Te Pā Pouahi Module 2

An overview of Pīkau 2

Module 2: Te Pā Pouahi: Developing engagement


Meet your team again for Te Pā Pouahi

Te Pā Pouahi facilitator Trevor Storr

 

Te Pā Pouahi facilitator Melissa Jones

 

Te Pā Pouahi facilitator Tracy Henderson

 

Te Pā Pouahi facilitator Janelle Riki-Waaka

Intentional Leadership - Possibilities

Strategic Planning Step 3: Intentional Leadership - keeping your mind open to possibilities


In this video Trevor steps through the obligations schools have in respect to the new content in the Digital Technologies learning area. He also gives suggestions on how implementation could look in your local curriculum.


How will you implement the Digital Technologies content?

How will we implement it? and who will teach it? are likely to be burning questions as you have conversations about implementation.

We will help you answer these questions as part of an ongoing Intentional Leadership strand in each of the pouahi pīkau.

Being aware of, and open to, a variety of options for implementing the new Digital Technologies content is essential to leading this work.

In the next section we will focus on:

  • What models of implementation could there be?
  • What leadership qualities you will need to draw on to lead the learning of others

Essential activity: Models of implementation

Essential leadership activity: What models of implementation could there be?


Who: This activity is designed for your leadership team, not the whole staff.

Purpose: To help you explore and evaluate different models of implementing the new digital technologies content.

Here Trevor will walk you through how to run this activity with your leadership team.

You can also download the instructions for the activity here:


See Trevor's explanation of the answer to the activity below.


This is the end of the Intentional Leadership section. In the next section we will explore the Extended Teacher Capacity strand of the Strategic Thinking Roadmap.

Expanded Teacher Capacity

Strategic Planning Step 3: Expanded Teacher Capacity


For this module we can break down Expanded Teacher Capacity into two areas:

  • What professional growth is needed?
  • What school systems are in place that ensure relevant professional growth takes place?

In this video Trevor explains what Expanded Teacher Capacity is, why it is relevant, and what to consider around it.


After thinking about different ways to implement the new Digital Technologies content we’ll now look at what needs to be in your plan to ensure your staff have access to the professional learning and development (PLD) that they need .

There are many elements to this including:

  • Ensuring school systems support teachers to identify areas for professional growth
  • Fostering an atmosphere where teachers innovate and take risks
  • Understanding how facilitating adult learners differs from teaching children
  • Using appropriate and sustainable methods to provide professional learning
  • Adopting an agile, evidence-based, approach to designing professional learning
  • Designing professional learning that is inclusive and responsive to all staff
  • Delivering professional learning in a uniquely bicultural Aotearoa way.

What is facilitation and how is it different from teaching children?

Strategic Planning Step 3: Expanded Teacher Capacity: What is facilitation and how is it different from teaching children?


As part of your role as a leader in your school you will be working with your teachers - facilitating - to help them understand and teach the new Digital Technologies content. You’ll need to know how facilitating adults differs from teaching children. The following video explores this further.


Knowles’ four principles of adult learning are useful to reflect on as you plan PLD sessions.

These principles state that when working with adults it is good to remember they learn best when:

  • They are involved in the planning and evaluation of their instruction
  • Their experience (including mistakes) is the basis for learning activities
  • Content has immediate relevance and impact to their job
  • Content is problem-centered rather than content-oriented.

Giving your colleagues opportunities to customise their learning to suit their personal context is critical

Your role is to support your teachers to find their own answers.

Activities for Expanded Teacher Capacity

Complete the following activities to help you generate ideas for your draft strategic plan. These activities can be found on the next few pages.

  • Essential Activity: Reflective questions: Expanded Teacher Capacity
  • Essential Activity: Agile professional learning
  • Essential Activity: Analyse your colleagues' self-review tool data (Te Tokorima-a-Mahuika)
  • Activity: Exploring online personal learning networks.

Identify the following :

  • areas of expertise within your staff
  • themes or common areas of need for your staff
  • any areas of concern.
References

Essential Activity: Reflective questions

Essential Activity: Strategic Planning Step 3: Expanded Teacher Capacity - Reflective questions
Instructions:

  1. Watch the reflective questions video.
  2. Consider and discuss each of the reflective questions (Reflective Questions - Genuine Learning Partnerships) - where does your school sit in the Not Yet/Started/Yes scale?
  3. What are the possible actions (for enabling your teachers to be more confident in trying out and teaching the new Digital Technologies content in your school?) from your answers?
  4. Record possible actions on the roadmap worksheet

If you use the digital version, remember to save the edited copy or you will lose your valuable work.

At this stage, we are concerned with generating ideas, so include any suggestion, no matter how expensive or whacky!

Essential activity: Intentional professional learning

Essential Activity: Strategic Planning - Intentional professional learning


As a leader, one of your roles is to help ensure that the professional learning required to implement the new Digital Technologies content is effective. The following activity will help you do this.

This activity outlines how to break professional learning down into short cycles. Each cycle has several stages:

  • Design
  • Carry out
  • Gather evidence of effectiveness
  • Reflect and evaluate
  • Reset

Watch this video to see how the Agile process can be used to support the professional learning for your school.


Download the iterative PLD activity sheet here:

Essential activity: Intentional professional learning

Strategic Planning Step 3: Expanded Teacher Capacity - Exploring online personal learning networks


This video shares some great resources for your team to explore and a method to evaluate their usefulness.


Once you have completed this activity you will have a greater understanding of the range of online supports available to you (as a teacher-leader) and your staff. These supports will contribute toward professional learning for digital technologies in your school being self-driven and sustainable. By accessing a range of support sources and views you will be able to make a balanced critique of your plan and implementation progress.

Download the Evaluating Professional Learning Networks activity.

Activity: Audit your in-school skills that are useful for implementation

Strategic Planning Step 3: Expanded teacher capacity - Audit your in-school skills that are useful for implementation


In this activity you will find out what skills, knowledge and expertise your colleagues already have, as well as their needs and potential next steps. This information will be really useful to you as you plan for and implement the new Digital Technologies content.

Download the skills audit activity here:

This is the end of the Expanded Teacher Capacity section. In the next section we will explore the Genuine Learning Partnerships strand of the Strategic Thinking Roadmap.

Strategic Planning Step 3: Genuine learning partnerships


What is a genuine learning partnership? Watch this video to find out.


Genuine Learning Partnerships ensure that you engage constructively with stakeholders (teachers, parents & whānau, learners, iwi/hapū and wider community) about your implementation plans. This will ensure that your plans meet the needs of all concerned and will help you to get buy-in. You could also uncover opportunities to involve people, groups or businesses with particular needs, skills or experiences that might help your teachers and students to learn more about and authentically apply the curriculum content.

You will also need to seek out and create purposeful relationships with other schools or your Kāhui Ako to help you access expertise in the new Digital Technologies content, as well as provide a critical sounding board for your ideas.

This strand has three activities:

  • Essential Activity - consider the reflective questions on Genuine learning partnerships and generate some ideas for your draft plan
  • Essential Activity - engage with school whānau
  • Activity - making connections

Essential activity: Reflective questions

Activity: Strategic Planning Step 3: Genuine learning partnership - Reflective questions


First, watch the reflective questions video below.


Time: 10 - 30 minutes

Purpose: To generate potential actions concerned with Genuine Learning Partnerships for inclusion in the draft strategic plan.

Who: Small groups of staff in a staff meeting or the team leading this work.

Instructions:

  1. Ensure you have watched the Using the reflective questions video above before completing this activity.
  2. Download Reflective questions: Genuine Learning Partnerships.
  3. Consider and discuss each of the reflective questions - where does your school sit in the Not Yet/Started/Yes scale?
  4. Do any of the answers from the reflective questions suggest any possible or potential actions for supporting learning partnerships as you begin to implement the new Digital Technologies content in your school?
  5. You will need to revisit this strand several times as you complete the rest of this course - but especially after considering the purposeful curriculum strand. At this stage, we are concerned with generating ideas, so include any suggestion, no matter how expensive or whacky!
  6. Remember to get out your roadmap worksheet and preserve your thoughts, suggestions and ponderings. If further thoughts or clarifications come to mind, record these as well. If you use the digital version, remember to save the edited copy or you will lose your valuable work.

Essential Activity: Engage with your whānau

Essential activity: Strategic Planning Step 3: Genuine learning partnerships - Engage with your whānau.

Review these resources and get started making genuine learning partnerships with your whānau.

The videos on this page are audio-only. If you can hear the audio when you press play, it's working.


How to engage with whānau about Digital Technologies
  1. Engage early - bring them on the journey from the outset, simplify the content so it’s easy to understand
  2. Be inclusive - invite their opinions, value their contributions, act on them and share back the impact of their suggestions on your practice
     

Strategies for engaging with whānau about Digital Technologies
  • Engage rather than consult
  • Provide multiple ways for whānau to engage - survey, drop-ins, hui, focus groups, newsletter and communications, student led initiatives
  • Possible questions to ask whānau:
    • Thinking about the world in say 10-15 years time, how big of an impact do you think technology will have on your child’s day to day life?
    • What do you think will be the most important things for your child to be able to know, think, do and be in order to be prepared for their future?
    • What ideas do you have for what we could incorporate into our learning programmes at school to ensure your children are prepared for their future?
  • Ideas for successful whānau hui.
     


Hōhepa Isaac-Sharland (nō Rangitāne, Raukawa, Taranaki), has a kōrero with Paul Rātapu (nō Rongomaiwahine, Ngāti Kahungunu), about successful strategies schools might use when engaging with whānau.

Essential activity - Making connections

Essential Activity: Strategic Planning Step 3: Genuine learning partnerships - Making connections


Review these resources and get started making genuine learning partnerships.

 

 

We encourage you to go to Code Club Aotearoa, which Rebecca Donnelly discusses, to see how it might work for your school.

 


This is the end of the Genuine Learning Partnerships section. In the next section we summarise the strands of the Strategic Thinking Roadmap we have covered so far in Pīkau 1 and 2, and make suggestions about what things you could think about at this stage in your planning journey.

The Roadmap - reviewing our progress

To check what has been covered so far and where we will be going next on the Pouahi course watch this video.


We have now concluded the Strategic planning strand of Module 2. You should be making good progress with your strategic discussions and thinking about implementation models. As we look forward to pīkau 3 & 4 your draft strategic plan should be taking shape.

Previous module
  • Step 1 - Get your team together
  • Step 2 - Know DT content
  • Step 3 - Strategic Discussions
  • Intentional Leadership
This module
  • Step 3 - Strategic Discussions
  • Intentional Leadership
  • Expanded Teacher Capacity
  • Genuine Learning Partnerships
Next module
  • Step 3 - Strategic Discussions
  • Intentional Leadership
  • Purposeful Curriculum
  • Powerful Pedagogy
  • Innovative Learning Environments
Final module
  • Step 3 - Strategic Discussions
  • Cohesive Digital Services
  • Robust Digital Infrastructure
  • Step 4 - Prioritise key findings
  • Step 5 - Goals and actions

Advocacy

Advocacy Activities to Support Facilitation of Colleagues


Creating curiosity and reinforcing concepts (advocacy overview)

Your role as a pouahi is to stoke the fire and keep growing everyone’s curiosity. For some, they’ll be like Maūi, ready to have a go and explore, for others, they will be like Mahuika, looking for the full picture to be sure it will be what their students need and isn’t a gimmick. We guide you through this strand to help you support others.
 


Advocacy resource access instructions

Download this slideshow resource which you can use as is, or customised to suit your needs: 

  • Kia Takatu Te Pā Pouahi Module 2 Advocacy Slides >>>NEED TO RESIZE FILE

The content pages have clickable links to take you directly to topics and activities for quick and easy access, especially when using it in the pick and mix format.

What is covered in the advocacy slideshow resource

Creating curiosity (essential activities) and reinforcing concepts:

  • through algorithms
  • with what I already have
  • by identifying what resources we have.

Each topic section is organised for 45, 15 and 5 minute professional learning sessions.

Time poor? Take a peek. This video is a sneak peek into what is included in the slideshow and how you might choose to use it.


Nā tōu rourou, nā tāku rourou ka ora ai te iwi.

Your contribution and my contribution will benefit the people.

Download this slideshow resource which you can use as is, or customised to suit your needs: 

This section is to assist the pouahi (digital leader), to build enthusiasm within colleagues for Digital Technologies. By participating in the suggested facilitator lead activities alongside your colleagues, you will develop a shared understanding of the Digital Technologies content.

There is a choice of activities and resources and we highly recommend that you cover the concepts in those labeled as essential.

To see the notes for each slide while in presenter mode you need to click on 'Notes' for each slide.

Wrapping up and where to next

Congratulations on getting to the end of module 2.

In pīkau 3 you will make further progress with strategic planning by reviewing how curriculum and pedagogy contribute toward your implementation plans. You will also have the opportunity to try out more advocacy activities.

The art of facilitation: video, slides and transcript

The art of facilitation slides and transcript

Janelle Riki-Waaka shares her experiences and guides you through supporting resources on The Art of Facilitation

 

Quick links to download files used in this pīkau

Strategic planning
Advocacy