From the Principal's Desk

Kia ora All.

I wish to bring our community up to date with the next steps towards the Mairehau High School current building project.

Mairehau High School Property Design update:

The Mairehau High School Board of Trustees, Ministry of Education (MOE Property Division) and OPUS international consultants are working collaboratively to develop and implement our school property and masterplan.

The proposed new development for Mairehau High School offers an opportunity to provide a new 21st-century Technology and Supported Learning education facility.  Consideration has also been given to rebuilding our gymnasium changing rooms.  There are several distinct phases to the property plan. Each phase is aligned to Greater Christchurch Network of Schools, i.e. predicter MOE roll growth.

The new building (phase one) caters for the future of teaching and learning practices the school’s revised master-plan reflects the latest budget and MOE growth projection figures. The main structure of our gymnasium is sound; however, there is a real need to rebuild storage, changing room, and classroom facilities.

 It also outlines the aspirations and fundamental pedagogical needs of Mairehau High School and the Ministry. Our Technology, Hospitality, ICT, Support Learning, and PE and Health teachers are meeting and working together on the design of the building.

Project Timeline:

The proposed 500 build roll master-plan development is planned to start on site in December 2020 with a final completion date yet to be established.

Roll Projections:

The build roll has been confirmed as 500 pupils and the master plan roll as 800 pupils. The transition roll (i.e.the highest expected roll before the completion of the project) is expected to be able to be accommodated for within the existing buildings. 

The master-plan design considers both the build roll of 500 and the master-plan roll of 800, which allows for future growth.

Construction Budget:

The construction budget for the 500 pupil build roll has been confirmed as $14. 5 million dollars.

Conclusion:

We are very excited about our masterplan and future building project. We will continue to develop positive outcomes and learning experiences for our students.

The following graphic provides the masterplan initial future design of our buildings. We plan to keep you updated with master planning, design, and building.

Mairehau High School 

Becoming a Digitally Fluent Principal

Introductions

I am reminded of the Maori proverb Ka pu te ruha, ka hao te rangatahi in the context of the Digital Fluent Intensive (DFI) course moving from traditional pedagogy to modern digital strategies.

I feel a sense of sadness as the Christchurch cohort DFI course enters its last day. I take the opportunity to thank and acknowledge the presenters, facilitators, and DFI colleagues for providing me with a fabulous course. During the DFI programme, I have learnt, I have created, and I have shared my knowledge of the DFI programme. To all, I say, thank you.

I also acknowledge the people behind the Manaiakalani scenes. These people are the backbone to the practice of Learn, create, and share. I look forward to the national hui being held in Auckland in October.

I am hearing from my own staff, “after 8 weeks, I now get it”. John wrote the following.

“I understand the Learn Create Share kaupapa now.  I’d heard it being talked about in the staffroom, but I get it now.  Where was it 39 years ago at Auckland Training College when David Lange spoke to the assembled crowd of eager teacher trainees?  His lank, greasy hair and marmite jar glasses cut an impressive figure.”

What has worked for me since the last time we met? 
I am still consolidating my knowledge of Google tools, in particular, Google: Docs, calendar, keep, and drive. The devices are being embedded in my everyday practice. I am using Google Keep as a tool to research and collate information for school purposes.

What hasn’t worked or made sense?
I’m okay; most things have worked and starting to make sense. If anything, it is just having an in-depth knowledge of the functionality of each of the Google App settings and fine-tuning my knowledge the each of the tools. 

What do I need help with?
I would like support to develop an automated Google form: Context- personnel, to embed a code into NZ Gazette linked to an application Google form, to automatically generate a spreadsheet to compile information, to allow applicants to download their CV and covering letter, automatically send multiple responses to the applicant. E.g. application received, and later advice on next steps, i.e. shortlisting. The goal is to automate the recruitment processes and share the data with key staff.

Ubiquitous learning: (Hannah West )
Anytime, anyplace, anywhere. Learners have the opportunity to have a high-quality learning experience right now.

Hannah referenced an innovative literacy strategy called the Summer Learning Journey (SLJ), which was created to support student learning. The research found that students who blogged through the summer learning journey at least twice a week, on average, had better gains in reading and writing than students who posted less frequently. The inference is that blogging supports writing outcomes. Interestingly, no teachers were present, and there were no learning intentions about surface features.

Google for Education Certificate:
There was some degree of trepidation sitting the 3- hour Google Certified Educator examination. The memory of sitting university papers in bygones days comes flooding back to the mind. If I did not pass, then there are inferences and potential disparages that could potentially be cast on my skills and abilities as a leader. I was pleased to receive the email of congratulations from the Google for Education robot that marked my paper. 

All in all, if I had not passed, it wouldn’t have mattered. The learning from DFI over the last nine weeks will continue to support what I do as a Principal. I was also pleased for my other two Mairehau colleagues as we snatched the trifecta of success.  The key issue for all of us is the progress we have all made during DFI. The DFI cohort of teachers will return to their schools with knowledge, skills and capabilities to share with our students, staff, and communities.

Maniakalani opportunities: (Hannah West)
Hannah presented an overview of leadership opportunities in the Manaiakalani (link). The pipeline of leadership enables teachers to share and upskill their digital expertise to others. The innovative teacher and Google class on-air programme are available for teachers. 

Manaiakalani teachers have been evaluated by the Woolf Fisher Research Centre for a number of years now.  It is a wonderful opportunity for affirming things teachers are doing.

Works Cited
“DFI Ubiquitous.” Google Slides


Google for Education allows for progression by certification. It is an opportunity for teachers to gain recognition and qualification. The qualifications would be particularly useful for anyone applying for teaching positions in a New Zealand school. The following image provides an overview of the qualification progression.

The weeks attending DFI seem to have gone very quickly. I get Learn, Create, and Share better now than anytime before. My next step is to implement the practice successfully in a secondary school setting. My long term goal is to embed practice across the secondary school network of Christchurch.

Conclusion:
To all who enter the schoolhouse of learning and to those that take the chance to attend a DFI course. My karanga (call) to my fellow Principal colleagues; in my view, it is worthwhile prioritising the workload of leadership business for the opportunity of learning and creating in a digital environment. Let the day to day operations of dealing with students, staff, and parents be put aside for a moment of time to enter a programme which would help to transform your schools. I share with other lifelong learners my total acknowledgement of Learn, Create, and share and the fantastic course that we call DFI.

Becoming a Digtal Fluent Principal

Introductions: Te Wiki o te Reo Māori

We celebrate week 8 of our Digital Fluent Intensive (DFI) course with “Te Wiki o te Reo Māori.” English, New Zealand sign, and Māori are the official languages of New Zealand (Aotearoa). In 1987, Māori became an official language. New Zealand is the only country in the world where Māori is spoken. However, it was only in recent years that the Maori language gathered its widespread support. Te Reo Māori is an integral part of our national identity. Learning te Reo Māori provides great satisfaction, a greater connection with Aotearoa and an enhanced understanding of our culture and society. Māori Language Week has been celebrated since 1975. Māori Language Day is September 14 and commemorates the presentation of the 1972 Māori language petition to parliament.

What has worked for me since the last time we met? 

I am still consolidating my knowledge of Google tools, in particular, Google: Docs, calendar, keep, and drive. The tools are being embedded in my everyday practice. I am using Google Keep as a tool to research and collate information for school purposes.

What hasn’t worked or made sense?

I’m okay; most things have worked and starting to make sense. If anything, it is just having an in-depth knowledge of the functionality of each of the Google App settings.

What do I need help with?

I would like an opportunity to discuss with other Principal’s or leaders how they are using Google tools for strategic and operational school leadership purposes.

Te Wiki o te Reo Māori:

New Zealand has been revitalising the Māori language, and a part of that is a celebration of our success and promoting te Reo Māori. Māori language week is an opportunity for celebration, promotion and encouragement. And every minute of every hour of every day is a Māori language minute – we can choose to use te Reo – every time we do, even just a ‘Kia ora!’ contributes to revitalisation.

Te Wiki o te Reo Māori is becoming a major fixture on the national calendar providing an opportunity for promotion, raising awareness and giving an opportunity for expert and advanced speakers to encourage others on their te Reo Māori journey. Teachers in Mairehau High School have been taking part in Te Reo tutorials each Wednesday, afterschool.

What can I do?

Mā tātou katoa te Reo Māori e whakarauora:

Whakatauhia te reo Māori ki te wāhi mahi me te hapori

Whakahau i ētahi atu ki te kōrero, ki te ako hoki i te reo Māori; whakauruamai hoki te reo Māori ki tōu ao

Kia tika tonu te whakahua i te kupu Māori i ngā wā e kōrero Pākehā ana

Ahakoa iti, akona, kōrerohia

Kia nui ake te ako ka kōrero ai

Whāia te ara poutama o te reo ka tohatoha ai.

Everyone can contribute to te Reo Māori revitalisation:

 Make te Reo welcome at work and in the community

Encourage others to use and learn te Reo Māori; welcome Māori language into your life

Pronounce Māori words correctly when speaking English

Learn a little, use a little

Learn more, and use what you know

Keep improving your language, and share what you know

Works Cited

“About.” Te Wiki o Te Reo Māori, www.tewikiotereomaori.co.nz/about/.

Empowered: 

Empowerment is the practice of sharing information and knowledge with others so that they can take the initiative, make decisions, and solve problems to improve their skills and capabilities. Empowerment is based on the idea that giving people skills, opportunity, motivation, and holding them responsible and accountable for outcomes of their actions.

Korero from Dorothy:

This is the “Why” for ManaiaKalani- why have we gone to this model of teaching and learning. Dorothy serves a Decile One school located in the Tamaki basin in Auckland. She lives locally, and all her children have attended the local schools. 80% of the housing in Tamaki is owned by the NZ government. The word agency has been transitioned to the word empower, which has more meaning for her community.

“It’s not just a tool: with it transforms the way we learn, offers us new uncharted experiences and opportunities.”- (Dean Shareski 2011)

“The Manaiakalani kaupapa of empowerment is about at the advancing of Rangatiratanga taking back control of their lives.”- (Pat Sneddon)

When your house is owned by the government, you are disempowered. Where there was one house on a quarter-acre section there are now three (3). Families are living in one room to keep warm from the winters cold. Nearly 3000 statehouses are boarded up and not being used while the waiting list increases. Dorothy’s community is disempowered with high-interest rates, poor housing, substandard medical care.

The research indicates that students in their community arrive at school with academic and social deficits. In oral language space, there are huge deficits in the community. Blogging is a threaded conversation of reading and writing. We build up the conversation by ensuring it is part of the school’s reading programme.

If we want to empower our students, we need visibility, connected, and ubiquitous learning to be happening. Students and parents need to be enabled to use digital tools to support education and social needs.

Google Forms:

Dorothy provided our cohort with an overview of the tool Google Form. We are able to design a range of questions types, including multiple-choice, short answer, drop down, and linear. The Google form is able to collate, analyse, and provide evaluative information about the data in the form. Google forms would be useful for collating information from surveys, opinions, and assessments.

The following link takes you to a presentation on Google Forms: Link

There are three main ways to send a form:

Email - Allows you to directly send the form by adding the recipient's address, customise your message and hit send

Link - Share via a link by highlighting, copying and pasting the link in the desired location

Embed - Copy and paste the embed code to share via Google site or blog 

Exploring Google Maps:

Google My Maps is a way to keep track of the places that matter. It is possible to make custom maps, remember your favourite sites, explore new cities, or plan great vacations. The school maps that I have used the information on school demographics.

 Google Sheets:

The functionality of Google sheets, in my view, is similar to Microsoft Excel spreadsheet tool. I understand how powerful Excel is as a data tool and would probably continue to use it as my current spreadsheet tool of choice; until I become more familiar with Google Sheets. Google sheet is a handy tool for students and teachers to analyse and evaluate data.

Evaluation of Blogs:

Primary school students in the Manaikalani schools are regularly posting a blog each week. The student that I evaluated had been Blogging since 2014. His median number of Blogs per year is 74.5. This means that on average, he has been posting a blog nearly two times each week during the school year. If we are to model to our students, then teachers and leaders need to be posting a blog at least twice a week. Our why is about improving literacy skills at each year level. Woolf Fisher data supports that blogging improves the literacy skills of our learners.

Closure:

I am privileged today to part of our DFI programme, in many ways, I will be saddened completing the programme next week. I have shared my learning with my DFI colleagues, presenters and staff of Mairehau High School. The scaffold of Learn, Create and share supported by a framework of being: empowered, visible, connected, and ubiquitous is now becoming embedded in my everyday practice. I shared with my colleagues that I have moved from Microsoft Word to Google Docs. The connectivity and ability to transition from one Google tool to another supports my leadership role. The ease in moving from one platform to another and using a range of tools to explore, research and evaluate is appealing. I challenge other Principal’s to take the opportunity to attend a future DFI programme. I also take this opportunity to thank Dorothy, Mark, and Kelsey and the whole manaiakalani team for supporting my lifelong passion for learning. I feel that I am able to share my new found skills and abilities with students, board members, staff and parents of our school.

Becoming a Digitally Fluent Principal

Introduction:

Kia ora all, nau mai, haere mai.

Today is week seven (7) of our Digital fluent intensive course (DFI). In recent weeks, I have been introduced to a range of Google tools, sites, and information. I appreciate the connectedness, collaboration, and integration components of the Google environment. The various tools such as Google: Keep, gmail, calendar, drive and others have all helped to support my knowledge of learning in this environment. It is fair to say that I cast a leadership lens over DFI; I think about how the tools and information can support me in my role as a Principal. I have also enjoyed collaborating and working with my DFI colleagues; the other two Mairehau HS teachers (Lucy and John) have helped me to keep on track. We have been able to learn, create, and share together.

Last week the Mairehau HS DFI team shared with our school staff our Learning in DFI. When learning moves to create and create steps to share, it is interesting the impact of what new knowledge has on others. At our Staff only day (30th August 2019), the DFI team was able to share Google sites, Google Keep, and Blogging to all of our staff. My previous Blog references elements of our Staff Only day. Most staff commented positively on the functionality of each of the tools presented.

I am interested in attending a Google conference in 2020. The current move of the Google development team to build on three (3) dimensional imaging processes to allow students to have a feel of size and dimension into the classroom is exciting. I would also be interested in any new Google development progress to enhance teaching and learning, for example, the improved functionality of the Google lens tool. Google lens is a point and display platform, which allows for searching, text to voice capability, and integration within the Google tools environment. I used the Google lens tool to download image information from a business card straight to contacts.

Our presenter shared with us his knowledge of Live Streaming

Kent Somerville (Pt England school)

Live streaming can be used for Community-based activities- e.g. cross country a school fair. Students are able to connect with their whanau, for example, family in the Pasifika Islands. It is fantastic that families can share what is happening and what is unique about live streaming

A high definition camera is used for live streaming, the Terdaek: VdiUPro is used as the tool to create a live stream. This camera has full zoom, and HDMI cable is plugged in, it is filming straight to Youtube, and a copy of your streaming is automatically embedded in the Youtube environment.

By using Youtube, we are streaming to an event, and we can create an event for next year, now. We can set up an event to have the permissions that you require before the stream begins. There three ways that you can view through the VIdUPro (see image)

Using a Laptop camera

It is possible to use your webcam and use the laptop to film events

We can also use a drone; your phone can connect to the remote. The image can go straight from the device into Youtube. At the moment, the laws are minimised about the use of drones, and there is no enforceable law. However, there are guidelines in terms of drone use.

Refer to K Sommerville’s slides on Live streaming link.

What could we stream on a weekly or termly basis?

The drone has a gimbal device(camera stabiliser) on it, to aid filming performance.

What has worked for me since the last time we met? 

I am still consolidating my knowledge of Google tools, in particular, in particular, Google: Docs, calendar, keep, and drive. I am using the tools as part of my everyday practice. Our new staff only had a lens of Learn, Create, and Share. I have an interest in finding out more about the Google lens tool.  I enjoyed planning and building a useful Google site.

What hasn’t worked or made sense?

I’m okay; most things have worked and starting to make sense. If anything, it is just an in-depth knowledge of the functionality of each of the Google Apps.

What do I need help with?

Do you know of any Google conferences during Term 3, 2020? I have a sabbatical and wish to attend an overseas Google conference.

Connections a presentation by Dorothy and Kent:

Connectivity is a way of life for our students.

People see us as a robust network of schools (Manaiakalani); initially, the schools were the most disconnected group of schools regardless of the minimal distance between each school. Being a connected group of schools has been a long journey.

The Manaiakalani team has committed to a long term relationship with all the other clusters. The model of connectedness is long term and sustainable, and very different from the current MOE model of clustering schools. We are a robust network of schools. When is MOE going to support our schools financially? The ManaiaKalani team has a powerful set of data (Woolfe Fisher) to support the progress of the connectedness.

The one thing that connects us to the Learn, Create, and Share is the continuity of consistent language i.e. ubiquitous, connected, empowered, and visible. These set of principles form the underlying principles of connectedness through a diverse range of schools. The language that we use is essential in the progress of all of our schools.

We want to give students to bring their ideas together. Our students are able to share what they are actively participating by using their progress. This will help to accelerate student learning and to support students and teachers from other clusters. The connectedness helps us to achieve our goal of accelerating our students. The sharing is more powerful when we are able to connect to others. Commenting on a blog post is vital to engage our learners. We are able to share everything, the whole extreme of emotions, and the active sharing helps with connecting with others.

There is exciting stuff coming back from teachers and Principals. The digital environment helps to turbocharge the learning, make the impossible, possible. There is nothing more important than having cuddles from your whanau. However, digital connectedness helps you to be part of your whanau learning.

Connected Learners Share.

ManiaaKalani has evolved into a reciprocal relationship with the other outreach community of schools. We are able to use Blog for advertising the sharing of information by our students. We can use Google groups to help to spread news beyond our school domain.

• Connectedness is powerful:
• Teaching and learning is visible
• Learners and teachers have been empowered to have agency
• Ubiquity is supported.

To enable accelerated learning and growth, we need to use the power of Connect, Empower, Ubiquity, and Visible.

Chanel and Playlist:

Kent showed us how to set up and Chanel and playlist in the Youtube environment. He said that setting up may be relevant to the Level One examination. Take an opportunity to read his presentation at the following links: Connected and Playlist. The settings provide an opportunity to customise your settings on Youtube, e.g. privacy, sharing, and playlist.

Google Draw:

Google Draw has all the classic drawing tool, shapes, connectors, texts, and image capabilities. We are able to create a drawing and use as a png (portable graphic network) in this environment. We can use Google draw to create all of our Google site buttons.  We can customise the size of images and link the buttons to specific photos in Google Draw.

Google Slides:

Kent talked about the need to plan, and to use Google slide as a tool for planning. I couldn’t agree more. For me, planning is crucial to the Learn, Create and Share environment. Without proper planning, there is a potential of quickly getting lost in the maze of robust and diverse connectedness. It seemed that even with minimal preparation, a site, slide, or drawing could get out of control. 

How should we embed practices in our school?

I suppose that I am now asking the question about informed planning to support Learn, create, share for students.  When embedding Learn, Create and share across a school, planning on the “How” is crucial. Leadership needs to develop a sustainable coherent process to allow the practice to be implemented in the school environment.

It seems to me to a small identified group needs to pilot the tools and learning strategies of Learn, Create and Share. The group needs to be a reasonable size, for example, a cohort of a specific Year level. Leaders need to be assigned to implement and engage teachers and students in learning opportunities. An internal review of progress on a regular basis needs to be applied to ensure all is on track and to iron out any potential issues. The team leaders need to be able to meet regularly and report directly to the senior leadership team and Principal. Students, staff and whanau need to be provided with opportunities to comment on the progress and success of the Learning practices. Teachers and leaders need to be provided with ongoing professional learning to enhance their teaching practice. Our school leaders need to be able to reflect and share their knowledge by engaging in meaning conversations or sharing an inquiry.

Once again, I have enjoyed my DFI learning and share with you my first animation based on 'Ko wai au' or "Who I am?". My subject is my three (3) year old moko. His name is Bodhi.