Thursday, December 1, 2022

Clifton Strengths Coaching

Being new to leadership, I felt this was a really fantastic opportunity for me to be apart of. It is administered by Clifton Strengths Coaching and I would recommend it for people looking to investigate not only their style of leadership, but also anyone wanting to delve into their own personality traits, how they can be harnessed, and work successfully alongside the strengths of colleagues in their workplace.

The process was made up of 3 parts - an online assessment, individual coaching, and finally team coaching. 

Online assessment - This was a series of questions that seeks to find 5 of your most dominant themes (there are 34 in total). The assessment took about 30 minutes. By the time I got to the end I was sure I had made a complete mess of it. I felt like I had over thought, under thought, guessed, lied... but upon consideration (and acceptance) many days later, I do believe they my results are spot on.

My top 5 strengths are... 

Restorative

You love to solve problems. Whereas some are dismayed when they encounter yet another breakdown, you can be energized by it. You enjoy the challenge of analyzing the symptoms, identifying what is wrong, and finding the solution. You may prefer practical problems or conceptual ones or personal ones. You may seek out specific kinds of problems that you have met many times before and that you are confident you can fix. Or you may feel the greatest push when faced with complex and unfamiliar problems. Your exact preferences are determined by your other themes and experiences. But what is certain is that you enjoy bringing things back to life. It is a wonderful feeling to identify the undermining factor(s), eradicate them, and restore something to its true glory. Intuitively, you know that without your intervention, this thing—this machine, this technique, this person, this company—might have ceased to function. You fixed it, resuscitated it, rekindled its vitality. Phrasing it the way you might, you saved it. 

Discipline

Your world needs to be predictable. It needs to be ordered and planned. So you instinctively impose structure on your world. You set up routines. You focus on timelines and deadlines. You break long-term projects into a series of specific short-term plans, and you work through each plan diligently. You are not necessarily neat and clean, but you do need precision. Faced with the inherent messiness of life, you want to feel in control. The routines, the timelines, the structure, all of these help create this feeling of control. Lacking this theme of Discipline, others may sometimes resent your need for order, but there need not be conflict. You must understand that not everyone feels your urge for predictability; they have other ways of getting things done. Likewise, you can help them understand and even appreciate your need for structure. Your dislike of surprises, your impatience with errors, your routines, and your detail orientation don’t need to be misinterpreted as controlling behaviors that box people in. Rather, these behaviors can be understood as your instinctive method for maintaining your progress and your productivity in the face of life’s many distractions. 

Harmony

You look for areas of agreement. In your view there is little to be gained from conflict and friction, so you seek to hold them to a minimum. When you know that the people around you hold differing views, you try to find the common ground. You try to steer them away from confrontation and toward harmony. In fact, harmony is one of your guiding values. You can’t quite believe how much time is wasted by people trying to impose their views on others. Wouldn’t we all be more productive if we kept our opinions in check and instead looked for consensus and support? You believe we would, and you live by that belief. When others are sounding off about their goals, their claims, and their fervently held opinions, you hold your peace. When others strike out in a direction, you will willingly, in the service of harmony, modify your own objectives to merge with theirs (as long as their basic values do not clash with yours). When others start to argue about their pet theory or concept, you steer clear of the debate, preferring to talk about practical, down-to-earth matters on which you can all agree. In your view we are all in the same boat, and we need this boat to get where we are going. It is a good boat. There is no need to rock it just to show that you can. 

Consistency

Balance is important to you. You are keenly aware of the need to treat people the same, no matter what their station in life, so you do not want to see the scales tipped too far in any one person’s favor. In your view this leads to selfishness and individualism. It leads to a world where some people gain an unfair advantage because of their connections or their background or their greasing of the wheels. This is truly offensive to you. You see yourself as a guardian against it. In direct contrast to this world of special favors, you believe that people function best in a consistent environment where the rules are clear and are applied to everyone equally. This is an environment where people know what is expected. It is predictable and evenhanded. It is fair. Here each person has an even chance to show his or her worth.

Empathy

You can sense the emotions of those around you. You can feel what they are feeling as though their feelings are your own. Intuitively, you are able to see the world through their eyes and share their perspective. You do not necessarily agree with each person’s perspective. You do not necessarily feel pity for each person’s predicament—this would be sympathy, not Empathy. You do not necessarily condone the choices each person makes, but you do understand. This instinctive ability to understand is powerful. You hear the unvoiced questions. You anticipate the need. Where others grapple for words, you seem to find the right words and the right tone. You help people find the right phrases to express their feelings—to themselves as well as to others. You help them give voice to their emotional life. For all these reasons other people are drawn to you. 

Individual Coaching - This was a 90 minute session with a brilliant coach, Emma. It took me a few days to stew on my results and hearing an expert put them all in perspective was really helpful. My gut response when I saw my top 5 was - they're not leadership skills, you fraud! Emma was able to challenge these silly thoughts and blow them away. We talked about how they all fit together, how sometimes we need to turn them outwards not inwards, and how they can balance each other. I really wish I had recorded this session. 

Team Coaching -  The final part was a 3 hour team session with Emma where we sat down together, shared and compared our strengths, and how they guide our actions and decisions... we laid our souls bare so to speak. This was a great opportunity to see ourselves and the rest of the SLT through a slightly different lens. I was able to think, ok that's what drives that person, that's how a particular strength is playing out when they do that. They're not just being a ... (insert inferential judgement here).


My thoughts going forward

  • Embrace these strengths. They are mine and I'm happy with them. They make me who I am. 
  • It takes all sorts to be a leader! 
  • I want to be more thoughtful about my top 5 strength, and times in my life they come into play.
  • It's interesting to look at other colleagues and surmise what some of their top 5 might be. 

Friday, October 14, 2022

ULearn 2022

~ Equity guides the waka of education ~ 


Supporting themes...
Manaakitanga | Care
Mana hapori | Community
Mahi ngātahi | Collective responsibility
Māia | Courage

Sessions I tapped in to...

1. Addressing The Taniwha in the Room 
Kaihoutū - Mariam Arif (Ethnic Liaison Officer New Zealand Police)

This kōrero was confronting to say the least. It's also something I am very interest in hearing people discuss. 

Mariam explained the partnership that existed between herself and us, the viewer. The viewer was there to get information and she was there to make that information accessible. 
She then began with a mihi in Māori, with translations on the screen. After a few slides, she explained that onscreen translations would stop from that point however she would keep speaking in Māori. 
I could immediately see the controversial point she was making. By not translating, we lost meaning. By losing meaning, we lose interest and patience. Disengagement. Disrespect of exclusion. Feelings of superiority come to those still understand - those who are in the know. Feelings of superiority create feelings of supremacy. 
I leave this here as my jumbled explanation will lack the eloquence of Mariam's kōrero. 


2. Mindfulness - Tools For Kaiako Wellbeing
Kaihoutū - Dayna Taramai (Lead Facilitator M3 Mindfulness M3 Mindfulness)



I had chosen this breakout session as work fatigue/burn out is a real thing among teachers. I'm aware how thin we spread ourselves. Not only at work, but at home, raising tamariki, taking that all important time for ourselves, etc etc... I got lots of little snippets from this session.

If you can name it, you can contain it. If we can name our feelings, we can contain and manage them.
Mindfulness allows us to be fully present.

We have 60000 thoughts a day running through our head! 
Half in the past, which can lead to depression! Half in the future, which can lead to anxiety! 

Mindfulness is not calming down - interesting. It's not about 'feeling better'. It's about acknowledging the feelings we are having and allowing things to just be. We are human beings, not human doings! 

Mindfulness  deceases activation. Mindfulness slows stress responders. Mindfulness cultivates self awareness.

Tahi ~ rua ~ toru ~ hā (breathe out on the 'hā')
hā - breathe

3. Aotearoa New Zealand Histories Paewhiri
Rosalie Reiri - Kaiwhakahihiko | Activators (facilitator)
Dr Nēpia Mahuika - Kaiwhakahihiko | Activators (Te whare Wānagna o Waikato | The University of Waikato)
Dr Arini Loader - Kaiwhakahihiko | Activators (Senior Lecturer in Māori History Te Herenga Waka Victoria University of Wellington)

I was interested in the thoughts of these kaikōrero leading up to the introduction of the new Aotearoa histories curriculum. Dr Nēpia Mahuika was a particularly strong speaker in this 

Key takeaways...

If we don't have a past, we don't exist.  
History both sustains are destroys our identity. 
For a long time Māori history was not given the recognition it deserved. It's legitimacy was tainted. It was myth, just stories, pre-history (not even counted as 'worthwhile' history). 

He pātai ~ Is this new curriculum Transformational ~ Decolonial ~ Māori?
Are we just singing the same old song without even realising? 

Wero for kaiako and tamariki - be critical!

We have to start somewhere... so where do we start? 
Different iwi have different starting points. But it's all to do with story telling.
History in a linear time is a Western concept. Indigenous communities talk about circular time.  
Big Idea 1 - New Zealand history is NZ history is a continuous ongoing story.  
Which is the best way to begin? Thematic approach? Chronological approach? 
'Know' section - local contexts. Stories within stories. 
Deliberate decisions need to be made. 
Patricia Grace begins her stories in the centre and then writes her way out. 
Western history is embedded in empirical and reliable research. We can not judge the evidence of the new curriculum by Western standards. If we do, we are missing the point! 
Māori story telling is a beautiful thing - totally agree with this statement Nēpia made! Perfect poetic licence and metaphor that invokes meaning for people..
This new curriculum is moving from a settler narrative.

While we want to provide space for everyone's stories, not all stories are equal. 
Māori have the biggest narrative in this country. It's hundreds of years older than everyone else's. 
Every other narrative is stitched in to the tapestry of the narrative that has been created. 
Begin with the Māori stories. Then, when you weave in the other stories, they're not being weaved into the nation state narratives, it's being weaved into what actually happened to native people.

You can't decolonise by looking for balance in an already unbalanced history world. You need more Māori content, because there is already so much non-Māori content.
 
4. Ending Streaming In Aotearoa
Kaya Renata-Staples (Tokona Te Raki Kairangahau)
Piripi Prendergast (Project Manager, Tokona Te Raki)
  
This session appealed to me because I am on the fence when it comes to streaming our tamariki.  Our involvement in DMIC has created a shift away from streaming, a shft I was not comfortable with when we first began - but now I see some great benefits. But when it comes to skills based teaching, covering those foundational skills ....I'm still 

Some research to check out that comes to the conclusion that streaming does not work- 
He Whakaaro ~ Does streaming work?

An interesting statement made - Streaming is racist.

Around the age of 6 - kids know where they are and that that is where they will stay for the rest of their education, primary school, secondary and so on. Therefore they are excluded from a large part of the workforce as they don't have the skills needed.  This is more prevalent with our Māori and Pasifika tamariki.

Aotearoa has the second highest rate of streaming in the OECD, second to Ireland. This has created huge disparities and inequities in our education system.

It's not the silver bullet, but ending streaming is one of the steps we can take.    

Research dated back from the 50s suggested streaming was damaging.
Why did we do it any way? Tomorrows Schools - wanted schools to reach out to their community, gave schools so much autonomy and made schools little islands in themselves.

Tokona Te Raki is currently building an awareness campaign and an online resource supporting teaches and schools who want to put an end to streaming.  

Piripi addressed the patai - What about the top kids? Research shows over 2-3 years, there is an initial lift for some but then it peters out. Teacher voice  - noticing those more able kids are being challenged and realising the other skills that are necessary to work through problems. 

Alternatives to streaming 
- Group work. Each child has a roll.
- DMIC - already on that train
- High Expectation Teachers. Three things HET'S do - wipe out streaming, big emphasis on relationships, and goal setting. For every one year of learning, a child with a HET should make 2 years of progress, according to Piripi.

5. Decision Making In Response To Valid Information - Wānanga
Amy Chakif (Evaluation Associates)

I selected this session being a new member to the leadership team in 2022. Definitely got to take away some good information here.

Bypass or Engage leadership approach?

Bypass
Weak critique - do we end up with the best plan?
Compliance rather that commitment
Lip service and everyone gets on with their own thing. 
The meeting in the carpark after the meeting!
This approach can feel efficient but not in the long run.
Problems with teaching and learning persist. Lack of traction.

Engage in critical analysis!
You will feel that moment of being exposed, a ping of discomfort. Allow yourself to have that moment then move on! 


Clarity of purpose
Be really clear with staff when inviting views. Is their feedback really going to be used, or is a particular decision going to made regardless?
Clarity of learning, clarity about the goal you are trying to achieve, or the direction you want to go in.
You don't need whole-hearted agreement around a task, you need sufficient agreement to progress

The difference between 'Why did you do that?' and 'Why did you do that. you idiot?!' 
Curious, not furious!
 
The Ladder of Inference  ~ Vivienne Robinson

We are good at jumping to conclusions - heading right to the top of the ladder.
Not truths, but interpretations
Different experiences with lead to different conclusions.
Be humble.
Avoid claims like, "In reality..."  
Erroneous conclusions about other peoples, situations, and what to do
Practice climbing down the ladder.
Things become more abstract as we climb up the ladder
Seek valid information before running away with unchecked bias! 


Amy runs a Leading by Learning workshop. 

There are a couple more sessions to come that I didn't get a chance to watch...






Tuesday, September 20, 2022

Using Pūrakau hei ako Reo Māori nā Beth Dixon

Te Reo o Pūrakau

Āheinga reo - language function - te take mō te kōrero
Puna reo - wete reo, kīwaha, whakatauki, waiata - a spring
Rautaki - language strategies

Momo o ngā Āheinga reo...
- Ngā Patai me ngā whakautu
- Tūhonohono - conjunctions - "Ahakoa...", "kātahi ka..."
- Whakaahua - describe
- Whakamārama - explain
- Te tohu o te rā - sign of the times (time sequence words)  - "I ngā wā o mua..." 
- Take me te Pānga - the purpose and the function/the reason - "Nā te ... i ..."

He aha te Pūrakau?
- He kōrero tuku iho
- He kura huna (hidden message)
- He nuku reo (language device) 
- He mea whakaahua
- He hokinga mahara (remembering from back in the day) 
- He take (reasons)

Ngohe Pai ~ Cool Activities to try!

Kimihia tō Hoa 
Kurangaituku - Hatupatu
Wahine - Tane
Porowhita - Tapawhā
Patai pāngarau (3 + 2) =  (5) 

Oma ki te Tiki Kōrero
Kōrero, whakarongo, pānui....
Dictation ngohe
Use with whakataukī, kīwaha te mea, te mea
Use clothing and colours - eg kaioma looks at what the person in the pikitia is wearing/what colour is their tshirt? Back to kaitā pikitia - they colour it in.

Kupu Whatungarongo - Vanishing Cloze
Tuhia he rerenga ki runga i te papa "Nā tērā i puta mai ia"
Mukua ētahi kupu, ētahi kupu...
"Nā ..... i puta mai ia"
"Nā ... i .... mai ia"
"Nā ... i .... mai ..."

Ko Wai ka Toa! - Who is Better!
Whakatairite - to compare
Arguments
Nā te mea.../I te mea.....

Waihangahia he Pūrakau
Create a new ending for a pūrakau. Eg. Maui me Tamanui te Rā. Whaka



Kupu hou 
poherā - mythical
whakangahau - to entertain
ngohe - activity
muru - repossession
kiripuaki - character  
E rite ana te ira - same gender
Reo tūhonohono - conjunctions
piko - comma
parahau - to defend, justify
ororite - rhyming couplets 
whakatangata - make it a pronoun
Nō mai rā anō - from back in the day 
whakarata - to soothe
Te kaha ake - the strongest
I wehea rāua e Tane Mahuta - passives - They were separated by Tane Mahuta

Kupu/rerenga tūhonohono
Mea rawa ake - next minute
Heoi anō - however
Ahakoa - Even though

End of session reflections
E toru ngā mea hou ~ 3 new things
He maha ngā mea hou! Engari, Momo o ngā Āheinga reo - I can be explicit about teaching these and drawing attention to them. Grouping them and making connections with the tamariki. 

E rua ngā ngohe kia mahia ~ 2 new things to try
1. Kupu Whatungarongo - Vanishing Cloze
2.Kimihia tō Hoa 

Kōtahi pātai ~ 1 question
How on earth will I remember to use this in my akomanga!?






Friday, August 19, 2022

Kia wana te ako ~ Ako Panuku PLD

Ko Beth Dixon te kaiako mō te mahi i te rā nei. He wahine matatau i te reo Māori. I really enjoy listening to this wāhine. It's not often I get the chance to listen to someone else kōrero Māori and it's an extra bonus when I can access that person's level of reo. She manages to keep it light but cram it full of the business at the same time. It was also a real pleasure to come together with Te Puna o te Reo - my colleagues Christine and Heather. We work together each day, however it can be difficult to touch base in our own akomanga. Today we got to sit together and kōrerorero, whakarongo, whakawhiti whakaaro, and extend that whanaungatanga further afield.

Kuapapa mō te rā nei - Reo-ā-waha i ngā wā katoa! Ko tērā te mātāmua o te whānau reo. Ko te pānui me te tuhituhi te pōtiki. Teachers can be so quick to shift to a pānui or tuhituhi focus. He aha ai? Oral language should be at the forefront of mahi ako i te reo Māori.

My takings from the day...

A goal for me to to be more explicit about what we are doing and the take (reason) for it. Āta whakaakona māriretia - explicitly learn!

Reference made to Sheena Cameron and Louise Dempsey - 2016

“Traits of effective teachers of oral language”



Kupu hou

Pōhēhē - to misunderstand

Āhei - be allowed

Tīpako - to pick out

Ngako - the gist

Ngohe - activity 

Hōtake - programme

Mau taringa - head phones

Whai wāhi - find time

Kūwhewhewhewhe - wrinkles on the skin

Pātata - close Kei te pātata au ki a …

Hiriwa - silver

Mātotoru - thick

Tāroaroa - tall (person)

Tīwekaweka - messy

Anuhea - ugly

Whakaarihia - acting something out.


“Ko te ngohe ināianei…”

The activity now is…


Maumahara ā rongo ~ Auditory Memory

5 steps…

Whakarongo

Pupuri - retain

Āta Whakaaro - Process

Maumahara 

Whakaputa - produce


He kemu - He rite/re

A good follow on from our huri haere kemu - tuku mai he kupu Māori 

Rule! - Rite ki/rereke i

1 - “He rite te …. ki te….”

2 - “He rereke te … i te…”

3 - He rite te … ki te …”

Haere tonu…

Tangohia te kupu ‘rereke’

Whakarongo tīpako- Active listening 

Whakarongo Ngū - Passive listening


“Kei roto i te moana a Tangaroa…. he…”

“Kei roto i te kāputa o Kuia… he…”


A good site to checkout -

https://esolonline.tki.org.nz/ESOL-Online/Planning-for-my-students-needs/Resources-for-planning/ESOL-teaching-strategies


Pao, pao - He kemu

Take a short waiata. Tamariki say one word. in a circle, each child in turn says the next word. Kaua e waiata! Eg Tūtira mai ngā iwi. Tutira - mai- ngā -iwi....


Things I’ll take away

Mea hou ki ahau… New things I have learned today

  • rite/ki, rereke/i

  • Maumahara ā rongo - auditory memory - examples - kemu

  • Momo whakarongo - types of listening x 4 (I'll have to come back to this)


Ngohe ka mahia ahau…Activities I'll use asap

  • He rite te …. I te …

  • Kimihia hoa - using pikitia

Sunday, July 3, 2022

DMIC with Massey University

We covered a few basics today. This was a great session - perfect timing for my intro back into teacher maths after a year off on maternity leave. 


Groupings

A few good reminders here... when we group children by ability they often raise (or lower) themselves to those predetermined levels. For example, the 'lower' ability children stop trying so much - "Why should I? I'll most likely be wrong anyway, and my peers and my kaiako probably expect that of me too." The more able tamariki puff their chests out and compete to see who can finish first - often quite loudly. This is an exaggeration, but you'll understand what I mean.


Grouping children completely randomly is a new concept to me. We discussed how random grouping can eliminate social barriers, decrease reliance on the kaiako and increase reliance on co-constructed answers, and increase enthusiasm.

A suggestion was to try a computer generated randomiser. You could also use cards, sticks with names or numbers, shuffled photos. So many options! I'm looking forward to giving this a go.


This quote from the presentation really struck a chord with me, and is something I've spent years trying to address -  In order for group work to be effective and meaningful the teacher needs to stop asking questions and students need to stop asking the teacher questions. 


Assessment tasks

There has been a massive misconception with these! We’ve been doing it incorrectly the whole time! 

Launch the task as you usually would.

Read, discuss, use talk moves, “what do we have to do here?”

Children work on the tasks individually but can share their ideas.

It is not a test! Repeat, IT IS NOT A TEST!

No time limit - IT can be worked on over a number of days.


I am be looking forward to getting our latest assessment back and having another go under these more favourable conditions. I think the tamariki will really thrive from being able to bounce ideas off each other.


Knowledge/Hotspot/Warm-up ~ Number Strings 

Some great ideas here that i look forward to trying with my tamariki during our warmup.




I know some of my tamariki would love looking at problems like these.


Really interesting that Number Strings don't need to use numbers. Why had I never thought of that? 

I believe this was our last lot of Professional Development with Kelly and the team. Though there are still aspects of DMIC I'm on the fence about, I see a lot of benefits and am keen to renew and strengthen my maths programme.