As a School Leader
Throughout my time in New Zealand, I have been fortunate to have been afforded many opportunities and found some excellent role models to help with my own leadership development. I have led curriculum areas and successfully promoted individual areas of learning, supporting a range of teachers in their pedagogy and curriculum management. Through my role as a boys’ education specialist and practitioner, I gained a wide variety of professional and classroom strategies that I have since put to effective use in both e-learning and mixed gender classes, supporting weaker students and extending gifted learners.
Performance Management, Walkthroughs and Professional Coaching
As part of the professional development within Glenfield Primary School, I instigated and oversaw the implementation of a professional modelling programme. Through specified teacher chosen targets, technology integration was modelled within classes with the opportunity to then undertake follow up sessions- both with and without further observation. Teachers were given the opportunity to conference and receive both feedback and feed forward. This was documented and formed part of the curriculum goals within the school’s Performance Management system. Within my role as a leader at Murrays Bay School I continually reviewed both my own and my team’s professional goals. Each walkthrough was geared to look at specific pedagogy and delivery that reflected work towards achieving professional goals and continued professional development. I met fortnightly with team members for a ‘check-in’ conversation that lasted from 5-25 minutes. I also met with each team member termly to examine work towards goals, using the iSMART coaching model and approach.
Mentoring
Within my role as a school leader and professional facilitator I have been afforded the opportunity to mentor several other educators including assistant and deputy principals. Through ongoing communication, face to face and online mentoring sessions and trust focused conversations, I developed shared vision and bespoke goals to help individual practice and performance. More recently I attended a two day intensive workshop on 'The art of facilitation' with Joan Dalton, learning strategies to facilitate effectively using learning talk. Each mentoring session is scheduled for one hour with a review of personal learning goals incorporated into every third meeting. With two of my current mentees, I contribute directly to their online attestation and learning journals, sharing readings and collaboratively writing reflections. Building strong relationships based on mutual trust and empathy remains a strong passion within my practice.
Assessment
Throughout my time at Murrays Bay School I was heavily involved in the ongoing development of assessment tools. I was also part of a professional learning group that looked at standardisation of assessment practice and monitoring within the school’s reading focus and programme. Within my role as a learning leader I held the responsibility for monitoring target children and continually updated those identified for additional or specialised learning programmes. The programme development and selection came from both continuous assessment data monitoring and purposeful conversations with my team to select children that would benefit most. Additionally, I was responsible for the constant monitoring and reporting on the progress of all Year Six students (approx 120 children).
Driving Future Focused Education and Professional Development
Within future focused education I am passionate and committed to driving it across learning areas and year groups. Through modelling real learning experiences, mentoring and professional guidance, I have actively shown teachers the power of universal design for learning and a strong programme underpinned by modern learning pedagogy. As part of Professional Development programs I instigated a modern learning pedagogy learning goal process. Through guidance and discussion, each member of staff chose their own learning goal related specifically to those detailed within the school's strategic plan. I then facilitated the achievement of that goal through Professional Development, workshops, modelling and peer observations.
Developing Innovative Learning Environments
One of my passions has always been to further teachers’ understanding of innovative learning environments and help them create third century spaces for 21st century learners. In the past I have provided teachers and students with access to interactive technology and equipment, which through Professional Development has been integrated into daily routines and programmes. I have also managed the change of furniture within learning environments and been fortunate enough to model my ideas and proposals on some excellent current practice within NZ schools. My current classroom has a range of working areas with children able to work at multiple levels. Those that prefer traditional seating have their desk while there are many who make use of beanbags, multi-height surfaces and furniture that promotes co-operative learning.
Schools Network Upgrade Project (SNUP)
From August 2011 to October 2011 I managed and led the Ministry Funded Schools Network Upgrade Project.
Key Achievements
SNUP began on Monday 19th March and provided the technological backbone for the school to function successfully as 21st century learning environments begin to evolve.
Leader of e-learning at GPS
Additional Areas of Leadership and Expertise
Behaviour Management System
Towards the end of Term Three 2011, I became involved in a review of behaviour policy. I designed and shared a system that moved towards a zero tolerance for physical behaviour and those showing a lack of respect for their environment, peers and teacher. As part of the committee I also helped develop a shared idea of ethos behind the policy, finding a balance between both intrinsic and extrinsic motivators, helping children develop a fuller understanding of their responsibility as a learner. I prepared all digital presentations and associated documentation for feedback to the Board of Trustees and staff.
Financial Asset Management
As a middle manager my role often included financial asset management. I have renegotiated many contracts and provided detailed breakdowns of all ongoing costs for senior leaders and the Board of Trustees. I have developed and maintained some excellent relationships with suppliers across the ICT sector. In the past, careful negotiation and discussion allowed expansion of ICT at a fast pace but using a very limited budget.
Performance Management, Walkthroughs and Professional Coaching
As part of the professional development within Glenfield Primary School, I instigated and oversaw the implementation of a professional modelling programme. Through specified teacher chosen targets, technology integration was modelled within classes with the opportunity to then undertake follow up sessions- both with and without further observation. Teachers were given the opportunity to conference and receive both feedback and feed forward. This was documented and formed part of the curriculum goals within the school’s Performance Management system. Within my role as a leader at Murrays Bay School I continually reviewed both my own and my team’s professional goals. Each walkthrough was geared to look at specific pedagogy and delivery that reflected work towards achieving professional goals and continued professional development. I met fortnightly with team members for a ‘check-in’ conversation that lasted from 5-25 minutes. I also met with each team member termly to examine work towards goals, using the iSMART coaching model and approach.
Mentoring
Within my role as a school leader and professional facilitator I have been afforded the opportunity to mentor several other educators including assistant and deputy principals. Through ongoing communication, face to face and online mentoring sessions and trust focused conversations, I developed shared vision and bespoke goals to help individual practice and performance. More recently I attended a two day intensive workshop on 'The art of facilitation' with Joan Dalton, learning strategies to facilitate effectively using learning talk. Each mentoring session is scheduled for one hour with a review of personal learning goals incorporated into every third meeting. With two of my current mentees, I contribute directly to their online attestation and learning journals, sharing readings and collaboratively writing reflections. Building strong relationships based on mutual trust and empathy remains a strong passion within my practice.
Assessment
Throughout my time at Murrays Bay School I was heavily involved in the ongoing development of assessment tools. I was also part of a professional learning group that looked at standardisation of assessment practice and monitoring within the school’s reading focus and programme. Within my role as a learning leader I held the responsibility for monitoring target children and continually updated those identified for additional or specialised learning programmes. The programme development and selection came from both continuous assessment data monitoring and purposeful conversations with my team to select children that would benefit most. Additionally, I was responsible for the constant monitoring and reporting on the progress of all Year Six students (approx 120 children).
Driving Future Focused Education and Professional Development
Within future focused education I am passionate and committed to driving it across learning areas and year groups. Through modelling real learning experiences, mentoring and professional guidance, I have actively shown teachers the power of universal design for learning and a strong programme underpinned by modern learning pedagogy. As part of Professional Development programs I instigated a modern learning pedagogy learning goal process. Through guidance and discussion, each member of staff chose their own learning goal related specifically to those detailed within the school's strategic plan. I then facilitated the achievement of that goal through Professional Development, workshops, modelling and peer observations.
Developing Innovative Learning Environments
One of my passions has always been to further teachers’ understanding of innovative learning environments and help them create third century spaces for 21st century learners. In the past I have provided teachers and students with access to interactive technology and equipment, which through Professional Development has been integrated into daily routines and programmes. I have also managed the change of furniture within learning environments and been fortunate enough to model my ideas and proposals on some excellent current practice within NZ schools. My current classroom has a range of working areas with children able to work at multiple levels. Those that prefer traditional seating have their desk while there are many who make use of beanbags, multi-height surfaces and furniture that promotes co-operative learning.
Schools Network Upgrade Project (SNUP)
From August 2011 to October 2011 I managed and led the Ministry Funded Schools Network Upgrade Project.
Key Achievements
- Planning, costing and creation of a dedicated server room inclusive of security and cooling.
- Complete breakdown of school payments, reported to BoT and Principal.
- Regular updates to staff and community.
- Digital correspondence with planners and project managers.
- Organisation of funds/management of allocation from MoE.
- Lead staff member throughout tender process and site tour for external companies.
SNUP began on Monday 19th March and provided the technological backbone for the school to function successfully as 21st century learning environments begin to evolve.
Leader of e-learning at GPS
- Wrote the ICT curriculum development plan for Glenfield Primary School, also involved in forecasting the role and development of ICT within the annual operational plan for 2011 and 2012.
- Provision of Professional Development to all staff to implement the plan.
- Presented to the Board of Trustees.
- Developed and sustained teaching practice and approach to modern learning environments:
- Creation of ICT team that follow shared vision.
- Management and delivery of Professional Development.
- Shared reading on 21st century learning environments.
- Followed Fullan’s change management model.
- Shared analysis of data within boys education management and the teaching of writing.
- Tracked student achievement across Year 5/6 boys.
- Led workshops regarding assessment e.g. e-asTTle.
Additional Areas of Leadership and Expertise
Behaviour Management System
Towards the end of Term Three 2011, I became involved in a review of behaviour policy. I designed and shared a system that moved towards a zero tolerance for physical behaviour and those showing a lack of respect for their environment, peers and teacher. As part of the committee I also helped develop a shared idea of ethos behind the policy, finding a balance between both intrinsic and extrinsic motivators, helping children develop a fuller understanding of their responsibility as a learner. I prepared all digital presentations and associated documentation for feedback to the Board of Trustees and staff.
Financial Asset Management
As a middle manager my role often included financial asset management. I have renegotiated many contracts and provided detailed breakdowns of all ongoing costs for senior leaders and the Board of Trustees. I have developed and maintained some excellent relationships with suppliers across the ICT sector. In the past, careful negotiation and discussion allowed expansion of ICT at a fast pace but using a very limited budget.