Life isn't fair!

We have all been told at some time or other that 'Life simply isn't fair', usually followed by a pragmatic 'get over it!'. But when it comes to the education of New Zealand tamariki, it needs a concerted effort by teachers to try and level the playing field. 

In the twenty-first century, Inequality is one of the most powerful trends affecting education in New Zealand. There are several different elements of the inequality which exists. It is impossible to say which will continue and which might deteriorate in the future, but it is clear that they are currently having a severely negative impact on the achievement of akonga. 

In New Zealand the gap between our highest and lowest academic achievers is continuing to grow (ERO 2012). This is not the trend across the OECD, so while some issues are world-wide, it is apparent that NZ also has its own set of problems to deal with.

CHILD POVERTY

The gap between the rich and poor is at the highest level in 30 years, however this is expected to reverse over the next 20 years as the world's population creeps up to over 8 billion (Global Trends 2030, Nov 2012). In New Zealand Child Poverty is a political 'hot potato' as successive governments attempt to improve the appalling statistics in our country. The number of kiwi children living in income-related poverty has DOUBLED since the 1980s ( Child Poverty Monitor 2016), and this has a direct impact on the educational achievement of those children. Sadly, whilst 1 in 6 of those children are European/NZ, a staggering 1 in 3 are Maori or Pasifika. No wonder then that these akonga are amongst our priority learners.

The impact of poverty on education is well-documented: hunger and poor nutrition resulting in inability to concentrate; absence through sickness and disease; lack of quality sleep due to poor living conditions; social isolation due to lack of cleanliness or increased mobilisation around the country, and a lack of educational resources, including computers.

I work at a high-decile school with no obvious child-poverty. However, the students are encouraged to consider those who are less fortunate than themselves, and they participate in a 'Breakfast for Schools' programme at a local, lower-decile primary school. We are also affiliated to a school in Tonga, and our students regularly fund-raise to help support them. Visits are arranged every few years, when senior students are able to offer more concrete help.  This year I am excited to work as part of a Community of Learning across 12 local primary and secondary schools. I am hoping for the opportunity to make a difference myself to those students who need help to achieve in line with their peers.

FAMILY MATTERS

Obviously some students will come from a wealthier background than others, but if we are looking to improve the achievement of New Zealand's children, it goes deeper than money. Research has shown that pre-primary education plays an important role in children's educational achievement later in life. Across the OECD countries, public expenditure in this area has increased by 55% from 1998 - 2011 (Trends Shaping Education, 2016) New Zealand has significantly increased spending to be almost on par with Finland. New Zealand spends more on pre-primary education than either Japan or Germany, and double that of Australia (per capita).

But early nurturing isn't simply the responsibility of schools. Rich learning environments can be created at home. Research suggests that varied language and literary experiences, including reading to your child, and meaningful maths activities help to create high achievers (Education Counts, BES). Unfortunately not every child will experience that at home. Today most parents work full time and blended families are becoming the norm, with all the stresses that entails. Research suggest that 20% of 15 year-olds experience some kind of metal health disorder (Education Counts, BES).

PRIORITY LEARNERS

Maori and Pasifika akonga are often disadvantaged culturally. Evidence shows that teachers are failing in their understanding of the Treaty of Waitangi (Evaluation at a Glance, 2012) and the fragmented, subject-based curriculum often bears no relation to their backgrounds. Akonga learn best when the educational experience is in context that has relevance and meaning (Ka Hikitia) . The NZ government has set targets for improving the educational outcomes for these students, and some initiatives are already in place to deliver the curriculum in a more meaningful way. Dr Bobbi Hunter has done some exceptional work in developing Mathematical Communities of Inquiry, aimed specifically at raising the standard of maths amongst low-achieving Maori and Pasifika students.

RACISM

By 2030 it is expected that the growing world's population will be 35% Chinese or Indian (Future State 2030). Historically New Zealand has discriminated against Asian communities but with China expected to become an increasingly important economic player, it is imperative that New Zealand's education system encourages positive relationships with all Asian communities. Encouraging students to learn foreign languages will help to break down barriers and provide potential employment opportunities for young New Zealanders at a time when India is expected to release 1 million young people into the work force every year (Future State 2030). 

The list of inequalities across students in New Zealand is almost endless: poverty, family set up, Maori, Pasifika or Asian, or gender differences or religion. In addition where students go to school, and what school their parents send them to all stack the cards against certain children and increase the gap between our highest and lowest achievers. 

REFERENCES:

'Child Poverty Monitor: 2016 Technical Report'. Retreived from www.childpoverty.co.nz (25/2/17)

KPMG (Australia) (5/22/14), 'Future State 2030 - Global Megatrends' [video file] Retrieved from https;//www.youtube.com/watch?v=im5SwtapHI8

Ministry of Education, Education Counts 'The Complexity of Community and Family Influences on Children's Achievement in New Zealand: Best Evidence Synthesis Iteration (BES), June 2003 

ERO 'Evaluation at a Glance: Priority Learners in New Zealand schools (Aug 2012)

Ministry of Education 'Ka Hikitia' 2008 - 2012

OECD (2016) 'Trends Shaping Education 2016'

Pearson, (26/4/13) 'Global Trends: The world in changing faster than at any time in human history' [video file] Retrieved from https://www.youtube.com/watch?v=SdZiTQy3g1g

Driving a 'moving' culture forward

Current issues in my professional context

SCHOOL CULTURE
My school is a very traditional school, with a culture that is thoroughly embedded: 'shaped by its history, context and the people in it' (Stoll, 1998, p9). Consequently the culture has become difficult to change. The school has excellent academic results from a largely affluent student base. Using Stoll and Finks Diagram of Typography of Schools Culture (1998, p11), I would have to classify the school as 'cruising' in the last few years. However, the shift to a 'moving' culture is not too far removed from 'cruising' status, and steps have definitely been taken to 'work together to respond to a changing context'. (Stoll, p11)

CONTEXT
In a 21st century world, the need to empower students and teachers to think critically is essential in order to develop a 'moving' culture in a school. The internet has brought more information to students  than at any time in history, and two years ago my school introduced BYOD, which is now implemented across all year groups (7 - 13). The Ministry of Education has new initiatives to support 'Digital Technologies for Teaching and Learning', from teacher laptops, to e-books. This rapid development has been a catalyst for my school leaders to reflect on our school culture - not just the what are we doing, but the how.

THE SHIFT
The structure of changes can be identified through Time, Space and Role & Responsibility (Stoll, p12). In response to staff voice, research and observation of best practice my school has made some significant time-tabling changes this year. Most dramatic of the changes has been the introduction of 'double' periods across curriculum subject areas for students in Years 10 - 13. This was a source of anxiety for some staff, and some considerable time was given over to staff meetings to share the thinking behind the changes, and for staff to question other teachers who had successfully introduced double-periods. In addition time was set aside for faculties to plan how they would implement the changes to their lessons. This support at the end of last year enabled the changes to go through with a positive spin. Though we are only in Week 3, the buzz in the staffroom around this, initally contentious, issue appears to be very positive. Students have been overheard grumble about 'double-maths', but then say how much they enjoyed the lesson It sounds like the idea .

Learning spaces are being reconsidered. Conversations around the school are increasingly challenging what has gone before. Yes, we are punching holes in walls, and re-purposing corridors, but we are also making more use of outside areas, and identifying under-utilised zones such as stair-wells. Later this year our new two-storey building will become operational, eliminating current classroom shortages and re-inspiring teachers with more ownership of their own teaching spaces. Planning around the design was intense. Everything from the choice of building materials, interior design and layout was hotly debated in the staff room!

It seems like almost everything is allowed to be debated and challenged as we shift to a 'moving' culture in the school. The Senior Management Team have fostered greater empowerment among the staff, and the climate has altered so that the teachers are wanting to take more action( Wilson 2013). New roles and responsibilities have emerged as staff have embraced the digital changes. Several staff have undertaken Professional Development in this area. Some have enrolled for the Mindlab 'Digital Technology' Postgrad certificate, and others have become Microsoft Experts. These staff have a responsibility to effect change through the school, and they often run informal teaching sessions as needs are identified. Much of this happens without formal direction from SLT, which supports the argument that real improvement in a school must come from within (Stoll, p13).

REFERENCES:
Stoll, L. (1998) 'School Culture. School Improvement Network's Bulletin 9. Institute of Education, University of London
TedEd (2103, Jun 21) 'Building a culture of success' Mark Wilson. Retreived from https://www.youtube.com/watch?v=n_8Bjz-OCD8 (viewed 19/2/17)

A community of change

I work at a high decile High School in Canterbury. The earthquakes of the last 6 years have shaken up more than the ground around us, it has thrown up opportunities for change and a culture where the community is demanding more say in many areas, including education.
Mark Elliot (30/3/12) encourages teaching practitioners to 'look deeper in your own backyard" and the connections we make with others help us to do just that. Communities of Practice work on various levels to help us 'Learn/Unlearn and Relearn' from each other.

Syndicate
My Community of Practice is a syndicate of three Intermediate teachers working alongside high school teachers across all curriculum areas. We are increasingly forging bonds of trust and honesty which is allowing us to move forward and rethink how we are delivering learning to our students. Our planning reflects our passions and strengths, which improves our personal motivation, and we are beginning to devise learning projects to enhance our students learning experiences.

School
Our senior leadership encourage us to visit other schools, and to embrace Professional Development opportunities. Timetabling this year demonstrates a shift towards more 'social learning' (Wenger, 2000 p238), and my colleagues and I are encouraged to develop our own Professional Learning Groups in areas of personal interest. It is important for formal organisations, such as schools, to create opportunities for brainstorming and conversations to occur. The organisation should find strength from the freedom they grant us to "look deeper in our own backyard" (Elliot, 2012).
My school is also a member of a Community of Learning Group with 12 other schools of similar ethic backgrounds. This is a fairly new setup, with personnel being appointed to posts. I applaud the intention but personally I am unsure about how the COL will effectively communicate with everyone involved as it currently appears to be a rather large, cumbersome beast.

The wider community
The parents of our akonga are largely engaged, and Manaakitanga (Hospitality) is one of our three school values. We are encouraged to foster relationships with Maori and Pasifika families through regular, informal community hui and talanoa. Sports activities play a large role in my school and many relationships are fostered on the sports field/pool/court with students and their families.
Our school has a long-standing history and plays a valuable role in the local community. We often feature in the media, and local businesses often contribute to events during our school calendar. Their involvement in our school is important in moving forward, at a time when many schools in the area are undergoing fundamental restructuring after the earthquakes of  recent times.

REFERENCES:

Life in a Learning Community - Learning, Unlearning and Relearning: Mark Elliott at TEDxFortMcMurray 30/3/12 recovered from 

https://www.youtube.com/watch?v=BXnqJ3dfyKo (19/2/17)

Wenger, E. (2000) 'Communities of practice and social learning systems' Organisation 7(2) pp225 - 246