Hghs Mary Ann Baxter
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Mary Ann describe how they develop learning at Hamilton Girls High School
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Hghs Mary Ann Baxter
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- Education is a privilege, something you strive to earn; staff do our learning too – learners lifelong in our professional learning community; we have been unapologetic about taking the time it takes and invovling the people and contracts it takes – AtoL, Numeracy, ESQ, ICT - to change our culture
- ENGAGEMENT - LEARNERS LIFELONG – VISION; ALL are 21st century learners STUDENTS: Resilient self sufficient graduates – aspiring to achieve their “personal best” STAFF: Professional learning community critiquing our own practice Motivated learners at the centre - Starting where-ever learner is at - Risk taking embedding NZC Valuing diverse cultures - Relationships at the core - Cultural shift/change for staff/community
- Transformational – it’s all positive – all about “earning privileges” Using technology and distributive leadership to “capture” them when they’re good - Establishing identity “If you’re not at school, you’re not learning” 90% minimum – recording – reporting home fortnightly across the school; Vision: You’ve got to be here to engage: self responsibility = am I at 90% - socials, balls, sports teams, tourney, Support –> 110 mentors -> KCs; 90% attendance - communication; parent engagement – emails re progress; Communications via Kamar – own results with mentors – parents portals -> seeing daughters in class each period; reporting – parent Conversation day – music teacher using video online to show parent where her daughter was at; Reporting – all phoning own mentees – Y9 turnout; Emergencies – lockout – first info home; daily reports 2500 e-mails at once; e-mails/ feedback re effectiveness - google doc surveys
- Determining wide diverse range of ways to determine and to value success; academic - sports – arts – service – leadership – seeking support from staff to go from where girls is at – relationships lead to successes; belief in self – you will succeed – not easy to get kicked out of Girls’ High;
- Using technology to support our growth; learning together – lots of sessions led by our own experts – Y1s through DPs, LLCs leading schoolwide interdisciplinary groups – interrogating current data, demanding more of technology to reduce the time spent finding data to all spent on questioning how it can better inform our practices; Technology as a tool, not an end in i tself - enhancing learning, and providing data, analysis, evaluation, setting new goals and inquiry; assisting us to design better infrastructures – so that e.g. curriculum drives the timetable – timetable never determining or limiting the curriculum