The NZEALS Conference for 2024 was held at the beautiful Tūranga, placed at the heart of our city, Ōtautahi Christchurch.
Three days of connection, collaboration and learning amidst the stunning backdrop of our garden city.
Leading Well -------------------------- Leading Together ----------------------------- Leading with Optimism
Monday’s theme was Leading Well
At the heart of this day was the work of Dr. Simon Breakspear where he presented his newest work ‘The Pruning Principle’, following onto his work on ‘Rethinking Resistance’.
On each of our days our learning was further supported by the opportunity to hear from educators around Aotearoa and the world, presenting their research and findings to us.
Tuesday’s theme was Leading Together
Our day included Keynote presentations from Joce Nuttall and Deborah Wood, with practitioner stories weaved throughout the day.
Tuesday night was possibly be the Conference highlight. We were wined and dined in the Great Hall https://www.artscentre.org.nz/venue-hire/the-great-hall/
Wednesday’s theme was Leading with Optimism
Jacoba Matapo will present to us, and further practitioner stories.
Breakout Sessions
Developing a whole school approach to lesson observation that places trust at the centre of lesson observation and post observation conversation
| Presenter/s: | James Heneghan |
| Type: | Leadership story |
| Keywords: | Observation, dialogic, trust-centred |
Abstract
A part of being able to meaningfully discuss and “know” classroom practice stems from observing practice. Wider research literature suggesting that where teachers can view each other’s practice, discuss that practice and collaboratively consider next steps, it is helpful as a support of improving teaching and learning, reducing teacher variability, increasing engagement with school-wide approaches and increasing relational trust.
At the same time the observation of teaching practice is described in staffrooms across the world and in research literature as a source of uncertainty for teachers. At Long Bay College we recognised our approaches need to be considerate of that uncertainty as we sought to live, walk, and empower our professional learning culture of “improving not proving”. The development of that culture a tenant of our schools strategic plan and of consultation across our teaching staff. Subsequently we developed a dialogic approach to lesson observation and post lesson observation conversation that supports growth focused development of classroom practice through the lens of our school’s educational philosophy.
We believe that our approach is scalable and could with careful consideration be applied to other school settings. Extension to other settings needing to place a high value on securing fidelity of approach through exemplars and modelling, clear communication with the wider staff, a responsiveness to feedback from staff involved and critically a commitment by leaders to openly model and share their teaching practice and to place a high value on the opportunity and privilege of discussing classroom practice with their professional peers. Those discussions empowering our middle and senior leaders in their ability to understand, engage and empower teachers to develop high efficacy teaching and learning.
This session describes the development and iteration of our approach as we seek to nurture a culture of outstanding teaching and learning at our school.
Biography
James Heneghan
James Heneghan is Deputy Principal at Long Bay College with responsibility for the schools development and delivery of Curriculum. James immigrated to New Zealand in 2008 and is originally from East London in the United Kingdom. He started his teaching career in 2003 in Southampton. Prior to working at Long Bay College James worked in various Senior and Middle leadership roles in schools on Auckland’s North Shore. James lives rurally, north of Auckland with his family.Leading shifts in school culture, challenges and progress
| Presenter/s: | Lauren Wing |
| Type: | Workshop / facilitated discussion |
| Keywords: | Neurodiversity, Curriculum, Pedagogy |
Abstract
Neurodiversity: a broad umbrella term for a range of conditions, strengths, and abilities. But how can we as teachers and leaders move beyond the label and make a difference for our neurodiverse learners? In 2023 and 2024, Long Bay College has been exploring neurodiversity through the lens of our educational philosophy, Tino Akoranga – Exceptional Learning. Our Curriculum and Pedagogy team have considered ‘what works’? for our neurodiverse and neurotypical learners, aiming to create and share an approach that can empower teachers and faculties to respond to the learner in front of them instead of the label.
Our team have engaged with research as well as student, family and whānau, and teacher and faculty voice to develop and share approaches that can be adapted by a range of subject areas across the college. With a focus on leading together, and bringing others with us, this approach is designed to enact meaningful curriculum change across our school and bring exceptional outcomes for all. This workshop focuses on sharing our leadership journey, as well as and our learning, from its inception through to its delivery in classrooms and its impacts on our learners. We will unpack the development of our approach, its specifics, and how we have shared and distribute our learning across the college.
Our session will provide opportunities for discussion of ideas and for attendees to consider how they may apply such an approach within their own contexts.
Biography
Lauren Wing
Lauren Wing is passionate about learning – her own, that of her students, and that of others. Lauren believes that we should be striving to provide quality learning experiences for all and ensuring that teachers and leaders are equipped to bring about the changes in their pedagogies and their curriculum approaches that support this learning. Lauren is a Deputy Principal at Long Bay College in Auckland, and enjoys baking, sci-fi, and spending time with her fiancé and their unruly dog.Leading shifts in school culture, challenges and progress
| Presenter/s: | Samantha Mortimer, Rowan Haigh |
| Type: | Leadership story |
| Keywords: | Relational, restorative, reflective |
Abstract
Samantha and Rowan are relational practitioners who believe that to have a great school culture, positive relationships across the whole school community are paramount. At the heart of this is restorative practices (RP) in its true sense as not just “something we do” but “something we are”.
When Samantha joined Rowan (DP) as principal at Greymouth High School (GHS) they both recognised that RP in its true sense was missing from the school culture and they were eager to rectify this. However, as they were already focussing on cultural capabilities with their local hapu (Māori family group), as pragmatic leaders, they didn’t want to overload the staff with another initiative. Therefore, they, along with the rest of the SLT, decided to bring everything together under one clear and cohesive overarching framework which they called Relational Learning Culture. Covid slowed the development of this framework but as practised optimists they took the wins where they could. This included Rowan guiding the pastoral team as leaders in RP across the school.
In this leadership story Samantha and Rowan will share GHS’ journey towards developing Relational Learning Culture. Including, how values drive their work; supporting literature; the changes in GHS school practices and their next steps.
Biography
Samantha Mortimer, Rowan Haigh
Samantha Mortimer has been principal at Greymouth High School since 2021. She completed a BA at Radford University, Virginia, and an MA and PGCE at Exeter University before becoming a high school teacher in Manchester, UK. Samantha returned to NZ and joined Te Aroha College in 2008 and while there became DP and completed her MEd Leadership at Waikato. Samantha is passionate about educational leadership, supporting the growth of staff and students and embedding a relational learning culture.
Rowan Haigh has been Deputy Principal at Greymouth High School since 2020. He grew up on West Coast and has been working in education there for the past decade. Prior to this, Rowan completed his Postgraduate Diploma Education (Distinction) from the University of Canterbury after returning from four years teaching in London. Rowan believes in a holistic view of education, one that encourages all to achieve success in whatever pathway they choose.Our Sponsors
Thank you to these sponsors for helping to make our event happen.
Gold Sponsors
Bronze Sponsor
