The Potential impact of this inquiry plan could result in huge changes within our school.
There is a possibility of changing our current 6 day cycle.
Currently we have 3 classes mixed together to form one tech cycle.
This is the only way our school can successfully implement tech due to our current roll of over 600 students.
If we add another tech, we would then have 6 tech's and this would allow more timetable flexibility, with the possibility of having tech classes made up of students from the same class.
Currently, some tech classes have a bad combination of students, as the classroom teacher doesn't know or hasn't checked the previous relationships between the children from the other classes.
This could allow the formation better connections with teachers and students and minimise bad combinations of students.
Professional Development:
This syndicate will allow our school an onsite P.D. opportunity for other teachers to come in and view a collaborative way of teaching through Te Ao Maori.
They would then be able to take these ideas back to their own classes/syndicates and adopt similar or same principles.
Encouraging positive culturally responsive pedagogical changes in other teachers across the school. "New Zealand is a heterogenous society with a diverse socio-cultural demographic. It must therefore cater for diverse learners. There must be a strong recognition that identity, language, and culture matter." Ministry of Education (2011)
This could save the school a significant amount of money due to teachers not having to travel off site or out of town to obtain quality P.D.
On the negative side, some teachers may be exposed to only the example within our syndicate of culturally responsive pedagogy and Te Ao Maori. Although they would be able to view 4 or 5 different interpretations of the pedagogy with the opportunity of viewing 4 or 5 different teachers in action.
They would then be able to take these ideas back to their own classes/syndicates and adopt similar or same principles.
Encouraging positive culturally responsive pedagogical changes in other teachers across the school. "New Zealand is a heterogenous society with a diverse socio-cultural demographic. It must therefore cater for diverse learners. There must be a strong recognition that identity, language, and culture matter." Ministry of Education (2011)
This could save the school a significant amount of money due to teachers not having to travel off site or out of town to obtain quality P.D.
On the negative side, some teachers may be exposed to only the example within our syndicate of culturally responsive pedagogy and Te Ao Maori. Although they would be able to view 4 or 5 different interpretations of the pedagogy with the opportunity of viewing 4 or 5 different teachers in action.
Resources:
Having an extra tech group would mean the school would need to fund more resources.
- Another tech teacher to fill the role.
- New resources to allow the tech teacher to fulfil their role.
For example a new science tech would need resources applicable to science, potentially a new science room, like a lab. This would all cost money that the school would have to find from existing budgets.
That in turn could stretch the other budgets quite thin.
However, a new tech like science would allow all students to learn skills and knowledge of this subject from a specialist, that they may not be able to get from their classroom teacher.
- Another tech teacher to fill the role.
- New resources to allow the tech teacher to fulfil their role.
For example a new science tech would need resources applicable to science, potentially a new science room, like a lab. This would all cost money that the school would have to find from existing budgets.
That in turn could stretch the other budgets quite thin.
However, a new tech like science would allow all students to learn skills and knowledge of this subject from a specialist, that they may not be able to get from their classroom teacher.
Better Communication/Collaboration Between Tech, Classroom, and Home:
Most classroom teachers have a better relationship with the parents of the children in their classes and the children themselves, compared to that of the tech teacher.
The tech teacher has a very limited time (9 x 1.5 hr lessons) to make a connection with the child and their whanau.
Classroom teachers often know the whanau, and the skills that they could offer that may benefit the children.
Therefore by communicating this to the tech teacher, they would be able to connect with the whanau and include them in their programme where appropriate.
If the tech teacher has any issues or a need to contact the home, the class teacher (who often has a better relationship) can make contact and potentially have a more effective result.
Having hui with the Tech Team and each syndicate would allow for better communication between the groups. Issues could be resolved Kanohi ki te kanohi (face to face) without the problem of people assuming or inferring from emails or written texts.
Combining the wishes of the whanau gained from community consultation surveys completed earlier on in the year, where they wanted local myths and legends to be taught. This would allow the classroom teacher to communicate what they are doing in the classroom to the tech teacher to see if they can help the classroom teacher, and vice versa.
Classroom teachers would be able to find out, for example, what myth or legend the children were doing in drama, and could help the tech teacher by doing a lot of the background reading and discussion of the text before the children got to drama.
This would be like a flipped classroom, but using the classroom as the flipped part and the tech class as the teaching part. This could cause issues for the tech teacher trying to accommodate every syndicates wishes, i.e. resources, time constraints etc...
New Tech Ideas:
Traditionally, some tech's have been doing the same project year after year. This allows for improvements to be made each year by the tech teacher and also allows for ease of ordering resources and costing.
But it could also mean they get stagnant with their teaching. Collaborating with the classes could lead to exciting new ideas and skills being taught.
This may mean the tech teachers would have to work harder to upskill in order to teach these new skills to the children.
For example:- If the class concept was around Matariki. The classroom teacher, alongside the tech teacher, could be teaching measurement & geometry by making a manu tukutuku (kite). Using the tech's skills & resources combined with mathematical knowledge, the children could build a manu tukutuku that could be flown during Matariki celebrations.
Including the tech teacher in this celebration is a way to make better connections between child and teacher.
The tech teacher has a very limited time (9 x 1.5 hr lessons) to make a connection with the child and their whanau.
Classroom teachers often know the whanau, and the skills that they could offer that may benefit the children.
Therefore by communicating this to the tech teacher, they would be able to connect with the whanau and include them in their programme where appropriate.
If the tech teacher has any issues or a need to contact the home, the class teacher (who often has a better relationship) can make contact and potentially have a more effective result.
Having hui with the Tech Team and each syndicate would allow for better communication between the groups. Issues could be resolved Kanohi ki te kanohi (face to face) without the problem of people assuming or inferring from emails or written texts.
Combining the wishes of the whanau gained from community consultation surveys completed earlier on in the year, where they wanted local myths and legends to be taught. This would allow the classroom teacher to communicate what they are doing in the classroom to the tech teacher to see if they can help the classroom teacher, and vice versa.
Classroom teachers would be able to find out, for example, what myth or legend the children were doing in drama, and could help the tech teacher by doing a lot of the background reading and discussion of the text before the children got to drama.
This would be like a flipped classroom, but using the classroom as the flipped part and the tech class as the teaching part. This could cause issues for the tech teacher trying to accommodate every syndicates wishes, i.e. resources, time constraints etc...
New Tech Ideas:
Traditionally, some tech's have been doing the same project year after year. This allows for improvements to be made each year by the tech teacher and also allows for ease of ordering resources and costing.
But it could also mean they get stagnant with their teaching. Collaborating with the classes could lead to exciting new ideas and skills being taught.
This may mean the tech teachers would have to work harder to upskill in order to teach these new skills to the children.
For example:- If the class concept was around Matariki. The classroom teacher, alongside the tech teacher, could be teaching measurement & geometry by making a manu tukutuku (kite). Using the tech's skills & resources combined with mathematical knowledge, the children could build a manu tukutuku that could be flown during Matariki celebrations.
Including the tech teacher in this celebration is a way to make better connections between child and teacher.
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