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.
15 Responses
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.”