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Teachers have good intentions. Generally speaking, teachers are designed to give our students the best possible outcomes, because we are empathetic. Teachers are also control freaks and at times, do not like being told what to do - generally speaking. When we don't have buy in, we don't implement anything well, we just do enough to tick a box - compliance. Imagine what we could do if we embraced the good intentions and thought creatively and critically as to HOW we implement - what a school we would have!

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Effective classroom pedagogy is at the core of our job.  It is our professional responsibility to be able to continually reflect on our pedagogy to allow our learners to be successful.  If we are struggling to do this, there is something wrong.  If pedagogy is our core (and in our school it is a culturally responsive and relational one), everything else we do, become the tools to help our passion become a reality.

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We have a professional duty to examine our practice and stay informed on current theory and practice.

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We have a professional duty to examine our practice and stay informed on current theory and practice.

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This was apparent in the 12 PTCs and remains in the 6STPs. Literacy, authentic learning, Maori achievement give us context to progress as professionals.

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Our group really value the newest grouping formation. We are represented by different subjects areas, areas of expertise and are not constrained by Core Group scenarios. We can truly reflect on how culturally relational and responsive we are with our pedagogy, how effectively we are teaching literacy and how to make learning authentic for all of our students. This set up has stopped us from focusing upon the specific students and meant we can genuinely share good practice. Is this a better way of aligning all three?

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I hope there will be a different approach to this...a genuinely, open and collaborative approach - not a faculty based one with one person reporting back to a small group and that group making a decision. We should be able to all hear the opinions and perspectives of all subject areas.

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What would happen if we did not initiate a recommendation from ERO? In reality not much...we need to make a stand and say no, our priority is this one thing.

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These initiatives tend to come from top down - little input from staff as to their needs...culturally responsive?

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I just want to teach and have fun whilst doing it!

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I just want to teach and have fun whilst doing it!

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Constantly having to prove ourselves, provide evidence, data...need to find some time and energy to simply teach!

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Would it be possible to have presented to staff an analysis of how the various closing the gaps initiatives have worked or not over the years - statistically. We have been doing CRRP now since 2008/9 is it?
Are we closing the gaps with Maori education or not? In Levels 1,2,3. Perhaps a senior manager could make it an inquiry to follow some students, teachers, classes whatever and present some in-depth analysis for us to chew over.

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Too many initiatives, not enough time to adequately and in depth develop one before we jump onto the next one.

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They are quite transactional. Could HOFs create a bulletin of notes instead.

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My subject is F/F and always has been!
To attempt to put an artificial reason into it, makes it a farce and irrelevant to the kids - let me apply my F/F approach in a way that is successful.

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There would have been little confusion/extra workload if we had stuck to FFE for terms 1 and 2, then NCL terms 3 and 4 instead of trying to overlap things. Maria's change to E2A meetings is constructive and only 2x a term.

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How about differentiated learning for us!? One size doesn't fit all.

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How about differentiated learning for us!? One size doesn't fit all.

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My whole subject is centered around future focus, so regularly having to show how I am going to increase my intensity of such focus appears to be lacking in relevance. Future focussed education is surely something most teachers incorporate into their programme to maintain currency is it not?

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My whole subject is centered around future focus, so regularly having to show how I am going to increase my intensity of such focus appears to be lacking in relevance. Future focussed education is surely something most teachers incorporate into their programme to maintain currency is it not?

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This should be 'targetted' for the individual teacher - not a broad brush approach. One size does not fit all.

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Is FFE a priority? Are we doing too much? Is it perceived too much because of the way that it is structured (Monday pm, Tues am etc etc) Scheduling doesn't feel the best fit...

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Writing about it is the time killer.If we focus on getting one of these things done, the other ones slip into place.We have been working on closing the gap and literacy for years … therefore if we can continue to embed these strategies into our pedagogy, individually, and with awhi-ing from our E2A observations and shadow coaching.FFL? … We are still getting our heads around it and I think discussion should continue to take place with those implementing who can.HOWEVER, we have a large, urgent and obligatory task to accomplish … and it would align very nicely with all three: the new reporting of the curriculum levels.This could show growth, progress and allow students to see where they are at in detail … please could we focus on this and put the others on the back burner.

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Writing about it is the time killer.If we focus on getting one of these things done, the other ones slip into place.We have been working on closing the gap and literacy for years … therefore if we can continue to embed these strategies into our pedagogy, individually, and with awhi-ing from our E2A observations and shadow coaching.FFL? … We are still getting our heads around it and I think discussion should continue to take place with those implementing who can.HOWEVER, we have a large, urgent and obligatory task to accomplish … and it would align very nicely with all three: the new reporting of the curriculum levels.This could show growth, progress and allow students to see where they are at in detail … please could we focus on this and put the others on the back burner.

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These are all very well, but just because something works in one school does not mean it is appropriate for our situation. We should not simply jump on every initiative band wagon.

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Power sharing will support learners to have the right to equity. Students who are struggling and cannot think for themselves are having trouble with this. Lots of scaffolding is needed for some.

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These things should be embedded automatically in all teaching. As professionals we should all  include literacy in all learning, future focus is something which needs to be in every subject - we are naive to think we do not need to change with the times and surely as teachers we are culturally responsive all the time.

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Would be good if we could all be able to observe each other?

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looking at NCL's can support us to improve the writing needed to get students to the appropriate levels.

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Apart from aligning the three goals , I would also like to see more reflection on what we are already doing that links into these. How can we simplify the process and make it more manageable so that it does not feel as though we are adding to what we already do.

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Some teachers have developed on this and are integrating this into their everyday classroom teaching constantly, therefore its no longer a goal for them as it is a given. Should those that aren't doing this be made more accountable and those who are accepting of the need to be culturally responsive be given the opportunity to develop elsewhere?

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One PL group that is your learning group for the year. Same group of teachers working on all different school wide goals.

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Why don't we combine the three and be as one

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Why don't we combine the three and be as one

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'authentic learning' - even this terminology is undermining the learning that happens in class...is there a suggestion that for all my years of teaching I have not been practising authentic teaching/learning?
This is not culturally responsive.

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We purposely signed up for the same group for FF

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We purposely signed up for the same group for FF

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and co construction we have therefore been able to discuss all three areas together. Today we have still managed to reflect and plan as well as discuss this issue.

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For students to be collaborative they need to be able to speak,  listen, read and write - for Year 9 and 10 do they have the skills  for this and the confidence before engaging in authentic learning contexts?

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We have so many creative staff we should support them to meet and plan coherent pedagogy. A smarter way of meeting to allow this, with the understanding that the three goals and the school vision are kept at the forefront, would be so powerful.

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We have so many creative staff we should support them to meet and plan coherent pedagogy. A smarter way of meeting to allow this, with the understanding that the three goals and the school vision are kept at the forefront, would be so powerful.

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Without literate students it is hard to encourage oral communication, allow them to read rich texts and respond with depth of thought.  Literacy must be across all faculties.

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Without literate students it is hard to encourage oral communication, allow them to read rich texts and respond with depth of thought.  Literacy must be across all faculties.

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Huge assumption made that this is not happening already in so many areas...S/S, technology, ELP, performing arts. Where was the SWOT analysis for this initiative?

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I love teaching! I love building relationships with  our students. I want my teaching to be fun, vibrant, differentiated. It feels like we are moving away from our own teaching practice that got us into this job in the first place. Random PL and PD without much follow-up does not help. Nor continuously adding to our workload. It is all so confusing...

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I love teaching! I love building relationships with  our students. I want my teaching to be fun, vibrant, differentiated. It feels like we are moving away from our own teaching practice that got us into this job in the first place. Random PL and PD without much follow-up does not help. Nor continuously adding to our workload. It is all so confusing...

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Longer periods with flexibility. It doesn't suit all subjects but certainly would benefit others.

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We see SMT daily to be told about admin and day to day happenings. I would like to see them talk more about good practice, share readings, and bring us back to the three goals and the school vision.

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We see SMT daily to be told about admin and day to day happenings. I would like to see them talk more about good practice, share readings, and bring us back to the three goals and the school vision.

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I love being able to work with colleagues from other learning areas. Faculty time is becoming more and more about admin and paper work, not pedagogy or learning. I get the most out of collaborating across learning areas now.

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I love being able to work with colleagues from other learning areas. Faculty time is becoming more and more about admin and paper work, not pedagogy or learning. I get the most out of collaborating across learning areas now.

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Could we have one group that we meet with and cover all 3 of our goals, because at the moment we feel like FFE, CRRP, literacy... are all separate entities.  Faculty time seems to be where we consolidate all of our school goals and have the discussion about how these things intertwine. 

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Could we have one group that we meet with and cover all 3 of our goals, because at the moment we feel like FFE, CRRP, literacy... are all separate entities.  Faculty time seems to be where we consolidate all of our school goals and have the discussion about how these things intertwine. 

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I totally agree that increasing the literacy rate among our students is extremely important and I will do my very best to do so. Leading up to assignments my students do research, writing paragraphs, abstracts, learn how to structure an assignment in the best way for them (individually). I have taught English in the past and I am good at it but in the end when I hardly have got enough time during my school day to create interesting, relevant and engaging resources adding yet another 'subject' to my subjects, becomes somewhat overwhelming.

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When you are working in separate groups for everything there is so many different things going on, it seem like a big double up/triple up at times.

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Teachers of Senior only classes and those not in a Core Group situation do not necessarily find the content relevant. Or are using future focused pedagogy in their own subject area already. Better to share good pedagogy in groups that are more like the E2A Hui rather than forced grouping. Emphasis on sharing good practice (whether that be FFE, Literacy or CR+RP) than forcing a focus.

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Student inquiries (group or individual) from the FF trial give plenty of opportunities for CRPR and literacy strategies.

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Student inquiries (group or individual) from the FF trial give plenty of opportunities for CRPR and literacy strategies.

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It's a case of staff giving it a go and reflecting on what worked and what didn't so improvements can be made next time. Perfect change for teacher inquiry.

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Some staff struggle to see how the new timetable model for 2018 will work with the FF approach.

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Some staff struggle to see how the new timetable model for 2018 will work with the FF approach.

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Staff have to be ready to make mistakes and trial activities so they can think about how different systems could enable this.

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We have separate meetings for each of these aspects so we think about them in separate compartmentalised ways. 

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We have separate meetings for each of these aspects so we think about them in separate compartmentalised ways. 

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Ideally, meaningful meetings about student learning would incorporate aspects of each of these together.

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1. Literacy - Have a school-wide focus on writing

2. Closing the Gap - embedding and sustainability of a CRRP to close the gap between Maori and non-Maori for NCEA level1 - 3

3. Future Focused Education - Trial with years 9/10 on an FFE approach