1. Communities of Learning | Kāhui Ako
AIS NZ Conference 2017

2. 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

3. A bit about me

4. Okuku, North Canterbury

5. Pre-Public Service

6. Passion

7. 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.

8. 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

9. 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

11. 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

12. 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

13. 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

14. 197 Kāhui Ako Approved in 8 Tranches

15. 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%

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

17. Kāhui Ako and school decile
Note: Funded schools only

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

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

20. 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

21. 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

22. 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

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

24. 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.

25. 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

26. 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

27. The Christchurch Experience: Christchurch Christian Kāhui Ako
Aidenfield/Middleton

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

29. 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!

30. Thanks