An Eclectic Mix. New Zealand Curriculum Development Cluster 2011

Schools involved

Terrace End School : Sue Allomes
Linton Army Camp School : Geoff Franks
Rongotea School : Debbie Kelland
Glen Oroua school: Raelyne Franks

  • Network Learning Communities : Progress 2011
  • What will we do
  • Progress
  • Leadership Goal:
  • Facilitate a model of collaborative inquiry
  • As cluster we have developed a protocol for critical discussions. We set a procedure for each meeting, our procedures included one person sharing, with a follow up of critical questioning and discussion.The person sharing would bring a relevant reading to the discussion. The cluster has provided us with a collaborative Inquiry model that we have used to examine NZC, teacher practice and student achievement. Some schools have used this model of collaborative Inquiry as a springboard for working with staff around the NZC/student achievment.
  • *
  • Maori Achievement Goal:
  • Through research, sharing of ideas and self review, develop best practise that supports Maori engagement and achievement. .
  • The cluster has not yet shared best practise from each of our schools. At this stage schools have been working on the goals that were set at the beginning of the year. Best practise is due to be shared in our term four meeting.
  • NZ Curriculum priority:
  • To explore and investigate effective school curricular,and pedagogy in order to review and construct, individual school curricular in relation to NZC .
  • As a cluster we have visited six schools, these visits have focussed on how each school has developed their own curriculum. Hearing about the development of each schools curricula has had a significant impact on the way in which we have worked with the development of curriculum in our own schools. A significant aspect has been the ability to distill all the information and be clear about what is important for our own schools. We want to acknowledge the professionalism of the schools who so generously shared their journeys with us. While we are all at different stage with the development of our curriculum delivery plans, we have all added significantly to our plans this year.

Network Learning Communities Action Plan 2011
What will we do
What we will see
How we will know
Leadership Goal:
Facilitate a model of collaborative inquiry
· Discussions in a climate where critical inquiry is valued
· Develop a conceptual understanding of collaboration as distinct from co-operation or dictatorship
  • Develop a set of protocols for meetings, including meeting format and critical questions.
  • Require background reading which is relevant to the focus of the inquiry
Maori Achievement Goal:
Through research, sharing of ideas and self review, develop best practise that supports Maori engagement and achievement. .
· Schools showing how they are tracking Maori engagement and Maori achievement (qualitative and quantitative.
· Sharing of what we are doing, what others are doing and what is perceived as “Best practice”
· Level of consciousness of Maori achievement in school
· Shared discussion / thinking around Maori as learners in individual (own schools) schools contexts
· Teacher talk in each school about Maori achievement ( staff room / team staff meetings etc.)
NZ Curriculum priority:
To explore and investigate effective school curricular,and pedagogy in order to review and construct, individual school curricular in relation to NZC .
· Identify a curricular focus around each meeting which we will then collaboratively inquire
· Visit schools with effective curriculum
· To attend curriculum leadership opportunities and share with the group.
· Information will be forwarded in anticipation of meetings
· Presenter will follow up with report on the impact on the school. ( electronic)
Meeting protocols:
Rotate meetings around leaders Week 3 and Week 8: Thursdays
Principal to take cluster members through own school ( sharing and evidence of school development)
Meetings being 12.30pm for a 30min sharing time and lunch ( provided by host leader)
2 hour meetings 1 - 3pm for presentation and critical inquiry
Reading or ICT component supplied for each meeting by host to stimulate/probe discussions.
Presentation of 15 minutes by host on individual schools direction ( from action plan)
Critical inquiry, discussion based on purposeful questions eg, why are you doing this, what does this mean for children, How will this raise achievement, What problems do you see? etc


21st-22nd February NZC leadership Days at Massey
14th February Rongotea School 12.30pm
9th March 4.00pm Gallery
25th March am Visit to Apiti and Manchester School to explore NZ Curriculum examples Pm Critical Inquiry Meeting ( TES presented)
Term 2
7th April Glen Oroua 12.30
19th May Town meeting 12.30
23rd May Linton camp
Week 11 Taranaki overnight visit Lorraine Williamson Opunake / New Plymouth schools TBA.
Term 3
Week 2 ( visit to Island Bay School ( Perry Rush) TBA
18th August Terrace End School 12.30pm
22nd August Town meeting 12.30pm
21st September NZCL Massey
3rd November Final meeting 12.30pm

14th Feb. Meeting : All shared about the stage they where at with the NZC development. From this we decided the focus of our cluster.
9th March : Worked with Ken to produce an action plan that reflected our focus.
25th March: Visit to other schools to explore effective curriculum deliveries and how they reflect the individuality of each school.
All cluster members looked closely at the plan and have refined it to closer reflect the needs of our schools in a way we understand and see ourselves making individual progress .

Readings / Clips presented:

Professional Readings : Kick Start the learning Engine (B Sullo) This reading supports the connected curriculum focus and belief that learning needs to be fun and real for children to be motivated to be at school and actively participating.
Education Leadership : Critical Friends ( An interest reading sharing TES school direction basing teacher appraisal on formative inquiry into practice for teachers.)(Thanks Ruahine school we appreciate your support)


Minutes : An Eclectic group
New Zealand Learning Community

Minutes from Hui 21st – 22nd February
Monday was dedicated to developing and apportioning responsibility for the leadership of our NZCL.
Several readings were given out referring to : Management and Leadership and sustaining professional learning. Time was spent establishing the difference between leadership and management.
As leaders we were guided to lead our NZLC to consider the pedagogy(and our roles as lead learners in our schools) as well as the partnerships and networks of the schools in our clusters. Are we able to connect with peers in other schools to build effective partnerships?
We were given three different readings from reports still be to be released by the MOE. These shared good practice, what worked and what did not appear to in leadership and bringing about change. Our cluster groups need to be groups that focus on good practice, reflection and evidence based. As members we need to have specific focus for our meetings,(not just time for a cuppa and a chat). We are also able to invite advisors into our meetings to guide collaborative conversations.
Our NLC needs to have three specific areas of goals :
  1. Is focused on leadership of our cluster ( how we are a focused collaborative, professional community)
  2. Is focused on Maori achievement and links to a document of measurable goals. Maori achieving as Maori.
  3. Is focused on NZ curriculum
The goals in our action plan must be owned by all the schools in the NLC. Each of us will then decide our own action plan for our own schools.
Tuesday : The achievement of Maori achieving as Maori was central to discussions and readings. Ka Hikitia was a base document and Measurable Gains Framework Rubric was given out. This document can be found through a link on the wiki. It will be the basis of our second goal. Time was then given for cluster leaders to share with others and to develop the action plan for their NZCL.After lunch participants visited the Educational Leaders site, (there are some good examples and articles etc here) and the clusters collaborative wiki space.
Sue Allomes attended both days and Debbie Kelland attended on Monday.
Immediate Direction for our cluster:
Develop Action Plan for cluster
Develop own school action plan that reflects cluster goals.
Minutes : An Eclectic group
Monday 14th February 2011 Present: Raelyne, Debbie, Geoff and Sue. Thanks to Debbie at Rongotea for hosting us.
We had a general discussion where each school was at and the direction they would like to see the NZCL group would take this year.
Each school has covered the Values / attitudes and Mission statement etc.
All members expressed the desire to focus on the development of curriculum for their school with some form of formal documentation accompanying it.
All schools have different developments occurring in their schools alongside the NZ curriculum and the need for this group to find avenues that compliment both was discussed.
An action plan was devised based on the direction already in place from 2010. Dates were tentatively booked and confirmation of these dates will follow.
A short term in term 4 has prompted us to complete our year by the end of Term 3.
Focus: on Curriculum documents in the learning areas.
Local school visits : how did they arrive at the decisions they have made? What connections are made within learning areas and how is it documented?
School development within each school, staff PD, connections what can we share with each other. Workshops / sharing from individual’s, visiting speakers etc.
Effective pedagogy and connections within curriculum: Integrated, connected, Inquiry, Discovery, own processes.

NLC Eclectic Group Meeting 9 March, 2011
Present: Sue, Geoff, Ken Kilpin, Chris (early leaver) Apologies: Debbie, Elizabeth
Agenda: NLC Action Plan 2011
The MOE has mandated three broad goals this year:
1. Leadership
2. Maori Achievement
3. Curriculum Priority
While understanding the reasons, the group was not too happy with this initially.
Ken explained that the MOE has mandated the three goals (their policy plank) because:
1. There is a lack of middle management (people not wanting to take up these positions), so the MOE want to train people to assume these positions. These leaders are needed for document implementation; philosophical/pedagogic implementation
2. MOE have a “relentless drive” to raise Maori achievement
3. National Standards: there is a tension between school development and what is imposed
On the Action Plan 2011, Ken says:
Leadership Goal
Sue is our leader and thus is expected to model what she wants us to take back to our school/staff. We will in turn come back to the group to report what we have done in our schools to give effect to Sue’s modelling and to report how it went. We link back from monitoring to evidencing to focus! This is called distributed leadership and the idea is to push the person/us all beyond where they/we would comfortably go in a particular area. Sue/we pointed out that this was not the thrust of our group, but that’s how it has to be – Sue has to run the group this way or hand over leadership.
Sue: can we change our leadership goal to: “To facilitate a model of collaborative inquiry,” i.e, your ideas + my ideas become my new ideas? Approved. We are to question the validity of each other’s ideas: “Why did you choose that?” This is deeper than cooperation. We think that we are already doing that in our group and in our schools. Transference back to our schools is important.
Evidencing the Effect: Aim for a critical discourse, not tolerant listening. We need to develop a conceptual understanding of collaboration and this will be the evidence. We would be more progressively engaged in debate and discussion, sharing the issues back into our eclectic group where critical inquiry of the report back would take place.
Monitoring the Shifts: We are to transfer the same collaborative model and probing questioning into our own schools. We should plan to meet monthly for 1 ½ hours; have a framework for action for each meeting; have a given person who reports back at/in a given time and the meeting is to focus on a critique of that person’s thinking – that’s all. Example:
Geoff plans a review of the integrated curriculum at Linton Camp. During Geoff’s report back, the group would look for any perceived gaps in his process/thinking; ask critical questions; ask ourselves if we might do this in our school etc. All other members of the group are to have done some background reading on Geoff’s inquiry beforehand. Sue is initially responsible for finding this, but we think that anyone could, e.g Geoff could share his research/professional reading.
(Chris left the meeting for another meeting!)
Sue and Geoff continued and together drew up the Mantar Cluster Action plan for 2011. This has been forwarded to Massey.

Notes from NLC Workshop 17th May 2011
A Framework for Moderation; presented by Dr Jenny Poskitt
Key points made include;
· Teacher judgments around student assessment information is not new, this is something that teachers have been doing for a long time
· Research shows that teachers as professionals… are best placed to make judgments…and to provide full information on student performance….
(Cumming, Wyatt-Smith, Elkins & Neville, 2006, pg 16) Queensland study
· However, application of teacher judgment has been problematic – variable understandings and inconsistencies.
· Consistency can be addressed by ensuring that
a. Teachers understand what constitutes an overall teacher judgment
b. Have a common understanding of “standards” and reference framework
c. Understandings are informed by clear criteria and exemplars of student work that demonstrates the standard
d. Moderation processes are used to ensure appropriate and consistent judgements are made. (Gardiner, Tom & Wilson 2000)

· Reasons for moderation were put forward, these were to improve student learning, deepen professional learning (exemplar project), affirm and build confidence of teachers (and
parents),improve accuracy (validity) of judgments, increase consistency (of judgments), overcome bias, identify focus areas for learning and teaching, link into strategic school goals,
continue cycle of continuous improvement.
· A definition of moderation was given;” The process where teachers compare judgments to either confirm or adjust them”.
· Consideration was given to the essential elements of moderation and a framework for moderation outlined. The following link covers many of the points outlined;
· Looked at what is necessary in terms of staff/school culture, for moderation to be effective;Things to think about, interpersonal skills, theoretical and content knowledge/ NZC,
familiarity with the agreed frame of reference or standard, staff culture- dispositon towards, and systems for, ongoing professional learning.

We then took some time to think about what we had heard in relation to our own schools. The group shared the key messages they got out of the workshop and these are up on the wiki under workshops.

An Eclectic Mix. New Zealand Curriculum Development Cluster 2010

Schools involved

Terrace End School : Sue Allomes
Linton Army Camp School : Geoff Franks
Rongotea School : Debbie Kelland
Westmount School : Elizabeth Schaw
Carncot School : Christine Michalski

Intended Outcomes

1. That all our schools will be well on the way to implementing the New Zealand curriculum with some form of record that provides a Curriculum Delivery Plan.

2. Schools Curriculum Delivery Plan will have a vision, values and principles that reflect their school community. ( these will be based on consultation with the school community)
3. That school’s will collaborate to support one another in defining what is needed for the learning area, and essence statements and how they will look for each school.( this will be part of our 2011 direction)
4. Schools will develop effective pedagogy through collaboration and exploration of effective teaching and learning.
Children will be exposed to a broad and balanced curriculum designed to meet the needs of each school’s community and is aligned with the intent of the NZC. These curricula will be put on the schools self review process.

Outcome 1
That all schools will prepare an action plan based on where they are at and share 17th September.
Outcome 2
Schools will have a vision, values and principles that reflect their school community. ( these will be based on consultation with the school community)
Schools to either have this completed or a clear pathway towards this being completed. Evidence of consultation with community.
Outcome 3
Each school will have developed essence statements and some will have the underlying documentation to support them. Literacy and numeracy to be completed by July 2011, other areas by November 2009. Evidence of essence statements in curriculum delivery plan.
Outcome 4
Bring in outside experts and /or visit other schools / speakers to see examples of best practice / good pedagogy . feedback placed on wiki about exciting, motivating teaching and learning, best practice, readings and examples etc. 2010-2011
Outcome 5
A self review and evaluation of school documentation process will either or a clear path way mapped for this to happen will be in place.2011

Meeting dates 2010
21st July NZCL development Massey
5th August Linton Army Camp Sharing of ideas and where we are at.
12th August Carmel / Sue
17thCarncot 12.00pm Vision, values and principles, examples of CD plans,community consultation questionaires
13th October Carmel / Sue
18th October Monday Rongotea 12.00pm Pedagogy, assessments, teaching and learning best practice
28th October Perry Rush at MPA
11th November Thursday ( visit other schools) Pedagogy, best practice.
22nd November Breakfast meeting 7.30am Moxies
22nd / 23rd November Curriculum Development sharing days ( Sue / Geoff)

Individual School Progress

Terrace End School

13th October 2010
Effective teaching and learning at Terrace End School

After community consultation( the parents and families, staff and children) the values and attitudes for our school were collated and condensed. These were built into the school TEAM approach. " The Team on the Terrace" is now a shared language and a Core culture of TES. We found establishing the difference between values, attitudes and principles to be difficult and fraught with differences of opinions. We put them all together and built TEAM as a the shared values and attitudes for our school.The Key competencies were examined in detail during teacher only days. The staff have also placed these into the TEAM approach.The collation was presented to the BOT and the community for feedback and change if we had not reflected the communities guidance.

Our Core Culture
At Terrace End School we are a TEAM
Values and attitudes are the beliefs or behaviours people live their life by. Terrace End School community selects these as the Core culture of our school.

Terrace End School Core Values and Attitudes

T Trust We work together
E Excellence We try our best
A Actions We make good choices
M Manaakitanga We look after each other
Together Everyone Succeeds
Together Everyone Achieves More
Terrace End School : The TEAM on the Terrace
Our annual cycle;

We work together
We try our best
We make good choices
We look after each other
Good Choice Plan

Goal Setting
Term 3
Term 4

Values are an important part of the New Zealand Curriculum. At Terrace End School they are threaded through all areas of learning and taught through experiences.


New Zealand Curriculum Leadership group.
Friday 17th September

Present : Elizabeth Schaw, Debbie Kelland, Christine Michalski, Sue Allomes
Absent. Geoff Franks

Order of events; Action plans presented to each other
Principals shared examples and some of the progress developing Curriculum in individual schools. It was explained about the depth of discussions that have gone on with staff and BOT to develop shared understanding, and the need to do more of this with the parents and children.
Vision, values and attitudes.
Evidence shared showing ways staff were asked to share ideas related to vision and values.

A question pursued.. How are we delivering on what we say we do.?
Drawing up a graphic to show the values and attitudes.
Discussion around the need to document the Curriculum delivery plan in a format that guides the teaching and learning in the school. Guiding others to take some responsibility for the growth of the CD encourages it to be a living document. The Curriculum development requires staff and community consultation and this takes lots of time. Teacher only days in the holidays and staff meeting times allows some of this to be developed.
Examples of schools values and attitudes were shared , graphics used and Acronyms. These become the foundation blocks in the school and used in lots of ways that are consistent and real to the children will build this into a shared language.
Consultation with BOT and community using NZCL. Developed a shared understanding about what we believe about teaching. This is foundation for our new vision, values, motto and mission statement.
Consultation led this clearly. Good response to the consultation BOT and staff rang all families and personally invited them and explained why it was important.

Key Comps Time has been spent looking at reporting to parents especially using some key comp. Some matrices have been developed around some of the key comps.

Five step apology discussed as part of the key competencies.
  1. This is what I did
  2. Acknowledging impact on the person, how did they feel
  3. Refelction Ive thought about this ..( I don’t want to be seen like this, eg as a person who hits others)
  4. Apologise I’m sorry please forgive me
5.What you can expect from me in the future.

Discussion around planning. One school starting to put in place some structured planning that scaffolds teachers in the school. Using planning and discussion, reflective journals to record teacher inquiry into practice as part of effective pedagogy.
Discussion about the how some of these things happened. How did you go about “ effective planning and how does this get developed form the ground up so it can be real and living.
General discussion then covered how we cover the curriculum areas in a way that means children are exposed to a balanced curriculum. We then talked about concepts and the width and depth basing a curriculum on these.

Principals discussed the need for curriculum / planning review over five years. Good planning is the basis of effective teaching. One Principal shared an example of this which is to go to staff for review.

Curriculum Delivery document to identify the schools requirements for planning.
Coverage of curriculum and linkage with our Mission statement, strategic goals etc.
What does a LTP look like
Where will I find it?
When is it due and to whom?
Unit Plan Weekly plan Daily plans where will these be found ?How will they all ink with the school values attitudes and principles?

Reporting:.Principals shared examples of reporting and how using three way conferences helped build connected learners as well as involve “plain language reporting” opportunities.
Introduction of Teacher, student, parent conference in a different format. A template sent home indicating what the interview will cover, the interview, set learning goals and and steps, this will be written down at the interview and then given out to families.
National Standards : we have adapted our conferences to reflect the requirements of reporting. Grids indicate where the child sits against the standards.

Curriculum coverage and review
Self review process; drawing together the work from the consultation. Professional development with the BOT around self review.
A draft overview self review schedule has been created , this will go to BOT .
Staff will work with this as well.
A shared plan that is very simple to guide the self review will be shared with group.
Lots of discussion regarding concepts to drive curriculum, this became confusing so went back to “ What did the community say they wanted us to do, what are we already doing? This has guided our direction. Now we are translating the values and vision into kids speak and linking this with the behaviour management program. This then becomes a living and shared understanding as a culture in our school.
The essence statements are some that we want to know more about, look at others etc. Areas that we have had development in lately is easier and we can develop these. Others we will use examples and undertake development in the future to complete these.
Looking to formalise the work we are doing into a curriculum delivery document that reflected the new curriculum.

Direction from here;
Please complete the emailed NZCL survey.
Each school will keep in touch via email, sharing their experiences and examples and action plans.
Shared trip on 11th November to schools in Hawke Bay to visit schools looking at inquiry learning / pedagogy /and curriculum coverage.
Listen to Perry Rush MPA ( reporting and assessments)
Meeting for breakfast on Monday 22nd November 7.30am Moxies / Mao Bar (George Street)
Sharing days at Massey University 22nd 23rd November. this is our wiki space address so you can check out what is there.

General discussion regarding the usefulness of these meetings indicated that the oral sharing and discussions enabled us to be reflective over what we had done our selves, and then grow it with ideas from others in the group. Several group members shared how after our last meeting they felt they had a clearer direction and had developed parts of their CD documents.
Wednesday 22nd September Lester Flockton– – information about National Standards.

3) Thursday 28th October - Perry Rush– this will again be an evening session available for BOT/Principals/parents

4) Friday 29 October Combined Principals Day –

Suggested reading :Kelvin Smythe Beyond reason the argument for the holistic
rm 2

Helen Timperley "Using Evidence in the Classroom for Professional Learning"
This timely 10-page article from Professor Helen Timperley is based around research into teacher professional learning. For primary schools it will make a useful contribution to professional conversations around implementing the National Standards, in particular the self-review tools. For secondary schools it provides ways to approach improving students' outcomes.
Timperley shows how important it is to make the connections from students’ needs to teachers being able to identify those needs and then working on their practice to meet them. She reminds us that evidence is not about categorising or credentialing students, its purpose is to inform teaching and learning.