23 Responses

1. Along with everyone else we have multiple changes going on.
   The first is all the changes that we are facing with the curriculum.
   Secondly we are using our new SMS for loading data and student goals.
   Thirdly we have introduced new programs.
   And lastly we have 4 new staff which for us is quite a turnover and is due to student growth and a couple of staff moving overseas.

   All of these changes are interconnected and have bought their own challenges to navigate, both technical and adaptive.

   One thing we are currently doing and are trying to do more is to bring in more topics, texts and tasks that are more relevant and real to our tamariki. We found that the new curriculum allowed more scope to do this which is a good thing.
   A surprising benefit that came with the changes was with assessments and how we have now thrown out some and introduced some that can be done during small group time which minimise stress on the students. So for most these have been an adaptive change that most have welcomed.

   Within my area of literacy we have introduced 2 new programs. BSLA across the school for spelling and reading and Writers Toolbox for writing. The technical changes that I have had to support our staff with are navigating their way around 3 new websites and uploading the data onto on SMS system. With the switch to phases and statements this is a change that is both technical and adaptive.
   New programs bring new ways of teaching and resources. There are new assessments which in general give us good data to support our teaching and it has taken time to work through how to administer these assessments, how to read the data and how and where to upload the data. The adaptive issues that I am facing is that not everyone is keen on these changes. One of our new staff is very reluctant to change and while always nice, chatty and open to discussion, this person has challenged multiple times as to why these programs and assessments are necessary. I thought we had come to a compromise where we assessed then used the data to follow a program that this staff member preferred but I just found out that the assessments have not even been completed. So this is my adaptive challenge and where to next?

   With our new literacy curriculum being implemented in Term 4, my plan is to focus on how these programs align with the new curriculum phases and statements. With all our other staff on board with the changes and happy to adapt I am hoping that a bit of persuasive discussion with our other staff will get this staff member onboard!

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   1. While that is a lot of change Celeste it is all so positive isn’t it. Everything you have done has been planned so carefully to benefit the students in your care so for someone not to engage is a deliberate act which prioritises their own need for comfort below the learning needs of the students in their care. Compelling her to comply will eventually get ugly so you hope it doesn’t come to that. Your enthusiasm and that of the other teachers will hopefully do the trick.

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2. Share a change you are currently leading or will be leading in the near future. Is this a technical or an adaptive change?
   The closest I can think of that I have been leading for the last 18 months (with my WST buddy) is the move from 20 minute impact coaching observations based on all aspects of the RBL Profile to ten minute snapshots focusing on one aspect of the profile. This is a technical change.

   Things that can continue:
   Our understanding of the profile and how it informs quality teaching.
   Teachers will reflect on their own data and take part in a coaching conversation to set goals.

   Things that really must happen:
   Coaches must have a sound understanding of how to code an observation looking in more detail at, in this case, different types of feedback and feedforward.
   Teachers must carefully choose the time the coach comes in so they get useful data to reflect on.

   Share your plan for how you might get people to believe in the purpose of the change and how you can help people to build the necessary skills to implement the change. You may want to draw from the other resources in reflecting on this part of the provocation.
   The purpose is to focus on areas of development for teachers within the RBL profile so that teachers can look more closely at what is and isn’t happening.
   We are all currently focusing on the same aspect of the RBL profile based on school wide data – this allows us to upskill on the tool together rather than in different areas. It also gives coaches a chance to work together to develop their understanding and to support each other as we code data.
   The staff are motivated by the shorter observation and tighter focus – less stressful in some ways.
   The shorter observation is also less time consuming for the coaches – they can process them faster, completing the process sooner. This is important in our busy work lives.
   Coaches were supported into the transition through examples shared and discussed and then by going through the process last year and again this year.

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   1. You are doing such good work in your school Anna. I’m impressed. It seems as if you have really thought through all the possible fish hooks are are really focused on improving the quality of teaching for the benefit of your akonga and for the professional growth of your staff.

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3. This module was quite confronting, the technical and adaptive change is “mind blowing” What you are about to read took some courage for me to write as this is happening in the “now” for me. I felt torn even putting pen to paper and have grappled with submitting my piece as I am unsure how this will come across. As always I appreciate your feedback and awhi koutou ma.
   As I am currently not in a leadership role, I am part of a change that now requires reporting in Rūmaki reo to be different. This has been challenging meeting the new reporting system. By not being part of the change, I feel that there had been key factors missed with the implementation, cultural and practical considerations. Yes, we need to continue to report to our whānau, yes we need to be transparent on where Tamariki learning is (at below etc). What the changed failed to include was that whole school template is not fit for purpose in Rūmaki reo. The character/word count should have been removed so English and Reo Māori could be included fully. AI is available and encouraged to be used in the English Medium area of the school but as we know unavailable for bilingual. I see this as technical and adaptive. The fact that bilingual kaiako weren’t adequately consulted shows a missed opportunity for inclusive leadership, especially when it comes to decisions impacting language and identity.
   I agree with the article from Mark Osborne, “A crucial part of successful change leadership is avoiding an approach which leads to change being “done to” people, and embracing an approach which empowers and enables people to contribute to, and to see themselves in, the change they are bringing about”.
   When change is about to happen, I would like to see an more inclusive approach to how the implementation would occur. Being involved in the collaboration, listening to ideas and opinions while being mindful of the “frontline employees” who have to take responsibility for delivering the change required. If I was to be involved earlier, maybe I could have helped shape a more culturally responsive and functionally practical template, especially one that honoured both languages equally. I know I now need to speak up and let my leadership team know that I would like to be part of the process when change is to be made, more so if the change impacts Rūmaki reo.
   I know I would be fully invested in the adaptive change, by drawing on the resources and knowledge my colleagues hold and possibly having a better attitude to writing my mid-term reports. I accept that I could be very well wrong when I have said “if I was…” but I would be vocal and fight for a more fairer outcome for our whānau and my colleagues.

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   1. I empathise with you Lisa when you say that this change is something that was ‘done to you’. There seems little point in introducing change when it so disadvantages a section of the staff and by extension a section of parents and akonga. The availability of AI to assist teachers reporting in English while those of you having to tough it out in Te Reo get no additional help seems unfair to say the least. This will all feel rather raw for you.

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4. I have been challenged with this question as I am not in a direct leadership position in our kura. However, a change I would like to see would be in consistency and overall success and happiness for our students.
   We have spent time on restorative behavior management as a school wide approach but only as a whole staff and on one off occasions. This as I see it, is an adaptive change for many teachers and one that initially leadership spent time on with the whole staff as PD. However, follow up, more PD and accountability for this change has slipped over time and meant the restorative approach to behavior management has (in my opinion) not been embedded across the school.
   This follows/ conflicts with other areas such as attendance, uniform issues and apathy in students.
   We do have a technical change in our behavior management plan on paper and with KAMAR but this is not being implemented as stipulated and therefore the overall outcome is not what we hoped for. We are seeing some teachers following the behavior management plan and some not. This is because either they are not seeing the outcome they want from deans or from senior leadership and there is no accountability. There is little follow up and we are not getting the change we set out for.
   Interestingly we have seen a technical change across the school this term with an overarching push from senior management and deans to be clear with students and teachers of expectations particularly on attendance and uniform. There has been little follow up from senior management with teachers until this term. (we have a new member of staff in the senior management team.) They are clearly pushing for some accountability across the team. I have seen this particular leader coming from their office to the classroom to follow up on behavior or attendance issues. This brings accountability to teachers and students. When we feel there is someone backing or following up, we see the change happen and become embedded over time. If there is no drive for change form the top we see nothing happen. Modelling, repetition and consistency are key part of seeing change.
   I do believe there is a deeper lever of adaptive change that needs to happen for all teachers to buy into the restorative approach to behavior management. We do need to dig deeper into beliefs of teachers, students and families and spend time on this. From what I see and what I have read technical changes can be quicker to implement than adaptive change, which takes time and effort.
   As teachers, if we see a collective and uniform approach from our senior management team across the school in regard to restorative behavior management, we may see adaptive change being made. It goes back to repetition of expectations being met as well as shifts in mindset and deeper learning. I would like to see more individual investigation, learning and professional development of teachers and deans across the school to make this change happen.
   I do hope to be in a position of leadership in the near future but for the mean time I am making use of learning from the amazing leader and dean I have who does follow up with restorative discussions with students when asked. As a student mentor teacher this supports me and the students to make changes they need to improve their outcomes and learning in school. It gives them support to make positive changes that they see as supporting them to be a happier human.
   I would love to see restorative practice as a lived culture in our school. I will continue to model restorative conversations in my classroom as a Mentor Teacher and bring up restorative successes in our dean/mentor and department meetings. I will highlight the success I have seen from senior leadership this term when SMT have followed up in the classroom regularly as this has demonstrated collective efficacy.

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   1. I sense a frustration in you Fleur that the change you hoped to see in the way in which bad behaviour is dealt with has not permeated every part of the school and worse that there is only one senior manager who is following up and role modelling how things should be done.
      I hope the new member of the management team is a permanent appointment and not someone who is just acting up. You van make your own classroom a perfect reflection of how things should be but from time to time you do need to be able to count on that support when you need it.

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5. My role is a dean with a focus on attendance so in collaboration with senior leadership I have been leading initiatives to improve attendance. It is a multi-faceted approach, trying to improve internal systems as well as the actions of students and whānau. For most kaiako the change is technical, but there is the possibility for adaptive change for some kaiako around recording attendance and their involvement with following up with students. For many students and whanau the change is technical (following a different process when they will be absent or are late to class), but the ultimate goal is adaptive change for poorly attending students and their whānau. The change for office staff has been adaptive because they have been most affected by internal system changes.

   Motivating change. Consensus about needing to improve and the initiatives was achieved at an initial meeting with senior leadership and deans. I continue to work with the office staff to design and improve internal systems. Attempts were made to share the purpose of changes – emphasising the link between attendance and achievement – with kaiako (staff briefing), students (assembly) and whānau (letter home). In hindsight, this could have been improved with more opportunities for kaiako, student and whānau to engage with designing our initiatives (staff meeting with time for discussion, student council discussion, and whanau hui).

   Implementation so far has mostly focused on changing internal systems by improving the accuracy of attendance data and following up when a student is absent. We have begun looking at patterns (poor attendance, frequently late etc.) and following up with identified issues. We now have improved systems to show what action has been taken by who. I imagine that I will soon try to measure the effectiveness of our changes.

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   1. That will be an exciting day when you can see your efforts bearing fruit. So many of the causes of chronic absenteeism have complex causes: social, economic, cultural as well as health challenges of course but quantifying the issue with reliable data is the first step. I was reading research recently which says the provision of clean air in classrooms improves attendance by 20%. Interesting.

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6. A change I am currently leading is the implementation of a well-being framework within our school. This is an adaptive change—while there may be technical elements such as resources, schedules, and systems, the heart of the change involves shifting beliefs, values, and everyday practices around student and staff well-being. It requires us to think differently about how we define success, how we support one another, and how we prioritise wellbeing alongside academic outcomes.

   Breaking this change down, there are aspects of our current culture and practice that can absolutely continue. For instance, our staff’s genuine care for students, strong relationships across the school, and existing pastoral support structures are foundational and should be built upon. However, change is needed in how intentionally and consistently we approach well-being. This includes developing a shared language around well-being, embedding it into our strategic goals and daily routines, and ensuring that both staff and students have access to the tools and strategies they need to thrive.

   To help people believe in the purpose of this change, my plan is to start by creating a strong shared understanding of why this matters, using evidence, stories, and student voice to show the impact of well-being on learning and overall school culture. I will engage staff in open conversations, inviting their perspectives and addressing any concerns or hesitations they may have. This will all be run during staff meetings and with the help of my “well-being” teachers group.

   To support capability-building, we will provide practical professional development focused on the well-being framework, including tools teachers can use in the classroom and strategies for managing their own well-being. I also hope to create a space where staff feel safe to try new approaches, reflect, and grow together, recognising that this is an ongoing process, not a quick fix. By building trust, modelling change, and celebrating progress, I aim to support a school-wide shift that centres well-being as essential to the success of every learner and educator.

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   1. What an excellent idea Lauren. You have grasped the difference between adaptive and technical change. In a similar initiative I have seen where the school’s nurse was able to mobilise a team to do a quick ‘warrant of fitness’ on staff by doing a blood pressure and glucose tests. if your budget allows it asking someone to come in and do neck massages during breaks really helps morale. There might be a parent who has the skills and is willing to help.

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7. This is a change our school has started looking into and I would love to lead the change and will have a kōrero with my principal about this. We’re moving towards implementing a whole-class literacy approach, integrating reading, writing, and code into a cohesive two-hour literacy block. This change aims to teach students at their age level, creating a low floor, high ceiling environment where everyone can access year-level content.
   Although some kaiako have started on this journey and might find aspects of this change technical, I feel on the whole, this is an adaptive change. It requires us to shift from traditional guided reading and spelling groups to a more integrated literacy approach, which involves significant changes in our teaching habits (planning and classroom routines) and mindsets.
   Things That Can Continue
   • Structured Literacy: We’ll continue using structured literacy principles, which align well with this integrated approach.
   • Student Engagement: Let’s maintain strategies that keep our students engaged and make learning enjoyable.
   Change That Must Happen
   • Integration of Literacy Components: We’ll merge reading, writing, and spelling into a cohesive literacy block.
   • Shift in Teaching Focus: We’ll move from ability-based groups to age-appropriate, integrated lessons.
   • Creating a Low Floor, High Ceiling Environment: This ensures all students can access the curriculum, regardless of their current ability level.
   • Adaptation in Planning and Delivery: We’ll need to adjust our planning to create lessons that seamlessly integrate all literacy components. Delivery will need to be more dynamic, catering to diverse learning styles and ensuring that all students are engaged and challenged appropriately.
   Plan to Get Buy-In
   1. Purpose to Believe In:
   • Educational Trends: I’ll share how educational changes are advocating for integrated literacy to promote deeper learning and student agency.
   • Mana of Students: This approach respects and uplifts the mana of all students, ensuring equitable access to learning.
   • Personal Story: I’ll share insights from the courses I’m taking to show my commitment and the benefits I’ve observed.
   2. Building Necessary Skills:
   • Professional Development: We can organise workshops or discussions to explore integrated literacy strategies and their benefits.
   • Collaboration: I’ll encourage team teaching or peer observations so we can learn from each other’s experiences.
   • Resource Sharing: I’ll provide access to resources and materials that support integrated literacy teaching.
   3. Reinforcement Systems:
   • Feedback Loops: We’ll set up regular check-ins to discuss progress, challenges, and successes.
   • Celebrate Successes: Let’s acknowledge and celebrate small wins and breakthroughs in implementing the new approach.
   4. Consistent Role Models:
   • Lead by Example: I’ll demonstrate the integrated approach in my teaching and share my experiences.
   • Involve Influencers: I’ll engage respected colleagues or leaders who can champion the change and model the new practices.

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   1. As I read your post Kayleigh I sense the passion you bring to the project. You have thought this all through so carefully and your planning is first rate. Woe betide anyone who tries to get in your way.
      You have clearly demonstrated a sharp understanding of successful change processes. Well done!

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8. The BOT has heavily invested in providing additional Teacher Aide support the last couple of years. As the school SENCO and DP, it was important to me that the time and money invested will follow quality TA practices to ensure there is a direct impact on student learning outcomes. So last year we spent time looking at what quality practice looks like to both teachers and teacher aides and we implemented one change to support this.

   Each Learning Hub was required to develop and share their TA timetables to make sure the extra support was being well utilised and targeted the areas of need. At the time I would have thought this was a technical change, but now I can see it was more of an adaptive change. Despite it being the simple task of creating a timetable it was a break from the past and required new knowledge and understandings about the role of TAs in our setting. It took some time to put in place and I understand now that this change was being ‘done to’ staff.

   This year part of our strategic plan was to continue to build on our understanding of what quality TA practice looks like by strengthening the communication between TAs and kaiako. Although many of our teachers already communicate well with their TAs, this is often on the run and not particularly effective in providing the TA with the understanding and knowledge of strategies, resources and quality interactions. To improve the communication process between TAs and kaiako we shared an expectation that there would be one formal meeting each term. There would also be a framework to support staff during these meetings to ensure the conversations were student focussed. Part of this change came in response to feedback by TAs that they would like to have more knowledge of their learners and an increase in communication with kaiako.

   In hindsight this is also an example of change being ‘done to’ others. This was the result of being time poor and wanting to implement change too quickly without the necessary buy in. The final action of ensuring our TAs have the most impact will be implemented differently. This will be delivered in a way to ensure there is a communal purpose to believe in.

   The final change will be to provide support for our TAs to engage in quality interactions with learners. The following steps will be taken to ensure there is a purpose to believe in, the skills required to change, reinforcement systems and consistent role models.

   Time will be spent on unpacking what quality, inclusive and meaningful interactions sound like with all staff. There will be tailored professional development and training for TAs. PD sessions will focus on: culturally responsive practices, positive behaviour support, growth mindset, inclusive language, effective questioning and feedback techniques. There will be guides for engaging reluctant learners, scaffolding language and learning and promoting independence.

   Teachers will model quality interactions during in-class demonstrations. There will be opportunities for reciprocal feedback as well as opportunities for teacher aides to reflect on successful strategies or challenges and to share their insights.

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   1. That all sounds excellent Kim. It is quite difficult finding the balance between acknowledging the valuable work that TAs can do if they are trained and empowered and having teachers finding their new responsibility around TAs being ‘more trouble than it’s worth’. I will be interested to see if you get any feedback from those in our group who began their careers at TAs. You have gained a really good understanding of what is required to implement successful change.

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   2. This focus on developing communication between teacher aides and kaiako is so important Kim and I think it is wonderful your school is doing it! I worked as a teacher aide while studying to be a teacher and I feel really strongly on this topic. So often we were given or give teacher aides a plan to follow, simple or in detail, and send them off with more often than not tricky tamariki and a plan that followed our thinking without even consulting a teacher aide and then not really followed up on with the teacher aide after. Hearing that your kura realized that need for better communication and then implementing it, even if you feel it was ‘done to’, I feel is way better than it not being done at all.
      Your next steps, which include the whole staff, will definitely bring about more change too.

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9. Firstly it is the first time I have ever heard of different types of change and the technical vs adaptive definition makes so much sense. There are so many times where something needs to occur, it’s very straight forward and can be dealt with immediately. Then there are those times where some staff feel like the world is ending because something needs to change, but no matter whether it is big or small they can’t see beyond their own ways of doing this.

   I did honestly struggle to think of a situation of change that I am leading as I am not a team leader or in a position to be leading change within the school. I help implement it but I don’t feel I lead it.

   Then I suddenly thought that within my classroom I lead my three support staff and there is one very clear aspect of change that I am trying to lead. This type of change definitely falls under adaptive change and that is around student safety. In particular this year I have students who like to climb. They climb furniture, sides of buildings, playground equipment and even people. They have no understanding that what they are doing is dangerous and there is one young man who has no natural reflexes when he falls so he has a higher risk of visiting A&E if he falls.
   The change that I am leading is consistency around the behavioure management strategies to keep the students safe. Strategies include providing safe places for the students to climb, introducing Swiss Balls, Sensory cushions, using consistent phrases such as “feet on floor,” visuals and ultimately for staff to manage every situation as soon as it happens.

   This change is an adaptive change because it is about being a stuck record really, some days it feels like all I say over and over and over again is “feet on the floor,” and when I am not in the class or playground it seems as if someone always falls. I have spoken to my staff and the constant feedback is around having to manage it over and over again and why are the students not learning it, there have also been a number of comments around being tired of saying the same thing over and over again. All the students in my class live with ASD, some have ADHD as well, all have GDD and developmentally are all between 18months to 4 years of age.

   Things that need to continue are providing areas for students to climb safely as they are seeking the vestibular input as part of their sensory needs, if we reduce their climbing there is a high chance it will be replaced with another behaviour. The furniture in the classroom needs to continue to be there, it is easy to say remove what they aren’t allowed climbing, but in actual fact they are 6 years old, they cannot live a life where things are removed when they do something unsafe or that others don’t like, that is not realistic or sustainable. Instead they need to be taught where they can climb and where they cannot.

   Change that really must happen now is the support staff understanding that the students are not able to learn things overnight and that repetition is the key. In order for us to be able to teach our students and keep them safe we all need to be on the same page.

   I going to get my support staff to believe in the importance of this change by leading by example. I am going model the hell out of good practice and show them that although the repetition is tedious it is important. I am going to ask the Occupational Therapist who works in my class to help me explain to my staff why we need to be doing this and if at any point I see one of my staff not doing the plans in place and allowing a student to climb in an unsafe way/place, I am going to address it right then and there. There is a saying that the lead therapist said to me when we worked together in a PMLD class and that is “if you see something that is not right or doesn’t sit well with you….say something. By not saying something you are accepting that it is ok for that to happen.”

   Looking at the other resources for this module, the one thing that did jump out at me as such is moral purpose. The students within my school setting are there to be educated and have their needs meet. The education that takes place in my school appears in many ways, many not so traditional because quite frankly our learners aren’t the typical traditional students that many articles relating to education talk about. BUT as adults teaching the students we have the moral purpose to make the adequate changes necessary to ensure all students needs are met in a safe.

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   1. I think the example you have chosen is a good one Jade. You know the change you are trying to institute is a good one. There are no downsides. I sense your frustration with trying to get ‘buy in’ from your TA’s. I suppose it is natural that you as the person in charge have more skin in the game as you understand all too well the consequences of something going wrong. I am curious to know whether the teacher who comes in when you are not there is so consistent about reinforcing the message.

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      1. Oh Geraldine, there has been development in that situation. After having her appraisal meeting with management it was decided she would no longer be the reliever for my classroom (not sure what was discussed, just told the outcome). The reliever that is now assigned to my class is absolutely wonderful and the behaviours for one of my students when I am not there have significantly decreased. When I come back into the class I am not having to reset the class anymore and I can see the learning that has been followed through with whilst I was gone.

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         1. Oh that is a welcome development Jade. Apart from anything else , it is so much less confusing for your students to have a consistent set of expectations.

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10. What a great example you have used Damian. It sounds as if your hoamahi have had excellent PD particularly
    around your part of the motu. As you detail trying to get to that next stage is the hard bit. As you rightly say, the differing life experiences of your kaiako will have a huge impact on their skill and receptiveness not to mention confidence.You are all on an amazing journey which will last to the end of your days.

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11. Kia ora koutou,

    I’ll answer this question in two parts. Part one, in an area I am personally interested and invested in. Part two, in an area that challenges me.
    I am currently leading change to our kura around all kaiako teaching level 1 te reo Māori (using TKI units). This is a technical change for me personally, and other members of staff, because it merely means timetabling regular teaching sessions. Several of our staff can run lessons of simple sentence construction with little effort. However, I myself find it hard to imagine not having the capacity to teach level 1 reo Māori and therefore fail to understand the adaptive change required for some of my hoamahi. This has the potential to create confusion, barriers and inequity in staff.

    Things that can continue: I have aimed to create an environment where we are working collaboratively; teaching the same units, sharing resources, planning in teams.

    Change that really must happen: honest communication of how people are finding teaching reo Māori. There should be support within the school for those who aren’t sure or are struggling. Some people did not grow up around taha Māori. That’s not their fault, and the best thing we can do for them is provide support.

    Our moral purpose has been ignited through our kura involvement in Kurahaupō PLD a couple of years ago. Kurahaupō is one of the waka of 3 of the iwi of Te Tauihu. Our PLD consisted of things like unpacking kura and kaiako expectations around Te Tiriti; unpacking the differences between Te Tiriti and the Treaty; learning local pūrākau and hītori; visiting Rotoiti and learning about the importance to local iwi of this area; having experts visit us and teach us about history in our area, such as how our local area was likely used by the old people. This PLD ignited interest amongst kaimahi, so “imposing” level 1 te Reo Māori was a natural progression. I should also mention Te Ahu o te Reo Māori. Over half of our kaiako attended Te Ahu courses over the years and were able to bring teachings from there straight into the classroom.

    The current challenge is around fidelity of collaboration. I can see how beneficial it is to teach the same units and share resources. In writing this, I can see that my next step is to lock in some staff meeting time to provide time and space for discussion, starting with ‘what is challenging’. There’s no point in pretending we’re all ok and things are fine if they’re not. If the challenges are vocalised, support and solutions can be provided by the collective.

    I was going to talk about my personal challenge of leading enthusiasm for the new maths curriculum, and the Maths No Problem resource, but I think I’ve said enough here. Short version: this is adaptive change for me, and I need to work hard to understand it better so I can “walk the talk”.

    E kī ana te whakataukī: He manako te kōura i kore ai.
    (Wishing for the crayfish won’t bring it).

    Nā,
    Damian

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