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Monday, 16 March 2015

Day 1 Kororoit Creek and Truganina South

Both of these primary schools are PPP schools and were built and opened at the same time.  They have exactly the same footprint in relation to buildings and both have experienced significant roll growth since being built that has required many relocatable classrooms being placed on the school grounds.

Kororoit Creek Primary School


  • Originally built for max capacity of 475 students - current roll approx 1100
  • Strong relationships with community partners who have buildings on site.  YMCA has buildings on site, one leased to a Swim School and other that is a YMCA early childhood establishment.
  • The school goes from early childhood - aged 3 to year 6 (NZ year 7)
  • KCPS has fully released Leading Teachers who coach and mentor all staff.
  • They school also has external mentors who work with staff.
  • Focus on 'wellbeing' of students not 'welfare'
  • All teachers have 3 hours per week non face to face teaching time (release) and this happens in teams to allow for collaborative planning and meetings.  Teachers also have 15mins per day non teaching time to plan during the children's eating break.
  • Students go off to specialist subjects (during 3 hours non face to face teaching time) which include Art, Music and P.E.  This year all schools are required to teach a language also and KCPS has chosen French. The French specialist teacher works with the specialist teachers and instruction for French language in integrated into specialist learning areas and sessions.
  • School day is from 8.50-3.15pm.
  • School wide there is approx 1:2 devices however this year students in year 4-6 will be 1:1 iPads. The devices will be school owned however students will lease them and be able to take them home each night.  The school will provide apps for every iPad.
  • School fees are $465 per students which includes all books, all learning licenses (reading eggs, Mathletics) and swimming lessons.  Schools camps and excursions are not included.
  • Leading Teams are Developing a trademark which is: Innovative, Cohesive, Dedicated and Professional









French Language integrated into specialist learning area



4 year old room

Swimming pool on site


Truganina South


  • All teachers get 4x 1 hour release in their teams to plan.  Timetable is structured to make allowance for this.
  • Their data shows that teams of four teachers (as opposed to 3) works better and has better results in terms of students achievement.
  • They call their teams communities and all communities have between 3-5 teachers in them.
  • Each team has pastoral care meetings to discuss each child
  • Between 3pm-3.30pm daily teams meet to reflect on the day and discuss children and next steps.
  • The school uses an online reporting tool and goals are set for each child in relation to many different aspects – academic, personal, social etc.  One a goal is reached, a new one is set and this is regularly updated for parents.
  • TSS has a structure in place for mentoring and coaching. They have fully released Lead Teachers who mentor and coach team leaders who in turn mentor and coach teachers.  Mentoring and coaching can include classroom observations, walk throughs, modeling a teaching session etc.  The aim for walk throughs is to check-in on the ‘non-negotiables’.
  • In one team, a new entrant teacher has been moved into a senior team to work with low achieving students. This has been a successful strategy for these learners.

 
Tech Support station





Visual Displays to aid agency and self directed learning



Visual Displays to aid agency and self directed learning








Visual Displays to aid agency and self directed learning


Chosen Language is Sign Language


Visual Displays to aid agency and self directed learning


Visual Displays to aid agency and self directed learning


Visual Displays to aid agency and self directed learning. Uses of students exemplars.


Visual Displays to aid agency and self directed learning


Visual Displays to aid agency and self directed learning



Visual Displays to aid agency and self directed learning



Visual Displays to aid agency and self directed learning


Visual Displays to aid agency and self directed learning


Visual Displays to aid agency and self directed learning






Visual trackers for teacher view only


Visual trackers for teacher view only


Visual trackers for teacher view only


Found out in the playground

Values pencils




Passive Play Area outside in the playground





Self directed learning aids

Students add their names and areas of expertise

Specialist Science Class

Teachers timetable



Visual roll take

Children belong to a community instead of a class or teacher

Visual aid for agency and self directed learning

Another take on W.A.L.T's

Visual behaviour management chart

Use of pegs to indicated groups



Reflections & Observations 

1.     In both school there were very clear expectations that were driven from the top-down.  Leaders are responsible for ensuring expectations are met.
2.     The vision for learning needs to be in place before planning the space as this drives the actual use of the space and the pedagogical practice.
3.     Investment in PLD (mentoring, coaching) for teachers is vital and needs to be revisited regularly.
4.     The ‘why’ we do things (vision, values, beliefs) needs to be at the heart of everything we do and we need to be relentless about living it.
5.     Three or more teachers in a space allows for much more flexibility of practice and learning.
6.     Values, beliefs and people are the leaders.
7.     The leaders ‘job’ is to make sure we are living out our agreed values and beliefs.  Good leaders hold people accountable to this.


Implications & Wonderings

  • We need to consider what we want to evoke and afford in a space and then place furniture and resources around it.
  • When observing a school we need to ask ourselves not is this reflective of my philosophy but is this reflective of theirs.
  • The practice might vary and this is ok so long as the values and beliefs are aligned.
  • Share problem find and solving creates ownership and participation.  If a problem is found, solved and then given to you to implement, it can become rule bound.
  • In relation to learning spaces, Julia talks about getting rid of the ‘f’ word – flexible!  Flexible is not definitive enough and can actually amount to nothing!  Using words such as:

o     Agile-Adaptable: a space that can be quickly adapted in 5mins to be used in another way
o     Adaptable: a space that could be adapted overnight to be used for another purpose.
o     Purposeful: spaces that are set up for a purpose.  Setting up a space to create an affordance that is intuitive. E.g. I know in this space it is set up for me to do this.
o     Integrated Learning: spaces that flow onto and into each other for a myriad of purposes.  There are many parts to one whole, a combination of spaces we can move between and but that create different affordances.
  • If you value and believe in integration then you need to design for it.  Perhaps schools need to consider what the implications are for specialist areas that are separate from the other learning areas.  Does this live the vision, values and beliefs?
  • Coherence – how do we ensure everything we all do drives back to the visions, values and beliefs?
  • Transparency – how do we ensure we all know what each other is doing? How do the students know what is expected from them? How to we support agentic, self directed learners?  How do we engage with our parents and whānau.







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