Lester Flockton
Keynote and Workshop |
Marching
to the Conundrums Our Place! Our
Curriculum?
(Whose place? Whose
curriculum!)
Keynote:
Education is awash with new ideas,
new imperatives and endless “initiatives”. But where
do they come from? Who’s leading the parade? Are the
destinations truths or mirages? Whose uniform will you
wear? This address invites consideration of some of the
questions and issues that constantly confront educational leaders who
do their work where it matters most: our place. The curriculum
lies at the heart of these considerations. Beating the
Conundrums Our Place Our Curriculum!
Workshop: The draft revised New Zealand Curriculum
sets out to meet four key intentions, one of which is legitimisation of
the localisation of curriculum. This workshop considers the
rationale and implications of localisation within a State framework,
and provides modelling of processes for localising the curriculum at
“our place".
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Jonar Nader
Keynotes |
Keynote 1:
Powerful leaders are those who can turn average people into superstars,
and harness extraordinary results from ordinary people. Jonar will
discuss the function of leaders, and their challenges in the modern
networked world. He will explain why there is a big difference between
‘being a leader’ and ‘engaging in leadership’.
Keynote 2:
Exceptional managers are those who prepare for victory before they make
their first move. As much as humanly possible, they leave nothing to
chance. Nothing within their reach remains unchecked. They allow no-one
within their command to tempt fate. Preparing for failure is a
pre-eminent way of maintaining success. Preparing for war is a sure way
of securing peace. Preparing for an attack is a superior way of
mounting a defense. In this presentation, Jonar will also outline the
new skills that managers will need if they are to survive and then
succeed in the future.
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Stuart Middleton
Keynote and Workshops
|
Presentation here. Knowing our place in the scheme of things.
Deriving the
greatest degree of effectiveness and satisfaction from our job is based
on knowing the job well and on maintaining a healthy perspective. This
requires us to understand the key dimensions of educational leadership,
the organic responses of educational institutions to change and the
tactics for maintaining equilibrium. While you set off in the morning
planning to have an orderly and planned day, others set off planning
for you to have a different day! Meanwhile your life quietly and
quickly slips by - unless you are in control!
Workshop: Blunt Facts
about Sharp Edges
All work and no play makes you
know who, you know what!
This workshop will focus on ways of relating
your work as an educational leader to the needs that you have for
refreshment and continual stimulation outside the job. It will include
a mix of the high-minded serious and the tongue-in-cheek less serious.
More importantly you will end the session with a plan that might change
the way you approach your responsibilities.
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Michael Durrant
Keynote and Workshops |
Presentation here.
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Peggy Fairbairn-Dunlop
Keynote |
Presentation here. The
‘missing men’ in New Zealand’s education systems have
attracted considerable attention through the media in the past couple
of years often classified under the misleading heading of ‘man
drought’. Research has highlighted dramatic changes in female and
male participation in post-secondary education in New Zealand in the
apst decade. For example, while participation in tertiary education has
increased over time men, particularly Maori and Pacific men, are
lagging behind women in many institutions. In 1994 13% more women than
men aged under 30 years were enrolled in a degree course. Ten years
later this disparity had increased to 36% but for Maori the changes
were more striking with a rise in the disparity from 21% to 79%.
Men are also dropping out of tertiary education at higher rates than
women and degree or higher level completions by females aged 20 to 29
years for the 1996 to 2001 period were 45% higher than for males.
If we look at the relationship between education and other social and
economic outcomes this is a gloomy picture indeed. Education and,
getting a formal qualification ‘matters’ in other life
outcomes, especially participation in employment.
What does this ‘pattern’ of participation mean to us as
secondary educators, administrators and participators in educational
policy making and programme development? The secondary school/
teenage years are a vital period for Pacific students – male and
female. This presentation will highlight for discussion some
affirmative action programmes for Pacific students taking place today,
which aim at ‘getting’ Pacific students into secondary
school and “keeping them there and ‘learning’.
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Jane Gilbert
Keynote and workshop |
Knowledge Workers?:
Teachers’ work in the schools of the future. In her
book Catching the Knowledge Wave?, Jane Gilbert explored the
implications for schooling of the change in knowledge’s meaning
that is a key feature of the developments known as the Knowledge
Society. In this talk she takes some of these ideas further to
look at the way teachers work—and that of those who manage/lead
teachers—will change as our education system adapts to meet
Knowledge Society needs.
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Martin Henry
Keynote |
Presentations here. Professional learning and the new professionalism. This
keynote will explore the role of professional learning in defining the
new professionalism developing amongst teachers. It is founded on
evidence, an unrelenting focus by teachers on student learning, and the
importance of teacher learning communities. The new Teacher
Professional Learning and Development: Best Evidence Synthesis draws
together the findings from professional development opportunities that
have made a difference not only for teachers, but also for the diverse
students they teach. Professional learning needs time. Active support
from school leadership has been found to be critical for creating the
conditions for success. The role of capable external expertise has also
been highlighted in this BES. At the heart of the findings is a model
of active teacher inquiry which enhances professionalism. Effective
professional development does not by-pass, but engages with teacher
knowledge and beliefs. In this keynote I will explore some examples of
our most effective professional development and highlight ways in which
this new BES can be a resource for teacher professionalism and
collaboration as we take up the challenge of educating our young
people.
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Adrienne Alton-Lee
Workshop |
Iterative Best Evidence Synthesis (BES) Programme
BES as a Tool for Education Leaders
This iterative session will provide a
‘BES as a tool for leaders’ package of resources to assist deputy and
assistant principals in their leadership roles.
The background to this session is that
BES is a collaborative knowledge building and use strategy designed to
strengthen the evidence base that informs education policy and practice
in New Zealand. The touchstone of the programme is its focus on
explaining and optimising influences on a range of desired outcomes for
diverse learners. The series of BESs is designed to be a catalyst for
systemic improvement and sustainable development in education.
The focus of the session will be on findings from the forthcoming BESs on professional development and leadership.
To prospective participants please check out the website http://educationcounts.edcentre.govt.nz/goto/BES for further information.
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Annette Milligan
Workshops |
Thriving
at Our Place in the 21st Century Why leaders need to look after
themselves, and how to do it, while still meeting the demands of the
job! The demands on our time and energy get more and more, and the
satisfaction many people feel gets less and less. This presentation
will focus your attention back on yourself - how imperative it is that
you take care of you ! The presentation will give an array of
techniques and strategies which can be easily used in a busy day. You
can be more productive, more efficient and have more personal
satisfaction by using a few simple tricks to get through the day with
energy to spare!!!
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Jude Moxon
Workshops |
Presentation here. The Restorative Thinking Programme'
Restorative practices involves a philosophy and set of values for
support and behaviour management in schools. In contrast to a
traditional punitive approach, restorative practices value
relationships over rules. They seek to engage people in restoring
relationships damaged by conflict and harming events.
Presentation here “Changing to a Restorative Culture – The Massey High School Story"
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Ropata Taylor
Workshop |
Maori students equipping themselves for the future.
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Dr. Jan D'Arcy and Lynn Healy
Workshops |
Presentation here. Workshop 1: Performance Management - Having the Hard-to-Have Conversations
Providing timely feedback to your staff is an important aspect of good
HR practice. Processes that enable constructive feedback for
improvement and substantive dialogue about pedagogy are features of
highly effective schools. In our work with schools over many years we
have found, however, that conversations for performance development are
either rare or spasmodic. Thus, issues related to poor performance are
too often left unaddressed or unresolved, to the detriment of student
learning and teacher professionalism. Many school leaders do not have
the skills and confidence to have the necessary conversations.
Early intervention is the key. Having regular conversations about
performance as part of the accepted culture of the school allows
professional discussion about strengths and areas for improvement.
These need to be built strategically into school improvement practice.
However, what can you do with a long-term underperforming staff member
or one whose actions become so unacceptable that they cannot be
ignored? What are the skills involved in having those “hard
conversations”? In this workshop we will consider appropriate
approaches, outline a framework for performance management
conversations, and practice the skills that allow you to raise the
necessary issues in a respectful and clear manner.
Presentation here. Workshop 2: Feedback - a Key Strategy for Teacher Performance Development
“Most … (teachers) … receive scant feedback about their performance and how they could improve.”
(The Age, April 18, 2005 )
This workshop will focus on strategies that develop a culture of giving
and receiving feedback for improved pedagogy; a culture which views
feedback as a normal part of professional practice. As Joan Dalton, an
eminent Australian educator, says, “What will make the difference
for schools everywhere … is people’s understanding of
feedback, and whether a culture has been created in which feedback can
be successfully used and embedded. Key to all of this is being able to
give and receive feedback skillfully and effectively.” In
this workshop we will engage participants in working with models to
scaffold feedback conversations.
Professional learning communities focus on working collaboratively for
improvement. Leaders deliberately set up safe, and concurrently
risk-taking, cultures which facilitate ongoing teacher growth and
learning. Explicit expectations and processes for reflection, sharing,
feedback and inquiry related to teaching practice are characteristics
of such schools. School leaders need to model skills in giving and
receiving feedback, and promote systematic processes for feedback for
performance enhancement.
Workshop 3: IDEAS (Innovative Designs for Enhancing Achievements in Schools)
In this workshop we introduce a process for whole school improvement.
IDEAS has been widely used in Queensland schools since 1999, and many
other schools across Australia, and in Singapore and Sicily. It has a
sound academic research base and continues to assist school leaders,
including teacher leaders, to grapple with leadership of sustainable
change.
IDEAS (Innovative Designs for Enhancing Achievements in Schools) is a
comprehensive approach to school revitalisation that recognises the
extraordinary complexity and subtlety of teaching. It provides ways of
illuminating teachers’ successful practices and creating new
levels of meaning.
The key features that distinguish IDEAS from most other school development approaches are:
• the Research-based Framework for Enhancing School Outcomes
• the ideas process
• parallel leadership
• three-dimensional pedagogy.
IDEAS provides a central focus on outcomes, especially student achievement.
Schools participating in IDEAS commit to a four semester process of
revitalisation using resources, workshops and on-site consultation from
the Leadership Research Institute Team, University of Southern
Queensland.
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Allan Peachey
Keynote and workshop |
Keynote: Making the Schooling System Work for Every Child
What has to happen to make the schooling system work for every child?
Is the state school capable of doing the job that the community needs it to do if all the children are to learn?
Challenges for policy and teachers.
Workshop: Who’s Really in Charge
The Principal/Deputy Principal Relationship
The quality of this relationship and the expectations that each have of it is one determinant in running a great school.
How to get it right and the Deputy’s role in getting it right.
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Pip Woodward
Workshops |
Being a resilient leader - Reality and the Ideal Vision
Change is constant in schools and senior leaders must develop their own
capacity to be resilient to all the pressures on them and also that of
their staff and school.
Participants in this workshop will explore a range of strategies to
strengthen the sustainability of leadership, foster resilience for
themselves and colleagues and consider sustainable approaches to
support their learning coimmunity. An awareness of these
strategies can enable school leaders to lead the culture of resilience
in their schools. A focus on this can produce very positive
changes in the climate of the school.
This work is underpinned by in depth research into resilience and whole
school change including links with NZ and overseas research on teacher
burnout and stress. This presentation will also share examples of
what schools have undertaken through their involvement in the
Student Wellbeing Professional Development contract relating to staff
wellbeing. This workshop will also engage participants to
consider their own concepts of wellbeing using a strength based
approach, provide opportunities for reflection and possible next
steps.
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Lawrie Stewart (SPARC)
and
Denise Atkins (MOE)
Workshop |
Presentation here. The active teenager – is there such a thing? Meeting students needs in sport and physical activity
This interactive workshop will explore the issues, trends, barriers,
and the range of potential solutions which enhance the human
development and educational benefit for students in secondary schools
that are regularly physically active and participate in sport.
This workshop will:
- present trends in young peoples lifestyles and sport and recreation opportunities.
- explore the alignment between changes to the
NEGs and NAGs (2006), the secondary futures project, schooling strategy
2005-2010, and the draft curriculum statement in the context of sport
and physical activity.
- compare these alignments within the context of:
- Guidelines for sustainable physical activity in school communities (a MOE publication due November 2007),
- SPARC and MOE strategic direction for Sportfit (Government support for sport coordinators in secondary schools), and
- Mission-On initiatives.
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