Big Idea Day 3

The Big Idea

Table 1

Reclaiming the Culture

We need to be clear on what our
shared culture is and should be. We
need to determine where our line in the
sand is and stand strong behind it with
our union, colleagues, communities
and whanau.

The Big Idea

Be clear about the values
that underpin our work and
be able to articulate this clearly.
Check your actions against
your values and act accordingly.

Table 4

The Big Idea

Table 5


Celebrate! Share our successes with
each other, parents, and between schools.
There are lots of exciting things
happening in our schools and
parents are our greatest advocates.
Encourage more researchers to work
.
alongside practitioners to share successes.
Teachers can act as researchers.
.

.

The Big Idea

Table 5


Ensure our curriculum is fully utilised to
avoid the narrowing of focus to
numeracy and literacy.
Encourage creativity, fun and inquiry.

The Big Idea

Table 6


We need to retain the culture of
inclusion and respect for diversity
through a broad, rich curriculum based
on children’s needs.

The Big Idea

STAND – COVER – HOLD.

Table 7

The Big Idea

Teach to the strengths,
needs and aspirations of the
children in front of you.

Table 8

The Big Idea

Teachers must ensure their
discourse holds fast to
what we value and
avoid being sucked into the
competitive neoliberal,
market force, testing debacle.

Table 9

The Big Idea

Focus on:
• communication and relationships
• that we are moving forward
collectively with all teachers and
communities through confident
counter-conversations.

Table 11

The Big Idea

Highlighting and showcasing
our local curriculum to our community
as evidence children’s learning.

Table 12

The Big Idea

There is no crisis, we have a quality
education system. Celebrate it,
share it, showcase it.
Build up the stories, tell parents
about how schools are “strengths
based”. Keep it positive.

Table 13

The Big Idea

Public education needs to be in
the hands of the public
and is not for sale.

Table 13

The Big Idea

The greatest influences on students’
learning comes from the power of
things outside of the schools:
poverty, inequality, inequity

Table 14

The Big Idea

Be true to yourself as a professional
and support one another.
Support our union and act
when the directive comes.

Table 15

The Big Idea

Know what we do well,
and do what we do well.
Implement the NZC and appropriate
tools to support it.
The professional voice needs to be
heard alongside the union voice.

Table 16

The Big Idea

Table 17


We are drawing a line in the sand –
hold on tightly to what we believe.
Maintain our collegiality –
don’t lose the power of teacher voice.

Become more politically active –
align ourselves with other groups who
are fighting for the same cause.

The Big Idea

Table 18


We need to champion our leaders
– support them (recognise and empower)
as an alternative to the political spin.
Speak with child centred learning at the middle.
Protect the autonomy to allow for
experiences outside the
standardised testing philosophy.

The Big Idea

Table 18


Be brave to make time for things that
empower students (the positive impact).
Be able to articulate the learning taking place.

The Big Idea

Keep the lines of communication
open with everyone.

Table 19

The Big Idea

Table 20


Maintain our professional voice:
Collectively say no when policy-makers
step over the line.
Have lots of conversations.

The Big Idea

Table 21


Share/spread information about the
changes that are happening

The Big Idea

To reclaim the culture we have a
collective and individual responsibility
to be involved, aware, active, build
coalitions and promote the value of
public education and work both
collegially and collaboratively.

Table 22

The Big Idea

We must retain our professional
integrity and our amazing culturally
aware and sensitive education.

Table 23

The Big Idea

Table 24


We need to explicitly expose these
Government policies for what they are,
so that our colleagues and the
community really understand.

The Big Idea

Protect our teachers,
tamariki, whānau, and Aotearoa.

Table 25

The Big Idea

Table 26


Take action, talk, communicate and
advocate. Pose challenging questions.
Don’t get complacent.
Think about the bigger picture of how
we support students.
Show evidence of what we are
achieving

The Big Idea

Table 27


Our schools are part of the community.
Schools have children with different
needs. Spend money on getting
teachers in front of these children.

The Big Idea

Table 29


We resolve to have lots of conversations
with parents, families, the public. Spread
the work and never give up!
Keep children at the
heart of the matter.

The Big Idea

Table 30


Hold onto the human aspect of our system
(our culture).
The main focus needs to be on our
children/tamariki.
Quality relationships are vital.

The Big Idea

Table 30


Hold onto and use our curriculum.
Know that we are doing a fantastic job in our
classrooms/centres/schools.

The Big Idea

Table 31


Hold on to what we have got in education:
• Uniqueness
• Te Reo Maori
• Values
• Creativity
• Support systems
• What you believe in
• Whanaungatanga
• Fun
(relationships with
• diversity
whanau, hapu, iwi,
communities)

The Big Idea

Table 32


Focus back on the holistic NZ Curriculum.
Stay United and Stand Tall to keep knowing
and doing what teachers know is right.
Use local and current research
e.g. RAINS to tell the
public/community about this. …

The Big Idea

The GERM will prevail if good
teachers do nothing.

Table 32

The Big Idea

Relationships – trusting/quality
relationships (with children, whanau,
BoT’s and professionals) will assist us
to push back at a
micro- and macro- level.

Table 33

The Big Idea

Table 34


Reclaim teaching as a profession
Be deliberatively, assertively professional
•
•
•
•
•
•
•

Staunch collegiality
Meaningful action research/inquiry
Professional conversations
Engagement with research
Child focussed
Community engaged
Politically active

Big Idea Day 3

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