A System Knowledge Platform to - Global Education Leaders' Program

a system knowledge platform to make bestpractice common practiceKohikohi kohikohi pingao eMo nga kete raukura o te rangi eGather up the pingao grassFor the treasured baskets of the sky

the challenge: making best practice common practiceWhat would be required to support an effective response to systeminequities? What are some of the issues that would need to beconsidered?How do we spread best practice in a highly devolved system? How dowe manage the balance between improvement and transformation?How do we enable the participation of all system actors? (learners,teachers, leaders, parents/whānau, teacher educators and researchers)What principles should underpin the design of an effective systemKnowledge platform? What are the key dimensions of such a platform?How do we incentivise diversity, connectedness and coherence?

the New Zealand systemEducation sectorEarly childhood sector Schooling sector Tertiary sectorMinistry of EducationSchooling sectorNZ Qualifications MoE AuthorityTeachers CouncilCareer ServicesEducation Review OfficeTertiary EducationCommissiona highly devolved and self-managing school system with few intermediatelayers between the central decision makers and individual schools

the New Zealand system% school leavers with NCEA Level 2 qualification or above

work programme focusthe starting point is equitymaking best practice common practice• developing a vision of the outcomes of systems change• alignment of system intermediaries to achieve the vision• reviewing current system networks and redesigning these tobe more powerful• establishing a knowledge platform of best practice andconnecting to organising agents and networks

system opportunities• strengthening front line support to schools (the “middle layer” of thesystem) through the establishment of the Student Achievement Function• aligning government agency roles and functions• re-designing professional learning and development for teachers andleaders to provide for targeted support based on students’ identifiedneeds.• developing a Medium Term Strategy for Schooling• implementing A Vision for the Teaching Profession – workforce workprogramme• providing high quality learning environments• Implementing the National Education Network for Learning to provide anintegrated medium for knowledge transfer• designing new funding and decision making arrangements betweenschools and the centre

we have a strong evidence base about what matters insystem improvementSocial Sciences/Tikanga ā iwiQuality Teaching, Pāngarau/MathsWhat teachers need to know andbe able to do to teach effectivelyMaking abiggerdifferencefor valuededucationoutcomesProfessionalDevelopment /AkoHow teachers learn andimprove their practiceFamilies& WhānauHow schools create educationallypowerful connections with family,whānau and communityLeadershipHe Kura RangatiraHow leaders create theconditions in which teacherslearn and teach effectively

effective teaching is the most powerful way toimprove education outcomesHomePeersTeachers~30% Teaching~30%5 – 10%5 – 5 10% – 10%Schools & principalsStudentsStudents50%50%Sources and average percentage estimates of explained variance instudents’ achievement outcomes(Hattie, 2002 www.nzcer.org.nz)

effective professional learning and leadership arecritical(www.educationcounts.govt.nz)

educationally powerful connections with parents/whānau

a growing evidence base about what supports successfor underachieving groups• manaakitanga: teachers care for the students as culturally located humanbeings above all else.• mana motuhake: teachers care for the performance of their students.• whakapiringatanga: teachers are able to create a secure, well managedlearning environment by incorporating routine pedagogical knowledgewith pedagogical imagination.• wānanga: teachers are able to engage in effective teaching interactionswith Māori students as Māori.• ako: teachers can use a range of strategies that promote effectiveteaching interactions and relationships with their learners• kotahitanga: teachers promote, monitor, and reflect on outcomes that inturn lead to improvements in educational achievement for Māoristudents.te kotahitanga effective teaching profile: Bishop, R., O’Sullivan, D., & Berryman, M.(2010). Scaling up Education Reform. Wellington: NZCER.

Supporting future-oriented learning and teaching – aNew Zealand perspective: emerging principles(www.educationcounts.govt.nz)• a focus on the potential of the learner and personalising learning• curriculum that uses knowledge to develop learning capacity• rethinking the roles of learners and teachers as they generate newsolutions to complex problems• cultural and linguistic diversity are strengths to be nurtured so that alllearners can engage confidently in a global environment• new kinds of partnerships and relationships with the community arepossible as learners work with real challenges in a range of real worldcontexts• all those involved in education are involved in continuous learning

three big ideas – an education system for the 21 stcentury• diversity• connectedness• coherence

Thorndon primary school