guiding and supporting Being a learner

Important Resources NZC Te Marautanga o Aotearoa Ka Hikitia – Managing for Success Pasifica Education Plan Success for All – Every School Every Child School Leadership and Student Outcomes- Best Evidence Synthesis Iteration (BES)

Level 1 NCEA Key Messages

how modelling informs decision - show understanding of what decisions were made as a result of the modelling- show this was the modelling, this is the evidence gained from the modelling, and this is what was done as a result. technological modelling refers to both functional modelling and prototyping Annotated photos and diagrams are a particularly good way to illustrate the actual modelling and the accompanying description can describe what was being modelled and how the modelling was used to inform decision making describe/explain/discuss how evidence from modelling enabled decisions about ‘what could happen’ and ‘what should happen’ 1.5 modelling

Teacher strategy 1.5 Linda McCavana Birkenhead College

restricting the students to demonstrate understanding about just a couple of materials in depth rather than many materials at a superficial level. Students who related this to their own project work seemed to have most success describing the composition, structure, and performance properties of materials authenticity of student submissions and ensure students are not just copying and pasting information from the Internet or other sources - references describe, explain, discuss - spend time in class ensuring students understand what these words mean 1.6 demonstrating understanding about how materials enable products to function

Teach terminology such as technological system, subsystem, feedback requires subsystems (plural) so at least two subsystems need to be identified within the technological system and then understanding of at least two subsystems Identification of the two subsystems Describing the role of the two subsystems Describing how the two subsystems worked together to allow the technological system to function They could not achieve if they left one of these out or if they only talked about one subsystem ensure the authenticity of student submissions and ensure students are not just copying and pasting information from the Internet or other sources. Similarly students need to understand about plagiarism and should not be copying information, changing a few words, and then claiming it as their own 1.7 role of subsystems in technological systems

chose the right context - subjective and objective – use images compare the context they have selected with their own technological practice this naturally leads to a discussion identify how the design elements have been used - just by identifying the elements will not get an achieved This standard has a lot to with literacy so spend time on helping students to reach the next level by questioning their thinking 1.10 Understanding of design elements

Scholarship Key Messages Authentic issue that challenges Recognise challenges Level 8 curriculum Elegance and innovation Synthesis Use experts as resource people not decision makers Test prototype in situ

The New Zealand Scholarship Monetary Awards for students received Premier Awards 51 students received Outstanding Scholar Awards 204 students received Scholarship Awards (for students who receive scholarships in three or more subjects) 34 students received a Top Subject Scholar Award, with one student receiving two Top Subject Scholar Awards 2023 students received a Single Subject Award.

Scholarship programme Alex Brieg Rosmini College

Sugata Mitra: The child-driven education Education scientist Sugata Mitra tackles one of the greatest problems of education -- the best teachers and schools don't exist where they're needed most. In a series of real-life experiments from New Delhi to South Africa to Italy, he gave kids self-supervised access to the web and saw results that could revolutionize how we think about teaching.

Education is a self-organizing system, where learning is an emergent phenomenon.” (Sugata Mitra)

Hauora This is really important for you as middle leaders, so how do you take care of yourself?