Learner Agency Interview Summary

Rob 4/10/19

Affordances

Limitations

Goal setting 1:1 time reading/writing/maths Students decide what to focus on based on progressions developed by teachers, displayed Aspirations: goals linked to curriculum, getting external experts (eg sports coaches) to support goal setting Whānau aspirations Having strong relationships Engagement in child’s learning supporting their child Experts in their child Balancing with curriculum expectations  Ss must demonstrate learning with evidence using SC Provide authentic learning opportunities and voice for learners  Student started club around ducks Engaging with local business and community  Students need to have dispositions Mana Resilience Growth mindset Ako - sharing learning (Whangarei girls, tuakana/teina Support students to be the expert Teachers  give away power/control, learning is messy, learning is non linear Dispositions  - reflective, innovative, excited, varied, having strong relationships with each other Knowing learners Where they’re from, where they come from Trust in the teachers Relationships key Start with what students know, enjoy, bring in, springboard from that What they need (eg being outside). Use the local environment  Learning being visible Exemplats Expectations Evidence Feedback Ss & whānau to teacher Report on teacher, skills Catering for diversity Blended approach (DI/PBL) Ss learning at own pace Flexible timetable Leadership - teachers being given permission to try something new Beliefs of school strong PL&D Teaching Assessment (formative, individualised testing) Teaching as Inquiry Reflection - what worked, didn’t Outside experts in LA School having clear, agreed expectations about LA Lesson study RBL - identifying bias Technology Speech to text Flipped learning Slides Only as good as teacher pedagogy Ss can work at home Ss have choice/control  Collaboration Teachers Students  Integrated curriculum Teachers having a critical friends, coaching buddies, drop ins, setting and achieving small goals, being flexible Training teachers - T as role models, regular catch ups

Being unable to articulate learning  Teachers  fearing chaos - the unknown, the not knowing  Using timed testing, data walls Not personalising learning  Doing things the way they have always done it, easier Staying safe Developing a competitive model Teacher bias Resistance/being slow to change Views about technology Mismatch between feedback and learning focus Deadlines Timelines Whānau expectations Group work/problem solving not same as their educational experiences  Teachers cultural capital different Teacher expectations Lack of relationships  Ss not feeling safe, welcome Ss being ashamed to share their successes  Lack of resilience Ss expectations about what school should be like, feeling fearful Lack of PL & D Too many new initiatives Isolated school Assessments Focus on testing Timed testing Standardised testing

Top affordances Teacher willingness to take risks Teacher willingness to share power Knowing learners

Top limitations/barriers Leadership lacking focus/emphasis on LA Teachers not reflecting on practice LAck of teacher buy in/belief in LA