Finding out what everyone thinks and working through that to reach educationally sound objectives for implementing the new curriculum (Tessa)


Starter:

Consultation with our Learning Communities

Facilitation Strategy:

Take a name badge with OPV (Other Point of View).
BOT chairperson
Grandmother
Father
Principal
Beginning Teacher
5 yr old European boy
16 yr old Maori girl
Teacher
Grandfather
Mother


Pretend to be in the role of that person...take a moment to imagine. In the best way you can, write an explanation on a stickie for each of these corresponding areas:
Vision, Principles & Values
Effective Pedagogy
Key Competencies
Learning Areas
Curriculum Design


Once complete, collate and share with the larger group. This strategy was a political practice of Steiner. It will inevitably show each person's current understanding, view, wants and needs in relation to these areas of curriculum design.

Click HERE to see how this activity has been used before.
  • Things we already do
  • Things we need to work on
  • Things that will be more challenging to change

Key Questions:

  • Who should we consult with?

  • What will they say?

  • Are they inadequately informed?

  • Who should you involve in this consultation and information process?

  • How can you get them to share their views?

  • What will you do with the diverse range of ideas that are presented?

  • How can you ensure that educationally sound thinking prevails?

  • What time frame will you need to ensure that this process can be fully worked through in order to arrive at educationally sound thinking and strategic planning to implement?


Some resources for this process

  • Expressing and addressing the hopes and fears of all stakeholder group
From a workshop with Julia Atkin:
Undertake this process with all stakeholders
  1. List your hopes for the new development - what could be the wonderful things that could come out of this implementation process.
  2. Identify your fears or concerns about negative things that could happen or derail achieving good outcomes.
  3. Take each of your hopes and fears and work through how you could plan strategically to achieve the positives and overcome the negatives - NB This will require discussion about what is educationally sound - plan time for research and inquiry to feed into the areas where their is not common consensus. Don't leave dissent to fester in the carpark - bring it into the open and work through it - bring in outside expertise where necessary.
e.g.
Hopes
Strategic Planning
Fears
➢ Focused on the needs of learners for the 21st century

➢ Child centred

➢ Room for spontaneity

➢ Energise teachers

➢ Grapple with core professional work of teachers

➢ Take account of student voice
➢ Set out to take the full implementation time to explore and experiment – but utilise the time well not just leave it til tomorrow

➢ Develop and utilise leadership strengths – identify the thinkers on the staff and key people who will effect change

➢ Involve ERO in the PD and development process so that they learn alongside and work in partnership – change the role during the implementation phase to supporting and developing new thinking. Overcome the old yardstick mentality.

➢ Develop a school culture of sharing and collaborative building – and identify what that looks like and what components it contains

➢ Create opportunities to become aware of student voice and set up processes that empower them in the learning process.
➢ Issues of accountability structures – ERO processes may not match spirit

➢ That the change will be too broad and overwhelming

➢ That schools will try to fit their old ways of doing things into the new framework and nothing will really change

➢ The flexibility may cause schools to lose focus

➢ That the old “rigid school mentality” will prevail – may go with what is tight and comfortable
Template for use in this process


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