Due: 5th September
I orea te tuatara ka patu ki waho.
A problem is solved by continuing to find solutions.
Module 11 is brought to you by Serena Cooper and Aaron Ironside. Please watch the below video and answer the provocation below.
https://www.youtube.com/watch?v=_tTgeVywkyk&t=1s
Module 11 Provocation:
Use the three Pillars of Persuasion in preparing a strategic solution to a challenging scenario from your context. Briefly frame up this scenario then answer the following questions:
- Ethos – In a sentence describe why you are a credible person to be suggesting this solution
- Logos – What is the logical connection between the problem and your solution – why will it work?
- Pathos – What values or needs are connected to this solution? How does it reveal what is important to you?
Keep your Pillars of Persuasion statements succinct.
Involve you learning partner! Get in touch to have a conversation about this before you post on the forum or comment on their post.
27 Responses
This is a timely prompt as I am currently consulting with our whānau in regards to a change in structure and the introduction of a couple of composite classes next year. I started with a survey and found that almost all of our parents would prefer their children to be in a single year class and not in a composite. My objective through newsletters and whānau meetings is to reassure our parent community that composite classes are a positive environment for our tamariki and persuade them to think optimistically about the classroom environment whether their child is placed in a Year 6 or Year 5/6 composite.
Ethos – I have taught in upper primary and intermediate classes for 12 years, I understand the challenges and opportunities that these students face and the important dispositions and capabilities that they are learning to develop in this phase of their life. For two years, I taught in a composite class environment. I have invited other teachers along who share similar experience with this age and/or taught in composite classes. Additionally, I will draw upon the work of John Hattie and the meta-analysis data that led to ‘effect sizes’, which is the largest collection of international research.
Logos – Our year group numbers suggest that we need composite classes if we do not want large classroom sizes next year. We have teachers with a proven track record who will maintain a high level of academic rigour and pro-social expertise. The effect sizes within John Hattie’s meta-analysis gives evidence of positive effects when the composite class is strategically delivered by a competent teacher.
Pathos – Consider that these students are the Covid year group, that they have been impacted by considerable change and disruptions since they started school. Appreciate the challenges. In 2023, we increased the number of classes to reduced the class sizes significantly and saw very pleasing results. It did mean that we went down a class in Year 5 and had to reshuffle one of the classes again. We acknowledge those parents that have requested to maintain consistency after the shuffle last year and value their input. We are delighted to have present and some new teachers joining the Year 5 and 6 teams for 2025 and are confident that regardless of the classroom the students are going to be able to develop their independent and responsibility, social and communication skills, resilience and adaptability and a growth mindset.
Scenario:
We had a kaiakio in our junior school who had a number of challenging akonga/learners who were disrupting teaching and learning in their classroom. After completing two observations and noting that the kaiako/teacher’s pedagogy was a factor, I realised I needed to find a way to solve her problem without having her feel I was undermining her in her role as an experienced (overseas trained) kaiako.
Ethos:
As the DP/SENCo, it was my responsibility to ensure support was put in place for the tamariki as the classroom was becoming an unsafe space for everyone.
Logos: I made a decision to complete a whole-class referral to the RTLB service. In this way, not only could we support the tamariki in their emotional regulation, social skills and task avoidance, but also build the kaiako pedagogy around classroom routines and expectations and engaging tasks. This kaiako firmly believed that the tamariki and their behaviour were the issue, and that her pedagogy and practices were sound and not impacting or triggering the behaviours. I had spoken privately to the RTLB and shared my observations with her, and talked to her about how I felt a whole-class referral would be more supportive. She agreed and we set a plan to work together to ensure the kaiako felt supported and not targeted.
Pathos: Everyone needs to feel they are making a difference and doing their best. This kaiako is not a ‘bad’ teacher – we needed to take into account that she had come from an overseas educational setting where ‘chalk and talk’ was the norm, and needed support in working in a New Zealand educational setting. This was helped by the RTLB also being someone that had originally taught overseas, but had now been in New Zealand for an extended time. We were able to work together to put a strategy plan in place and the kaiako is feeling supported and that she has agency and input into decisions. It revealed to me that I value looking after kaimahi and that while we want the best educational outcomes for our tamariki, we need to do this in a way that supports our kaimahi – this could have been a situation where she was pulled into a meeting and questioned over her competency long term, but now instead feels valued and supported in improving her practise.
Challenging Scenario: As a department, we worked together earlier this year to decide on three core values that sum up what’s important to us in terms of how we work together as colleagues and how we support our ākonga in their learning. Our chosen values are manaakitanga, kotahitanga, and māramatanga. I’ve had a team member, new to the school this year who has not been upholding those values. They have been particularly lax around marking and admin. They are also forging increasingly negative and unproductive relationships with both colleagues and students.
1. ETHOS – As the HOLA, it’s my responsibility to oversee staff performance within the team and to support my TiCs with monitoring processes and admin. When TiCs (or any team member) come to me for support, it’s my role to help them find a solution. I also need to look after the well-being of staff and students, and to mediate when relationships are breaking down. With eight years’ experience, I believe I have earned trust and respect in this role.
2. LOGOS – This staff member was new to the school this year, so my solution was to reiterate and emphasise the importance of our department values, and to offer additional support to help them work towards upholding the values. My aim was for them to feel more confident about department and school procedures, to offer guidance around classroom management, and to make them feel supported and valued. At the same time, I needed them to understand the seriousness of their behaviour, and how important it was for them to make changes and meet their professional obligations.
3. PATHOS – By not following procedures around marking and admin, the team member was creating more work for their colleagues, particularly the TiCs, which was making those people feel stressed and resentful, creating a tense working environment. By making assumptions about students, and increasingly reacting to below par student behaviour with anger and criticism, they were fostering an antagonistic and unsupportive atmosphere in their lessons. These things needed to be addressed, but it was also important for me to ensure the team member felt supported, not attacked.
Scenario: We have a five year old ORS student in a Year 0/1 classroom. He has a diagnosis of ASD & GDD and is practically non-verbal. He was transitioned by an MoE SEA teacher and an SLT. We agreed to a graduated transition that matched his ECE hours, starting at 11.30am until 3pm. This was supposed to be short term, yet the whānau showed no interest in changing his hours and bringing him early, nor in the SEA support to do so. Despite having 2.7 hours of daily Learning Support Assistant (LSA) time, it has been necessary to have someone with him at all time for both student and his own safety (and will remain the case when he eventually does full days).
It was evident early on that the whānau’s expectations were going to be hard to meet. They pushed back on the SLT working with him, unhappy that he wasn’t speaking yet. They also pushed back on the SEA having input and support into home routines that would make it easier to get to school. Numerous pointed comments were made to our LSA’s. In Term 3 he started hitting, strangling, kicking, and screaming at any LSA or teacher who prevented him from doing what he wanted. It reached a point where my LSA’s were refusing to work with him, leaving us straddling a fine line – patience and extra rope for a children with high needs, but also an expectation of the whānau that they understood our situation and would be willing to work with us to shift this behaviour.
Ethos – In a sentence describe why you are a credible person to be suggesting this solution
My role as a SENCo and supervisor of our large LSA team, my relationship with the whānau, as well as my involvement from the beginning of his transition from ECE into primary school meant that I was the correct voice from which suggestions and possible solutions needed to come from.
Logos – What is the logical connection between the problem and your solution – why will it work?
From our conversations with whānau as well as the time the MOE support staff spent with the whānau early on, it was evident that the student was never hearing “no” at home. When he came to school and heard it, he had no concept of not having what he wanted which was contributing to his behaviours. Whānau expected and were happy with us having high expectations at school. It was explained to them, by me, that for it to work similar expectations needed to be implemented at home.
Pathos – What values or needs are connected to this solution? How does it reveal what is important to you?
It is highly important to the parents that their student is in a mainstream school. We have prioritised this and as much as we feel another space would benefit his learning more, it is important to us that we support the parents in this goal if that is what they wish. We needed to balance the fact that he is an ORS student who deserves and needs extra space for mistakes and time to learn, against my responsibility to protect my staff and ensure they are safe when they are working. The whānau agreed to take the MoE SEA teacher back on board to support them with changing habits at home. We have seen a marked improvement in his behaviour since then
It sounds like you’ve been optimistic and solutions-focused throughout Casey. These last couple of modules have reminded me that it is about the long game and certainly when you’ve got an ORS-funded student on transitional support you’ve certainly got a LONG game ahead. Keep up the great work as SENCo!
Thank you and well done to all of you who have posted thoughtful reflections, posted a scenario then related this to ethos, logos and pathos.
I hope you have found the theory useful in framing a strategic solution to an issue and hopefully it will be useful in future leadership challenges you face.
Scenario: We identified an area of need or gap in the ability of our kaiako in teaching and facilitating learning in what we call Integrated Inquiry which covers both Science and Social Sciences while effectively integrating as many other learning areas as possible. A solution was needed which revolved around creating a new planning format that would both upskill our kaiako and also set up productive learning for our akonga.
Ethos: The learning and planning model was based on the inquiry model that I had personally designed for our kura, giving me credibility in this field.
Logos: The planning document laid out the process step by step and before each section of planning, a description was included that provided step by step PLD during the planning process. Incorporating this in the actual planning document allowed the PLD to be readily available in an ongoing way.
Pathos: Allowing kaiako to have the opportunity to develop their understanding and build their capacity is very important to me. It was important throughout the process of using this planning document to look for opportunities to celebrate success and progress as well as getting timely feedback on how well the planning document was working to both enable effective teaching and learning and grow the capacity of kaiako.
Overall, the planning document was a rewarding success.
Awesome Kevin, as we have also been working on updating our planning templates in inquiry this year I know how challenging it can be to get accurate feedback from kaiako as to the user-friendliness and effectiveness of the tool. I’d be interested to know, how you know the success it is having? I really like the idea of having the step-by-step process within the documentation, we might try something like this.
Scenario – As Head of Year 13 and working within a new pastoral care framework, there are different understandings about which position has which collection of responsibilities. Working alongside a team of 4 colleagues, who I have worked alongside for 5 years, we find ourselves continually trying to define our roles within the new framework.
Ethos: I have worked within pastoral care at 2 different schools over the last 7 years and have developed a sense of “core business” that needs to occur in order for students to feels supported and celebrated through their schooling journey. I believe that I respond well to new ideas and new approaches and encourage I work alongside to embrace the opportunities which new ideas can bring. My range of roles across the school provide me with a distinct visibility to the wider student and staff community and so their is an awareness that I have access to a range of “lenses” from which my suggestions and ideas may originate. I also hope that I have reputation that the best possible job is something that I strive for in all situations and underpins my intentions when sharing a perspective, suggesting an idea or offering feedback.
Logos: The imperative that “clear is kind” and that if this not felt by those within a team then misunderstandings can occur. If there is clarity in the definition of these new roles, their associated responsibilities and the processes that all work to are clearly defined, then this will lead to a greater efficiency and effectiveness in the work that is being completed to support students. Within a new pastoral care framework clarity through revisiting position titles and job descriptions will help reset for the next school year during an upcoming Head of Year/Head of House PL day. I have shared my initial feedback/ideas with the DP pastoral care in this before we have this wider team meeting in Term 4.
Pathos: An awareness that working relationships and the different perspectives that have been felt by all this year, need to be heard and acknowledged. Very aware that the DP (as line manager) needs to be fully informed of the feedback/ideas prior to the next stage of consultation. The balance of influence here needs to come from a third party who has the insight and experience to encourage all to share experiences, viewpoints and find a consensus. This will result a greater awareness by all and better clarity (and intuitive understanding) of where each member of the “team” will be focusing their practice heading into 2025.
Scenario:
We have a student who has been diagnosed with Developmental Trauma, Severe Generalized Anxiety Disorder, and Hyper-reactivity to sensory input. This has impacted her ability to attend school as she gets increased anxiety which prevents her from focusing and concentrating on her studies. She tends to dysregulate emotionally when in controlling situations, especially when teased or bullied by others. Initially, when she transitioned from year 6 to year 7, the changed environment and not being in a homeroom situation made it difficult for her. Before her arrival, she had been very volatile and becoming dysregulated happened easily and frequently. When dysregulated, she often tries to harm herself and this includes her running and sitting down in the middle of the road with a view to end her distress.
Ethos:
We knew of her and how she presented when she had a meltdown. We also knew that our environment would be a challenge for her as we have learning environments that are well-lit, with lots of glass and prone to being noisy. We pre-empted her arrival by looking at what she needed. We arranged a safe room for her where she could go when needed. We had a learning assistant who was with her for most of the day. We worked hard at developing effective communication with the parents (separated). Mum was the cheerleader and advocate. Dad was struggling and withdrew because her mum was still at odds with him. We worked hard at including him in the conversations. The student had a team of specialists around her.
Logos:
Because she could change from a quiet student in the back of the class to someone who needs to be protected from herself, we developed a detailed safety plan. The safety plan identified levels of behaviour and steps to take when they were observed. We also changed how we communicated with the stakeholders (all using the WhatsApp platform) when she presented as agitated but able to self-regulate (orange card – shown to the class teacher to use as a pass to go to the office and take a 20 min time-out), agitated and in need of an adult to monitor her and inform her mother of the situation and a code red situation when she has a severe melt-down (mum or dad is notified and they come to help calm her down and take her home. She also got HCN support with added funding.
Pathos:
As a result of her mother and father’s amazing input and support, the hard work the girl has put in and the efforts of the team, the disruption to her learning because of dysregulation has diminished. The conversations have changed from being concerned about her safety and that of the students around her to talking about her learning journey and what lies ahead for her as a young person.
To bridge the gap between our independent whānau and learning leader team, I propose regular joint meetings where we share progress in our school initiatives but also problem solving moving forwards.
– This approach leverages ethos as I have firsthand experience working with both teams, making me a credible authority on their dynamics and needs. I am also part of the SLT team so I have responsibility to the school, and student outcomes.
– Logos supports this solution by demonstrating the logical benefit of unified collaboration. This will give both teams a shared responsibility in esnuring the school inquiries succeed in their individual contexts. It will also allow us to voice difficulties in an appropriate context, promoting kotahitanga amongst our staff.
– Additionally, appealing to pathos emphasizes the importance of relating this all back to student outcomes. If what we are doing together is for the betterment of our students, then there is little reason to work independently.
Scenario: Balancing the new specialist timetable to account for additional CRT time has been challenging, particularly ensuring that both teachers’ needs and students’ learning are prioritised.
Ethos: As Associate Principal, I am dedicated to ensuring all decisions are made with the students’ best interests at the center, while also supporting our staff to work effectively.
Logos: Although teachers may prefer a full day of CRT, offering a mix of 1/2 day and 1 block long specialist programmes—like STEM, Education for Sustainability (EFS), Art, Music, and PE—enriches the students’ learning experience. This approach works because it provides variety and deepens learning across multiple disciplines, rather than simply employing a reliever to cover the classroom programme.
Pathos: The balance between supporting teacher planning time and strategically using the specialist programme to enhance student learning aligns with my core value: that students’ education must always come first. This solution reflects my commitment to enriching students’ experiences while ensuring teachers can use their time effectively.
Three Pillars of Persuasion:
Problem: Young autistic boy not responding well to a female teacher. Responds well to male staff.
The student displays extremely aggressive behaviour like hitting and spitting at the teacher, damaging property, non-compliance and causes frequent disruptions to the class environment. We’ve put behaviour support strategies in place to support him. This isn’t helping because he doesn’t respond and interact well with female teachers.
Solution: As the behaviour lead, I’ve suggested that the student would be better off in a male teacher’s class and this would directly impact on his behaviour in a positive way. His peers and teacher in his current class would all benefit from a calmer and less disruptive environment. I’ve come to this solution based on my 30+ years of dealing with challenging behaviours in a special school and the added experience of being the behaviour lead for 5 years. I’ve focussed on the wellbeing of the student, his peers and the teaching staff
Ethos – As the behaviour lead and having 30+ years of experience dealing with challenging behaviours, I’ve suggested that the student would be better placed in a male teacher’s class.
Logos – It will work because the student responds well to male staff.
Pathos – The value of caring for the wellbeing of all stakeholders in our school are connected to this solution. It reveals that I believe that the teaching and learning environment should be a space where students can learn in a safe, calm and happy environment and that a teacher should feel safe and supported.
Scenario: Our school has decided to forgo NCEA Level 1 in favor of offering the St Peters Diploma. As the curriculum leader for digital technologies, I was tasked with redesigning the Year 11 course. This presented an opportunity to integrate more IB aligned strategies to strengthen the IB cohort in future years, while also enhancing NCEA Level 2 by covering key topics that are often only touched upon.
Ethos: As the curriculum leader for digital technologies, I am responsible for creating the resources, plans, and documentation for the new course. My experience in leading curriculum development positions me to navigate this transition in collaboration with the other digital technology staff.
Logos: The new course strengthens both the IB and NCEA pathways by introducing content that builds foundational knowledge across both systems. Incorporating programming; a skill not heavily covered in detail in current NCEA standards; into the course ensures that students gain practical, transferable skills that will benefit them in both qualifications and future studies.
Pathos: I deeply value programming as a crucial skill for future success, and I’m passionate about embedding it into our curriculum. By including programming as a core part of this course, I aim to empower students with the technical knowledge that will open doors for them in higher education and beyond, while fostering a deeper engagement with digital technologies.
Scenario:
My school was preparing to implement a new structured literacy program, and I was concerned about ensuring a smooth transition and effective adoption of the new curriculum among the staff and students. As the longest-standing staff member and deputy principal, I needed to guide this change to enhance literacy outcomes without causing disruption.
Solution:
My solution was to introduce a phased implementation plan for the new structured literacy program that included comprehensive (and supported) professional development for teachers, regular check-ins to address challenges, and a feedback loop for continuous improvement. I also took on board the development and set up of resources.
Ethos:
As the literacy leader and Deputy Principal, my experience with the school’s current literacy practices and my role in establishing the current successful programme made me well-equipped to guide and support the introduction of the new structured literacy program effectively.
Logos:
The connection between the problem and the solution is evident: transitioning to a new literacy program requires careful planning and support to be successful. By phasing the implementation, providing targeted professional development, and setting up a support team, we address potential resistance and challenges head-on. This structured approach is allowing teachers to gradually adapt to the new programme, ensure they have the necessary skills and resources, and has created a system for ongoing evaluation and adjustment, which increases the likelihood of successful adoption and improved literacy outcomes.
Pathos:
This solution reflects my values and dedication to student success, teacher support, and continuous improvement as well as my commitment to ensuring that all students benefit from high-quality literacy instruction and that teachers feel confident and supported throughout the transition.
Scenario
Change in Leadership Structures – From 2 x teams of Senior Leaders in each whānau (syndicate) of 240-250 students and a Associate Principal and Principal to a 2 x DPs across school added to ensure consistency and to lead change (new initiative). This was an interesting dynamic where long established SLT in whānau felt their autonomy was beign challenged with the creation of the. new roles – I happen to be 1 of these DPs.Ethos:
As an experienced educational leader who had co-led in whānau and had acted in the role of DP across school, I had proven track record of being able to lead in this space. At the same time it was important that the SLT in whānau were listened to and had the opportunity to provide feedback on any change initiative. I have often verbalised the importance of the role SLT in whānau play as they work closely with the teachers who will be leading in the space of changeLogos:
By implementing structured yet flexible professional development sessions that encourage collaboration and open dialogue, teachers feel more supported, leading to improved morale and a more cohesive school environment. In the same way, including all SLT in the discussion has meant that they are more likely to accept the new role. I find that by doing the minutes for SLT meetings means that I am not leading all the conversation (too busy typing) and allowing the space for everyone else to share. The wider SLT team is slowly coming to see the value of this role in ensuring consistency across the schoolPathos:
My core belief is in the importance of empowering teachers, senior leaders and valuing their voice and recognising that a strong, collaborative teaching community is essential for student success and a positive school culture. If the change being led has learners at the centre there is often a greater buy in. It is also important that we as SLT act as gatekeepers and not overwhelm teachers with all the change that is coming our way. It is important to acknowledge that we have a lot of things happening in the education sector and that we choose to focus on one thing at a time.
Scenario:
We have a non-verbal autistic student with high sensory needs in our
team. Despite the specialist teacher providing activities aligned with
the student’s IEP goals, our team continues using activities that
don’t meet the student’s needs. They believe the student needs to “get
over” her sensory needs, dismissing their importance.
Ethos:
When the Specialist Teacher wasn’t making progress with the team, I
stepped in to support her by leading professional development sessions
to ensure everyone understood the importance of addressing sensory
needs. The Specialist Teacher also visited a special school and
brought back photos and notes to provide further real-world examples
to reinforce these strategies.
Logos:
We provided a detailed sensory report and clearly linked the
recommended activities to the student’s IEP goals, showing that these
strategies would help the student regulate her sensory needs and
improve her focus and engagement in class.
Pathos:
By resourcing the right activities and displaying the IEP goals near
her resources, I emphasized the importance of creating a supportive
environment where the student’s sensory needs are respected, ensuring
she feels understood and properly supported.
Scenario: In my team, I have a 3rd year teacher who is struggling at the moment with a student in his class who is not engaged in their learning and is struggling academically. Since I work in an open learning environment, I often observe this student being not on task and disrupting others. Even though he hasn’t mentioned this situation to me, I am aware of it as he has talked about this student to other staff members. Ethos (based on credibility): I am an experienced teacher, been a mentor, a team leader and now an Assistant Principal. I have firsthand knowledge of the challenges students face when it comes to staying engaged. My experience working with students from diverse backgrounds, coupled with ongoing professional development in classroom management strategies, has provided me with insights into how different strategies can motivate students to remain focused and succeed in their studies. Moreover, I am his Team leader and have built a good relationship with him so I believe I am in a good position to offer him advice to help in this situation.Logos (logic): By providing the teacher with specific strategies to address the disengaged student, I can help him create a more inclusive and productive classroom. In my teaching career, I have seen that the issue of students not staying on task can often be traced to a lack of clear expectations, insufficient motivation, or difficulty understanding the material. To address this, my solution incorporates three key strategies: (1) establishing clear routines, (2) differentiating instruction, and (3) encouraging student accountability. These are some of the strategies that I have used in my classrooms and which I will offer to him:
Clear Routines: A well-structured routine will help this student to know what is expected of them and thus minimize opportunities for off-task behavior.
Differentiated Instruction: We all know that not all students learn the same way or at the same pace. Differentiating instruction by providing varied learning activities that cater to this student’s learning styles will allow this student to engage with the material in a way that suits them best.
Student Accountability: I would encourage the teacher to incorporate self-monitoring tools, for him to set goals for this child, and also provide opportunities for peer feedback that motivates this student to remain on task.
Pathos (emotional appeal): As the team leader, it is my duty to make sure that the teachers I am leading feel supported in helping achieve student success and well being. I am also aware that I must remember to make sure the teacher is also able to feel successful in his teaching and that his well being is at the forefront of what he does as well. This solution I will present is based on values of inclusivity, fairness, and empowerment. By offering him these solutions and by showing him how I have also used these strategies in my classrooms over the years, will help him to see that he is not alone in what he is facing. It is my belief that by offering these solutions will help him feel supported.Well thought out and effective, Kalpana. (Just a small logistical point, could you please post this again under the Piwakawaka group? That way all ‘our’ people can review. Ngā mihi). I think the links have gone a little haywire
Well thought out and effective, Kalpana. (Just a small logistical point, could you please post this again under the Piwakawaka group? That way all ‘our’ people can review. Ngā mihi). I think the links have gone a little haywire 🙂
Scenario:
After a whole staff survey our school has identified a need for more cohesion and collaboration among staff. Currently, communication gaps and siloed departments have led to inconsistent practices, creating challenges in achieving unified goals across the school. To address this, the senior leadership team is proposing a new management structure that encourages cross-school collaboration.
Ethos:
As a senior leader with a deep understanding of our school’s culture, values, and staff dynamics, I have consistently demonstrated my commitment to fostering a collaborative and supportive environment that prioritizes both staff well-being and student outcomes.
Logos:
The proposed structure will directly address the communication gaps by establishing regular cross-departmental meetings, ensuring that all staff are aligned with the school’s goals. By facilitating collaboration and sharing resources, this approach will create a more cohesive team, leading to more consistent and effective teaching practices.
Pathos:
This solution is rooted in our collective commitment to creating a supportive and inclusive school environment where every staff member feels valued and heard. It reflects my belief in the power of teamwork and my dedication to nurturing a school culture that prioritizes collaboration and mutual respect, which are essential for our students’ success.
As leaders of our schools, though in slightly different capacities, we (Peter, Abi & Cara) each face the challenge of managing relievers to ensure teachers get their CRT release or relievers are there when staff are away sick (or on leave etc). A possible shared solution for our learning group centres around building a professional community of part-time/regular relieving pool that connects to our school so that our students are being taught by educators that share our school’s mindset and philosophy around teaching and learning.
Ethos:
As leaders who support our teachers, we have the big picture across the school and responsibility for teaching and learning.
Logos:
The logical connection is between meeting our strategic goals for our schools while ensuring that we have qualified and inspiring teachers in front of our students each and every day. This is not as simple as it might seem when there are limited relievers out there, significant sickness and teachers needing their CRT which is vital to supporting their high workload and teaching demands.
The link between the problem of not having enough relievers and the solution lies in people’s desire to connect and belong to something greater than themselves. Relievers who feel connected and part of the team are more likely to be available and provide quality teaching that aligns with the school’s vision.
Pathos:
Despite the challenges we as schools are continuing to face due to the reliever shortage, it is vital that we show Manakitanga, through Integrity, being respectful and listening to others
It’s important that we show Mana towards others especially on days where it is tougher than others through being resilient and confident.
What matters at the heart is ‘he tangata, he tangata, he tangata’.
What truly matters is ‘he tangata, he tangata, he tangata’—it is the people. A professional community of regular relievers, who are connected to and included as members of our staff, will naturally embrace and share the same values as our school. They are integral to our team and are committed to achieving the same strategic goals that our kura strives toward.
Jointly discussed and shared by: Abi Copley, Peter Thorne and Cara Bergin-Stuart
Really enjoyed this response, Abi, Peter and Cara. (Just a small logistical point, could you please post this again under the Piwakawaka group? That way all ‘our’ people can review. Ngā mihi) And not your problem, I think something may have happened with the links
There seem to be multiple module 11 links so just being doubly sure and posting this here:
Scenario: I have a newly qualified BT in my team who it has come to light is underperforming. I had not wanted to step in before because he was being mentored by another teacher (not in our team) as a BT and I did not want to overwhelm him. A side issue is that we have undergone considerable professional development for mathematics and structured literacy in recent years but his mentor teacher has been resistant to change. I want his buy-in for me to support him with planning and developing pedagogy that is more aligned with our school-wide mathematics and structured literacy research-based approach without pulling the “because I’m your team leader and the Principal wants this to happen, card.”
Ethos: I have completed a considerable amount of PD and research around mathematics and structured literacy and have delivered training for teachers in these areas. I am an experienced mentor for beginning and student teachers. I have a proven track record of planning and delivering engaging lessons for all students.
Logos: Observations from the Principal when covering CRT, the teacher aide and myself reveal that he needs help and support. He is beginning to acknowledge that for himself. I would be the logical support person because I am developing a relationship with him as he is in my team and I have good credentials. We co-taught in his class last week and it went well for him (and his students).
Pathos: When reflecting on my own feelings and values regarding this scenario, I acknowledge that I am passionate about education for both adults and students and want the best for all concerned. At the moment a newly qualified teacher is struggling and losing confidence which is impacting negatively on his students. I believe that he has a lot of potential and that I have the necessary skills to support him more fully to grow and develop his pedagogy and confidence. This in turn will have a positive impact on his students and our wider team.
Scenario: With the refreshed curriculum needing to be implemented and current team leaders going on maternity leave (not intending to come back as team leaders) created the ideal opportunity to change the leadership structure in the junior area of the school.
Ethos (based on credibility) – I’ve been at my school for 12 years, started as a normal scale A teacher, then became Team Leader and now DP. I have worked under a variety of Leaders, some amazing leaders and some I would not want to make the mistakes they made. Having been at my school for so long it gives me the opportunity to have been there for the changes that thrived and failed. Gathering the best possible way forward using my credibility helped me propose these new changes.
Logos (logic) – the timing of the implementation of the new curriculum, the new curriculum being set out in phases with an opening in the team leader roles makes this the perfect opportunity to implement change.
Pathos (emotional appeal) – understanding and knowing my team members, knowing what would cause anxiety and what would help settle nerves around the proposed challenges. Being able to know where they are coming from is important.
Making sure everyone who is implicated by the changes are in the room, giving one proposal for everyone at the same time, giving them time to think and ask questions. The next day I followed up by asking if there were any questions, if they needed clarification. This gives them time to process and ponder, also a safe space to ask questions. Not having any surprises but being open and transparent with the proposed changes, no hidden agendas made everyone feel included and given an opportunity to speak their minds, discussing possible solutions or stressors with the new leadership structure.
Scenario:
Since the start of this year, a main focus for the team I lead has been ensuring that our planning is up to date, relevant to our students needs and we are able to tick off all the school’s planning expectations from our Learning Landscape. We have seen great success with 85% of the team achieving these planning goals. However, I do have 1 teacher that continually has big gaps in her planning, and when there is planning in place, it is a copy from previous weeks with minimal changes.
Ethos:
As her Team Leader, a fellow teacher working in the same team and over the past 4 years developed a positive rapport and teaching relationship as she was my release teacher, I am in a position to support and mentor her through the planning expectations of our team without her feeling overwhelmed or judged.
Logos:
The teacher involved has identified that her planning is a weakness and after 5 years of being a release teacher, she realised that she needed to reevaluate the way she plans in order to meet the school expectations. By finding solutions through engaging conversations with her, sitting down to discuss planning, using my own planning templates and other approved teachers’ plans as examples, allowing her to experiment and develop her own planning style and encouraging her to always refer back to the school expectations. The combination of these solutions, alongside the teacher seeking and taking on board feedback, will allow her to feel guided and supported, rather than judged and alone or left to flounder.
Pathos:
When reflecting on the solutions in this situation, it comes back to the values that I hold in high regard especially in my leadership position; is that I will lead from the front, but always be there walking beside, listening and supporting. The connection between the problem and solutions reflects the commitment of who I am as a teacher; with importance being placed on knowing my students and meeting their learning needs, being well organised, collaborating with others and being open to change, and being able to work within a set time frame.
Scenario
As a Leader of Curriculum, I’m facing a challenge where a staff member prefers to teach a unit using gaming to build vocabulary, while I believe the focus should be on building literacy skills and teaching students to write structured paragraphs.
Ethos: – Ethics – Trust
As an experienced teacher I prioritise literacy development, I understand the importance of teaching students strong writing skills that are fundamental for their academic success. Referencing examiners reports, or in my experience at this school I have noticed that our students are not strong in this area and therefore we need to make this our focus.
Logos: – The Working – The Logic
Balancing engaging activities like gaming with vocabulary with structured literacy instruction will ensure that students develop essential writing skills while still enjoying their learning. This combined approach addresses both the need for engagement and the development of critical academic skills, ensuring good educational outcomes.
Pathos: – Feeling, Sympathy, Empathy – Influence our Culture – Really Calms the Fear…
This solution reflects my commitment to building a learning environment in the faculty where students not only enjoy their lessons but also achieve the skills necessary for long-term success – especially going forward from Year 11 to Scholarship levels. It aligns with my belief in the importance of preparing students with a strong foundation in literacy, which is important for achievement of higher grade levels – application of content/concepts to different contexts.
Scenario:
Since Covid our school has seen an increase in the number of students struggling with their mental well being. Our Principal has asked me to lead the introduction and professional development of the Mitey Mental Health curriculum to staff so they can implement it in their already busy timetables. Ethos:
As a teaching staff member and team leader at Elim Christian College for the past 10 I have witnessed the increase in the number of students struggling with their mental health and the impact that is having on student’s learning and general well being. The Sir John Kirwan Foundation has researched and found some alarming NZ statistics. 1 in 5 Kiwis will experience mental health issues by the time they are 18, 538 people died of suicide in the year to 30 June 2022 and 23% of Kiwi youth reported symptoms of depression in 2019, nearly twice as many as reported in 2012. The Sir John Kirwan Foundation has developed the Mitey Mental Health curriculum to help us tackle this problem. It took them two years to develop and it involved a team of experts– from New Zealand educators, teachers and clinicians to highly experienced experts from the University of Auckland Faculty of Education and Social Work.Logos:
The Mitey Mental Health curriculum is something we can integrate into our classroom programme in areas we are already teaching such as visual art, drama, dance, literacy and health. The programme is well resourced and everything is available online and easy to access. We will have coaches who come and demonstrate lessons and give us advice on how to integrate, plan and teach the Mitey Mental Health curriculum. When I first heard about Mitey I was sceptical that it wouldn’t add to the teacher workload and push more into the daily timetable, but as I have looked through the resources and trialled the lessons in class it is much simpler than it seems. After use in the classroom for just two terms I have noticed an improvement in the student’s emotional intelligence, communication skills and coping strategies. A main thing to keep in mind is that the Mitey Mental Health programme has set learning objectives for each curriculum level. The Mitey website gives you easily accessible lessons and resources to help you cover those learning objectives, however you can choose to use those resources or adapt your own lessons to integrate the learning objectives into your class programme however you prefer. Pathos:
We have all seen in our classrooms the increase of the number of students struggling with anxiety, low self esteem and emotional dysregulation and the impact it has on them, their learning and the classroom environment. Don’t we want to give our students the best possible chance at succeeding in life? That means developing children’s social, emotional, cognitive, academic development, physical and mental health. We don’t want to fail our students by not preparing them for tough times, as that may lead to students becoming one of the suicide or depression statistics I mentioned earlier. We want to prepare our students to live out God’s purpose for their lives and our school vision “For I know the plans I have for you,” declares the LORD, “plans to prosper you and not to harm you, plans to give you hope and a future.”