Professional & Networked Practice

The same challenges exist in Northland as any other region of New Zealand - poverty, lack of jobs, affordable housing and infrastructure, gangs, drugs, inequities in health and other services and more. These are an indictment on decades of government policy that have privileged the few and marginalised the many, widening the gap between rich and poor. What is specific  to this and a few other particularly rural regions of New Zealand, is that these inequities are experienced by a greater proportion of the regions population. In particular:

• Isolation - transport links between Auckland and Northland are poor and there is no public transport connecting towns within the region. Private transport is essential. This impacts attendance, access to services, and limits choice of school. This isolation is exacerbated by having the lowest average income in New Zealand, making private transport unaffordable for many.

• Job opportunities - agriculture and forestry are the two main industries, providing limited opportunity, especially if an industry closes.

• Unresolved historical grievances that have led to mistrust

• Lack of social infrastructure

• Entrenched inter-generational disenfranchisement

The advantages of living and working here include the connectedness of people through strong community, the rich cultural heritage, stunning landscapes and a slower pace of life.

My contexts

I am liaison RTLB in two schools: Karetu School and Russell School. I also have in the past or currently work in Oromahoe and Kerikeri Primary & Secondary Schools, which also reflect the diversity in which they are situated. Schools see the extremes of wealth and disadvantage and everything in between.

While Karetu School has a 3 tiered behaviour management system which includes the use of senior students as mentors, behaviour is not considered a major problem in the School. They are proud of their record of very few suspensions (one in the past eight years) and have achieved this by having a very close whānau ethos in the school. As part of a very small community, everyone knows everyone, and most whakapapa back to someone in common. There is a calmness about their expectation that students will quickly learn 'the way we do things at Karetu'. In support of this whānau approach, the Board funds a high quality and local TA in most classrooms for some or all of the day. The School is currently on their second year of a Math's curriculum focus with the support of a Maths Specialist Teacher. Literacy is their major concern across the school. They are in the process of developing a tracking system to ensure early identification of students requiring additional support.

Russell School

Russell School is a decile 5 school of 80 students in the beautiful seaside town of Russell. The cohort is approximately 60% Māori, <1% Pasifika, and 49% Pakeha. While most of the students live in and around Russell, some travel from Opua, Paihia and south through to Rawhiti. There are always a few short term students from visiting international yachts. Being on the end of the peninsular, transport from the more distanced regions can be difficult and/or expensive. Attendance is an ongoing issue as more than 50% of the students travel from outside of Russell township.

The community is very cliquey. Community relations occasionally spill over into the school. There are many alternative lifestylers in Russell and surrounds, who hold a range of educational stances and this too can impact the school. The school is integral to the community and cannot be separated from it and, being a somewhat insular community, this presents its own challenges. Like Russell, attendance is on top for the school (78% during COVID, generally 88%).

Russell School also have a 3 tiered behavioural management system but  very few behavioural incidents, maintaining very high behavioural expectations consistent across the whole teaching staff. Behavioural procedures are followed up on efficiently. The School is in the second year of their PB4L journey but still tier 1, due to COVID. There is one part-time teacher aide in the school, who is also the bus driver and so he knows the tamariki and community really well. Their focus for 2022 is assessment: OTJ’s, tools, triangulation, aromatawai, goal setting and moderation, and curriculum focus is Science (nature of science).

In addition to these two schools, I also work in Kerikeri Primary School and Oromahoe School and may be asked to work in any school in the region. I do not currently have any cases in schools other than my liaison schools.

Potential work contexts:

I have not as yet been assigned any new cases. Because of this, it is difficult to map possible directions and instead will need to be responsive to whatever eventuates. I have started out 2022 with a relatively small caseload. I have three cases still open from 2021, two to support transition to new classrooms. Most of the mahi for these two cases has been done and will likely close within the next few weeks as students settle and whānau and teachers feel confident. It does raise possibilities for mahi around transition processes generally. The other case, a boy diagnosed with autism, will continue from last year with the goals changing from transitioning to school, to engaging with learning. Other potential work contexts this year include:

The Cluster trialed a new Growth Cycle model 2021/2022, moving away from the evidentiary approach to demonstrate our knowledge and practice of these principles.  This model is due to be reviewed early next Term. Because I am studying, the Cluster Manager decided that successfully completing study requirements would be my personal professional growth cycle over 2021/22 years. Our team has not, to date, considered a team professional growth cycle and we do not have a clusterwide growth cycle. For these reasons, I plan to use the Professional Growth Cycle (above), modifying it to reflect the principles in the most relevant documents that underpin each quality practice. I will align my practicum learning with this, summarising it in the adapted table.

Cluster 1: PGC process & format shared with the permission of Rob McDonald (Cluster 1 Manager)

The key people I have talked with as I co-design this journey include Pewhairangi team members, particularly those whom I see often and have built a close working relationship. Members of my cluster (Cluster 1) and fellow studiers with whom I meet weekly. Also, Principles/SENCO and teachers. The main people I have talked to about the practicum is my Practice Leader, who is familiar with my contexts, cases and workload. I have also consulted with a Leadership Coach, whom I have worked with and received coaching from over the past two years, using the GROW model of coaching. From these conversations, I have placed three contexts for this practicum at the top of the list: structured literacy, leadership coaching and the Liaison Role. This is as a result of considering my strengths and areas I feel less confident.

Following conversations with my Practice Leader, and identifying that I have mainly worked in the secondary and intermediate sectors, I have not had to teach a child to read. Without knowledge of the process of learning to read and write, best literacy teaching practices and available resources, I have felt my kete is empty when supporting teachers, tamariki and whānau. Supporting Karetu School through their structured literacy journey will fill my kete too, and in this way will grow my skill set while benefitting students, teachers and the School. Because I am already committed to this mahi, it also makes sense to use this as an example of best practice for the practicum in terms of workload.

Likewise, conversations with a Leadership Coach has shaped my decision to include a practicum focus on leadership coaching. As part of my PLD over the past two years, I have been introduced to the Grow Model as a strengths based tool to empower others to understand issues and identify solutions. This is not something that comes easily to me, as I am a 'problem fixer'. Having spoken with Susan, I see this as an opportunity to explore this tool more deeply, and consciously put it into practice to enhance the quality of conversations and relationships.

I also discussed my practicum with a colleague who is also a Practice Leader. I chose to consult with Eric for several reasons: he is an experienced RTLB, he whakapapa's back to this region, he knows the community and schools inside out, we share an office space and so can talk easily, and he is willing to share his cultural perspectives.  We discussed the role of liaison and how RTLB can effect the biggest change. In particular, he questioned whether we are really making a difference for Māori and how do we know? His view point is that RTLB are leaders and it is through our liaison role that we can carefully and over time influence change at the universal level, particularly relating to raising Māori achievement. This conversation resonated with me and influenced my decision to prioritise this mahi.

I spoke with the Principal of one of my liaison schools specifically about mahi in the school that might be suitable for practicum. We discussed PB4L but decided that this might be proceeding too slowly to provide opportunity for quality practice in time for assignment deadlines. She noted that the School is increasing the amount of standardised testing being carried out, primarily to satisfy the BOT rather than to inform teaching. Looking at assessment across the school and using this to monitor student progress is something she would value as a focus this year. Because my other liaison school is also interested in this, I will likely use this mahi in my practicum.

In addition to these core people, who I can count on to give good advice and honest and constructive feedback, there are more specific groups and individuals who I will consult with during the course of my practice:

Structured Literacy

BSLA team at Canterbury University

My mentor from Canterbury University

Fellow facilitators in Pewhairangi

The Principal, teachers and TA at the school

Students and whānau of the two classrooms

Individual Case

Student and whānau

Teacher/TA

SENCO

Other agencies: these will depend on the individual case but may include OT, SLT, SEA, EIS etc.

The Liaison Role

Principle

SENCO

Teachers/TA

Other Liaison RTLB's

Practice Leader

New School - Principle, staff & students

Leadership Coaching: The Grow Model

Susan Arrowsmith - coach

Peer supervision group

Principle

SENCO

Teachers/TA

Other Liaison RTLB's

The values and principles that underpin my current practice include equity, accessibility, cultural responsiveness, a strengths focus, collaboration, personal and professional integrity and respect. I believe in a holistic educational framework that encompasses the whole child: taha wairua; taha hinengaro; taha tinana; and taha whanau. There is no one 'right' way and so education needs to be flexible and responsive to the needs of the child within the context of their community. As a teacher, 'Our Code Our Standards' is one of the main documents that guide my practice. He Pikorua provides the principles and framework under which I practice on a day to day basis, while Tiriri o Waitangi provides the overarching principles. The New Zealand Curriculum Document also provides a framework for Schools and teachers. Every conversation, every hui, every mahi is a new opportunity to further enact my values. I already enact these in my practice through modelling and planning work approaches consistent with these values. One example that I'm currently trying to effect change, is the deficit language commonly used. Modelling alone has not made a difference.

My current understanding of the key documents that influence specialist teaching practice is summarised below.

Policy & Practice Frameworks

Learning Support Action Plan

The Learning Support Action Plan is a plan to ensure that our students get the support they need in a timely manner. It prioritises six steps to implement by 2025.

• Establishment of LSC roles

• Early identification of learning needs

• Early intervention

• Flexible supports and services available

• Gifted and talented needs met

• Improved educational outcomes for those at risk of disengagement

I am not as secure in my knowledge of the Learning Support Action Plan as I should be. I need to re-read this document.

Our Code Our Standards

Sets out the standards of behaviour and quality teaching expected of all New Zealand teachers. As a teacher of many years, I am very familiar with this document. 

Titiri O Waitangi

The document that defines the relationship between the New Zealand Government and Māori, and also provides the principles of bi-culturalism in Aoteatoa. The Treaty of Waitangi guarantees participation, partnership and active protection. In terms of education:

• Kawanatanga - to govern education with equity

• Rangatiratanga (sovereignty) - ownership of culture and language

• Ōritetanga - equitable outcomes for all

• Cultural and religious freedoms

• To enable Māori to continue to live in New Zealand as Māori. 

Again, as a teacher of many years, I am very familiar with Treaty principles.

Wellbeing & Curricula

While I have previously explored the Children's Commissioner website, I am not familiar with the Child Youth and Wellbeing Strategy and have not looked for connections within NZ Curriculum documents with respect to wellbeing.

APPE

I have not explored the Action Plan for Pacific Education.

Tātaiako

While familiar with these cultural competencies, I have not explored this document in depth.

He Pikorua

Our practice framework and the principles that govern our practice. As such, I live and breathe this document on a daily basis.

Tapasā

I am not as yet familiar with this document as I should be.

I need to explore these documents as well as revisit those that I am familiar with, compare and contrast the principles, values and recommendations to see how they are similar and different and where and how I can adopt these principles to grow my practice. I include the Hikairo Schema and the Literacy & Communication and Maths Strategy 2022, as these are relevant to structured literacy mahi and I have not yet read either. I will summarise these documents on a table (below).

As previously discussed, at this stage the practices I plan to focus on over the coming year, include:

Structured Literacy

Goal: to increase my knowledge of structured literacy, best evidence based pedagogical approaches to teaching literacy, and best resources available.

Structured literacy is a topical issue in New Zealand. This will contribute to an aspirational practicum journey as I learn about the science of reading, best practice pedagogy, and available resources. I will achieve this by completing the BSLA qualification at University of Canterbury as part of this mahi. The process will include partnerships with the School, the community and whānau, providing opportunity to strengthen my practice in terms of relationship building, leadership coaching, and community engagement. It will provide an opportunity to deepen my understanding of relevant policies and frameworks, for example, the Hikairo Schema for Primary. I will not only contribute to and support the literacy learning process in my current setting but also apply this to other, future contexts as a facilitator in other schools. 

This will be a manageable journey because it is mahi that I have already committed to, and so will hopefully be a matter of documenting what I am already doing.

This mahi will make a difference to students & whānau, teachers and the School.

Success criteria:

I will know I've been successful if the teachers are successfully implementing structured literacy in their classrooms and students are experiencing improved literacy outcomes. I will know I've been successful if the teachers have found the process positive and my support useful. I will know if I've been successful if the teachers' feel empowered and confident.

Measurement:

I will measure this by looking at the data, classroom observations and feedback from teachers, students and whānau, and the Principal.

Successful completion of University course.

Leadership Coaching: The Grow Model

Goal: to develop my facilitative leadership style and improve my communication skills

This will contribute to my practicum journey as it will underpin all of the mahi I do across all contexts. I tend to be solution focused and find stepping back and facilitating others to discover their own solutions challenging, even though I know that this will lead to better outcomes for all. I hope to grow and strengthen my listening and questioning skills as well as my facilitative leadership style, being cognisant of my role as manuhiri. This mahi underpins all aspects of the RTLB role and as such, will be relevant to and support other identified mahi in this practicum. I will achieve this growth by evaluating my current practice, researching leadership and coaching styles, discussing these with colleagues and professionals to understand what best fits me and the context, and then creating a checklist to keep myself on track 'in the moment' until these skills are automated. In doing so, I will utilise all of my networks (above) and in the short and long term, contribute to better outcomes, team members feeling valued and listened to, and greater empowerment of team members.

This mahi will make a difference to students & whānau, teachers, other professionals and agencies and the School.

Success criteria:

I will know I’ve been successful if there are positive outcomes for the child, group, class or school. I will know if I've been successful if teams' reflections on the He Pikorua practice sequence meet best practice standards and the team feel their voices have been heard and listened to. 

Measurement:

I will develop a questionnaire to collect feedback from team members.

The Liaison Role

This is the most rewarding aspect of the RTLB role for me. I believe that the greatest potential for quality outcomes lies within the liaison role and it is pivotal to effecting systemwide growth that benefit all tamariki. It relies on working relationally with a range of different people in order to identify individual, group and systemwide opportunities for growth. Working relationally can be difficult as you negotiate different personalities, viewpoints and priorities. The prospect of taking on a new liaison school in Term 2 provides opportunity for a clean slate: to enter a school having greater understanding of the role and developing relationships purposefully. I will have three contexts to compare, contrast, evaluate and reflect my processes and experiences to 'job craft' my role in these and future school contexts. I will network with other liaison RTLB, Practice Leader, as well as SENCO and principals to understand different perspectives on the role.

This mahi will make a difference to students & whānau, teachers and the School.

Success criteria:

I will I know if I’ve been successful if I feel confident in my role, and if feedback from Practice Leader, Principals, SENCO and teachers reflect positively on my contribution and this has made a difference. 

Measurement:

Create a job description and evidence mahi in line with the job description. In terms of the new school which has just been officially assigned to me, I will also know I've been successful if the School begins to make referrals which it hasn't done for quite some time. 

As mentioned above, the professional practices I want to grow and strengthen include literacy teaching, communication and leadership, developing the liaison role and through this, other quality practice opportunities may emerge.

The only "choppy waters" I envisage are related to differences in expectations of the role of RTLB; time management; and overloading teachers with more mahi. I have already experienced some choppy waters implementing BSLA and I have and will navigate these with the advice and guidance of colleagues (networks listed above) and reflecting on my values. Other potential turbulent waters include the impacts of COVID and family circumstances - I'm the sole carer of an elderly parent with dementia. For support with these I will draw on my personal networks for support. I manage my health and wellbeing by being physically active and practicing mindfulness and meditation and making time to enjoy each day, remembering what is really important.