1. Communities Of Learning
Introduce myself and purpose of presentation
To inform you of the latest updates re CoL from the NZEI perspective

2. The ‘GERM’ Global Education Reform Movement
The government has been creating a crisis in education and imposing a business model on our schools.
GERM ANTIDOTE
Standardisation V Personalised learning
Choice V Equity
Competition V Collaboration
Data –Based Accountability V Trust & Professionalism
E.g. National Standards, PACT, EDUCANZ, IES
System Change (setting the scene)
Discuss why this is happening and the GERM agenda briefly

3. System Change What is best for children and their learning?
Influencing change
Professional voice
Stronger Together
System Change (setting the scene) (5 mins)
Needs to focus on making sure we have the best outcome for children.
Time of system change-change not the issue, but making sure we influence so it is good for children
Important that we have a strong voice shaping the change
We are strongest when we work together
We can still make a difference in how the CoL’s are implemented

4. Getting to Today January2014-PM announces IES
Term 1 PUM-Members call for evidence and transparency
Working party report released
August 2014-Members vote to reject IES
December new way forward- Joint Initiative
2015-Joint Initiative begins
August 2015-Members vote to enter variation bargaining
September
Getting to Today (5 mins)
Outline process since PM announcement
Strong member votes
Want evidence based, transparent processes
Needs to be student centred
No to communities of schools
Member pressure lead to creation of joint initiative approach
Input from sources
Clear themes
Time
Flexibility-roles and structures
Importance of local context
After member vote, went into bargaining for the variation
Next Slide-Joint Initiative Offer

5. Joint Initiative Offer
Self-identifying, voluntary Communities of Learning
Release time available
Single leader role
Recognition of expertise- up to 2 principals
Principal recruitment allowance
Teachers Career Framework
Across-schools teacher
Within school teacher
Flexibility
Joint Initiative Offer-10 mins
Nearly 3 solid weeks of negotiations
Some changes to surface features, many still similar to CoS
Significant agreement that this is just a stage in an ongoing journey-with commitment to look at increasing flexibility over time
Our aspirations are for something much more flexible that we currently have but this does move us a little way further down the path towards that [than the CoS] model
Already some opportunities for adapting model to meet local needs-through process of seeking approval of secretary for education.-NZEI will be part of this process so members can support members
As well as changes the secretary can agree, we have made some changes so that a leadership team can be developed. Whilst we still think the relativities between the value of roles is not correct, this is a start towards a shared leadership model
There is also some ability for CoLs to reconfigure within-school roles to create across-school roles if they need more people leading collaborative work across schools
A really significant opportunity that has been agreed as part of negotiations is to work together to develop a coherent career framework for teachers and build on the princpals career structure. We have agreed a very basic framework as a starting point for discussions.
Summary of Details of Offer:
Community of Learning model
Community will be self-identifying, voluntary and can include ECE through to tertiary.
they will develop around a group of schools (initially-in terms of resourcing available) that identify a plan based around collaborative inquiry to enhance teaching practice to raise student achievement.
Plan must involve staff, parents and students.
Each school within a Community will get $1000 in their forming stage to help them develop their plan, as well as funding to support Community roles and travel costs.
Each Community will receive inquiry time (release time) for teachers, funded via each school, to use to support the Community’s collaborative inquiry.
Leadership of Communities of Learning
The Community of Learning will have a leader and up to two leadership expertise allowances with a focus on either pedagogical, facilitation, curriculum or mentoring expertise.
Community leaders must meet national criteria for the role and be principals who have met the experienced or leading principal criteria in the current Principals Career Structure.
The Community, (supported by an external professional adviser)  can appoint the leader for up to two years, and then for a further two years.
Leader receives an allowance of $25,000 pa and their employing board 0.4FTTE staffing.
Up to two leadership expertise allowances are for $2500 p.a. for two year terms will be available
A principal recruitment allowance of $50,000 for a fixed period of up to 3 years is also offered to recruit principals into schools facing severe challenge.
Teaching and Communities of Learning
In-school and between-school teaching roles are being offered, along with a framework for a coherent career pathway for teachers.
The career pathway would offer career opportunities in leading teachers, leading pedagogy and leading curriculum and will be developed through a work programme.
Communities will receive in-school and between-school teachers. Their role is to promote best teaching practice, including a focus on collaborative inquiry, expertise capacity building, pedagogy/teaching practice, community engagement, transition support and cultural competency.
Responsibilities and/or activities of each role will be defined by the Community’s needs as identified in the shared achievement plan.
Between school teachers will receive an allowance of $16,000 p.a. for up to two years and their employing board will receive 0.4 FTTE staffing for their release. The Community is able to extend the term by a further two years to meet its planning and inquiry needs. In-school teachers will receive an allowance of $8000 p.a. and their employing board 0.08 FTTE staffing and can be permanent or fixed term for up to one year, depending on the Community’s needs.

6. Voluntary & Self Determining
NZEI strongly recommends schools join a Community only if it fits their worksite’s needs for improving student achievement and teacher practice.
Voluntary & Self Determining

7. Voluntary & Self Determining
NZEI believes the collective strength of our members now is in how Communities are implemented.
The learning needs of the child & improving teacher effectiveness should be at the centre of all decision making
We can demonstrate this by:
Being very clear about the achievement challenges the Community want to achieve
Self determining who participates in the Community

8. Taking a Stance
Our sector can create pressure for Communities to change by:
taking a stance on the achievement challenges and the structure of the Communities
communicating this to the MoE by either holding out joining a Community or arguing the point
At the end of 2016 the MoE has agreed to a review, where our members voice can be heard, especially with their ideas around how to make the Communities more innovative, flexible and responsive to local contexts.

9. Achievement Challenges
MoE have stated the achievement challenges will be:
Measurable - quantitative
SMART
Easy to communicate
NZEI suggest Communities create a vision before setting achievement challenges.

10. Achievement Challenges
A target from the vision could be something like:
To raise achievement in Pasifica Boys Writing at NCEA Level 2 by developing their sense of well being and belonging
How will the Community work towards achieving the vision and achievement challenges?

11. Achievement Challenges
What will the Community inquire about?
Teacher practice (pedagogy) in literacy?
Engagement & motivation?
Mentoring?
Transients?
Truancy?
Cultural responsiveness?
Qualitative data is a way to measure outcomes.
Will the MoE accept qualitative data?

12. Achievement Challenges
Communities are finding that MoE advisers are shaping achievement challenges to be approved by the Minister
Hold true to the vision of your Community and the best learning outcomes for your students and teachers

13. What now?
NZEI are working with the MoE to provide guidance about setting up a Community which will include:
jointly developed documents with MoE
our own resources/documentation re effective collaboration and Community formation
advice from school leader(s) seconded to support people as they start their Community journey

14. What now?
NZEI have engaged working parties to look at Phase 2 of the Communities Of Learning which is :
Support staff
Special Education
Professional Learning Development
Maori Education
Pasifica
ECE

15. Resources
Big ideas - at under the videos on that page 
The JI report pages at
This includes a "guide for schools and kura", "tips and starters for working together" and guides for writing MoU and role selection and appt info.   

16. Key Messages
Student learning & teacher practice at the centre of all decision making
Hold firm to your beliefs –apply pressure if your beliefs aren’t considered in your Community’s development
NZEI is here to support you.