Principals Today #103

Issue 103 Term 3 | 2014

LEADERS IN EDUCATION NEWS SINCE 1989

www.principalstoday.co.nz

FUTURE FOCUS How Frances Valintine’s Mind Lab is delivering tomorrow’s tools today

MISSING IN ACTION

Our education sector’s great gender divide

DOES SIZE MATTER?

Are teacher-student ratios education’s silver bullet?

BEYOND THE CLASSROOM Taking education outside

BATTLING CYBER BULLYING Are teachers and parents losing the battle against online abuse?

PRINCIPAL Q&A

Elm Park School’s Trish Plowright

ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Teachers

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A window into the future of education Added to this is the essential ingredient for great projects – great people.”

THE SPECIALISTS Arrow International specialises in partnered construction, beginning work with the client and joining their team as early in the project as possible.

responsibly within the local environment - it will also provide a comfortable and inspiring learning environment for its students.

Although it passed with relatively little ado, coming and going rather quietly, Thursday, June 12 of this year might be a day well remembered in years to come.

It was the official opening day of Pegasus Bay Primary School, just north of Christchurch, and the reason it might be remembered is because it’s the nation’s first solar powered school.

The Ministry of Education’s newest school is a pilot project for sustainable solutions; designed to be a ‘net zero energy school’, the building should generate as much power as it will use every year and Prime Minister John Key described the school as “a window into the future”.

The building is fitted with 560 square metres of solar electric panels which feed electricity into the school and any excess to the national grid.

The electricity is used for lighting, computers and to power the efficient airsourced heat pumps for under floor heating.

In addition, five high performance solar hot water systems provide the children and staff with warm water. The low maintenance closed-loop drain-back hot water systems are designed to last 30 years and serve utility/ toilet clusters and kitchens in each block.

The building’s design however, will not just streamline cost efficiencies and act

The school was designed as a Modern Learning Environment, with multifunctional spaces which allow the environment to be continually adapted to the students’ learning needs It is divided into six learning communities.

They incorporate quiet, yet integrated areas for individualised learning and open stimulating central areas which maximise collaborative learning, supervision and access to resources.

DELIVERED BY ARROW INTERNATIONAL Pegasus Bay School was completed in time for start of Term 2 of this year, with Arrow International Limited working onsite as the Design and Build Contractor over a 12 month period.

Arrow provides a single point of accountability for the delivery of the project right from the start and based on the client’s specific needs. Services can be quickly and simply tailored to help provide maximum value.

Projects are delivered under Fixed Price Lump Sum, Guaranteed Maximum Price, Design and Build and Construction Management Contracts. Most often Arrow delivers its projects under NZS3910, NZS3915 and NZIA forms of contract.

“Our strength is in the delivery of complex projects or projects with time, cost or quality requirements beyond those normally achieved in the industry.”

Arrow projects are characterised by the integrity of our client relationships, our strong people-based philosophy, an ‘outside the square’ approach to challenges and a passion to succeed.

Arrow International Limited E. enquiries@arrowinternational.co.nz www.arrowinternational.co.nz

Arrow’s senior project manager, Grant McKenzie says the project is a trail blazer for the education sector, and an example that all schools should look closely at.

“Pegasus is a pilot project to establish the feasibility of building future school projects that have a net zero energy rating that not only have a financial return, but also achieve the required New Zealand Green Building Council’s Green Star ratings as part of the Ministry’s requirement to provide energy efficiency schools with sustainable design and construction .”

Arrow’s core is construction, with a strong backbone of strategy development management and project/programme management services.

In the case of Pegasus Bay School, Arrow’s expertise as a primary contractor came to the fore.

“We deliver successful projects by integrating building skills with active design management, ownership of project drivers and respect for the clients’ feasibility.

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Issue 103 Term 3 | 2014

www.principalstoday.co.nz

LEADERS IN EDUCATION NEWS SINCE 1989

Contents 8 CHILD SAFETY ONLINE

FUTURE FOCUS How the Mind Lab is delivering tomorrow’s tools today

MISSING IN ACTION

Our education sector’s great gender divide

DOES SIZE MATTER?

Are teacher-student ratios education’s silver bullet?

BEYOND THE CLASSROOM Taking education outside

BATTLING CYBER BULLYING Are teachers and parents losing the battle against online abuse?

PRINCIPAL Q&A

Elm Park School’s Trish Plowright

ISSN 1170-4071 HAVE THE FOLLOWING PEOPLE SEEN THIS?

Principal Administration Dept Board of Trustees Property Manager Outdoor Ed Dept Teachers

Principals Today

5,234

Issue 103

6| PATHWAYS TO EMPLOYMENT Transitioning young people from students to motivated, valuable employees

Online bullying is a whole new kettle of fish, not only for those directly affected by it, but for parents and teachers too

6| DELIVERING WORLD CLASS EDUCATION David Shearer talks about how the basics for providing a quality education never change

www.principalstoday.co.nz

10 MISSING IN ACTION

Academy House 47B Birmingham Drive Middleton PO Box 1879 Christchurch

The great gender divide

MANAGING DIRECTOR

New Zealand’s education sector remains one of the most genderimbalanced in the world

Gary Collins

OPERATIONS MANAGER Di Barclay

ADMINISTRATION

Kylie Palermo ADMIN MANAGER Kelly Allen Jade Haylett Shannen Johnson

SALES & ADVERTISING Bill Thew Verne Williams Mogens Peterson Clive Greenwood

11 DOES SIZE MATTER?

MEDIA CONSULTANTS

Teacher-student ratios

NEWSROOM

Smaller class sizes get the thumbs up from leading education organisations

Jonathon Taylor EDITOR Laura Hall JOURNALISTS Davina Richards Phone: 03 961 5098 Fax: 0800 555 054 Email: editor@academy.net.nz

PRODUCTION

Caroline Duke PRODUCTION MANAGER Carolynne Brown CO-ORDINATOR Jenna Day DESIGNERS Sarah Betman Olivia O’Callaghan Luke Wattchow Jarred Shakespeare DESIGN & ONLINE

Disclaimer: This publication is provided on the basis that A-Mark Publishing is not responsible for the results of any actions taken on the basis of information in these articles, nor for any error or omission from these articles and that the firm is not hereby engaged in rendering advice or services.

A-Mark Publishing expressly disclaim all and any liability and responsibility to any person in respect of anything and of the consequences of anything done, or omitted to be done, by any such a person in reliance, whether wholly or partially upon the whole or any part of the contents of this publication.

Advertising feature articles are classified as advertising content and as such, information contained in them is subject to the Advertising Standards Authority Codes of Practice.Contents Copyright 2012 by A-Mark Publishing (NZ) Ltd. All rights reserved. No article or advertisement may be reproduced without written permission.

ISSN 1170-4071 (Print) ISSN 2230-6358 (Online)

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9| SUPER STUDENTS Budding film maker Mason Packer is taking all the right angles 25| BRINGING OUT STUDENTS’ ATHLETIC BEST Achievement at Athlete Development looks a little different 14| PRINCIPAL Q&A Elm Park School’s Trish Plowright

BEYOND THE CLASSROOM 15| TAKING EDUCATION ON THE ROAD An array of places ideal for camps, retreats, adventure and learning

INNER SPACE 20| DEVELOPING YOUNG LEADERS Delivering self empowerment to our nation’s young women 21| TEACH FIRST NZ GETS THE THUMBS UP The first evaluation has been released and the news is good

WORKING SPACE 23| HAS YOUR PLAYGROUND GOT THE WINTER WOES? A better playground surface solution

12 FUTURE FOCUS Teaching tomorrow’s tools today

Phone: 03 961 5077 Fax: 0800 555 054 Email: production@academy.net.nz

NEWS

Battling cyber bullying

ABC circulation as at 30/06/13

HEAD OFFICE

Issue 103 / Term 3, 2014

How the Mind Lab is delivering tomorrow’s tech and science content to kids today

DISCLAIMER: A cancellation fee of 25% may be charged if the booking is cancelled after the sales cut off date. Your Media Consultant will be able to provide that information if you aren’t aware of it.

LEARNING SPACE 26| REVELLING IN RESEARCH Secondary school teachers benefitting from doing a little digging 27| SCHOOLS CAN’T DO IT ALL Parents rely too much on schools to teach their children about online safety 28| BOOSTING DIGITAL LITERACY A case study in IT training

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News | Viewpoints

Delivering world class education

Creating pathways to employment

David Shearer is the Labour Party spokesman for energy and foreign affairs

My dad was a school principal.

Around the dinner table we’d hear about the highs and lows of the job. In turn, I started life as a teacher, even married a teacher, and have maintained a keen interest in education.

I’ve noticed the basics never change.

For example, small classes are every parent’s dream for their children. They feel that the more time teachers have to devote to their children and improve their teaching practise, the better.

That’s always been the case. In fact even John Key believes that. He cited smaller class sizes as one of the reasons he sent his kids to a private school.

Another constant is teacher quality.

It’s the most important thing. A highly trained, enthusiastic and professional teacher in front of the class is pure gold for student achievement.

Conversely, if a teacher isn’t up to scratch then the best resources in the world won’t help.

I remember my dad talking enthusiastically about the new teachers he was getting each year - and some of the others he hoped to move on.

With class size and teacher quality in mind, Labour recently announced its new education policy.

To address class sizes, we have decided to put 2,000 more teachers in schools by 2018 and reduce primary school Years 4 to 8 ratios from one teacher per 29 students to one per 26. In secondary schools we will reduce maximum average class sizes of one teacher to 26 students to one to 23.

To address teacher quality, we have committed $25 million to extra training for teachers, and will raise the

standard of entry to teacher training programmes.

While some things in education never change, others change so fast it’s a challenge for schools to keep up.

A Labour Government will close the digital divide by ensuring all students in Years 5-13 have access to a portable computer in the classroom and at home. We’ll also partner with schools, local government and communities to allow students -- particularly those at low decile schools -- to use their portable devices to access the Internet at home.

There are a number of other announcements that we believe will lift student achievement. We will rebuild worn out buildings so that by 2030 every classroom is a modern learning environment, fit for the 21st Century.

We will give schools the opportunity to end the ‘voluntary’ donations which divide school communities, and we will scrap national standards, allowing teachers to focus back on the full breadth of New Zealand’s internationally acclaimed curriculum.

We will repeal charter school legislation and no more charter schools will be created under Labour.

New Zealand has a world class education system, one that many countries envy. Rather than aping other countries programmes that achieve lower results to us, we need to be confident about what we do, work on where we can improve and celebrate our success.

After all, if we were an Olympic team coming in the top 10 of an event, why would we take on the coaching techniques of athletes coming 20th?

I think that’s what my dad would say.

And he was a great champion of New Zealand’s world class education system.

Amanda Wheeler is the CEO of Workchoice Trust

We all know today’s young people are tomorrow’s workforce, and with an ageing population, it really is crucial we ensure successful employment outcomes for those who will ultimately become a ‘rare commodity’.

Connect Build your network of potential employers by connecting with local businesses. This can be as easy as hosting a morning tea for local companies.

The smooth transition of young people from students to, valuable employees is essential and achievable, but only if we get educators and employers - the key stakeholders in young people’s futures – on the same page.

Build skills Encourage students to build their skill-set with the ‘soft’ and ‘hard’ skills that many employers consider key attributes. A can-do attitude, willingness to work, resilience, reliability, good communication, problem solving and teamwork are the soft skills in demand.

Unfortunately, many of our young people are lost in this transition, which is a disaster for young people themselves, the business community and wider society.

According to research, almost 40 percent of employers say a lack of skills is the main reason for entry level vacancies. As New Zealand’s longest standing youth employment charity, Workchoice Trust, has a direct line to industry – the main feedback we receive is that employers view themselves as a key client of the education sector. In their eyes, the ideal outcome of a young person’s education is someone equipped with skills ready for the workplace.

But students are graduating from high school and university with hard earned qualifications, unable to get a job – so where does this gap in expectations come from?

In part, it’s because students are held up against one set of standards during their education, but must learn a whole new set of standards to become model employees.

That doesn’t mean either system can, or should, change to fit the other.

Rather, the best approach is to deliver touch-points for students with the ‘real world’ during their education, in order to understand these differences.

If work experience isn’t an option, consider requesting regular tours for students – many businesses welcome the chance to connect.

Additionally, qualifications like a drivers licence, first aid certificate, and for those entering trades, site safety courses are a must.

Get with the programme Get involved with programmes like Workchoices’ Life After School or Workchoice Day, which offer students direct encounters with industry.

Educate the educators Are your staff connected with the industry they teach about? To fully prepare students for work, teachers need the right experiences and knowledge to be career advisors in their own right.

Teachers’ Workchoice Day event arms educators with the tools, confidence, knowledge and experiences to advise their students about potential future careers.

Teachers’ Workchoice Days are in Auckland on August 15 and Christchurch on August 29. The programme is delivered by the Workchoice Trust in conjunction with industry training organisation, The Skills Organisation.Registrations close Wednesday August 6 for Auckland and August 20 for Christchurch, so register today to secure your place.

See: www.workchoice.co.nz

Visit www.ero.govt.nz to read ERO reports on national education issues, individual schools and early childhood education services, and for information about the review process.

New ERO national reports: Raising achievement in primary schools (June 2014) Raising achievement in secondary schools (June 2014) Email info@ero.govt.nz for additional copies.

6 | Term 3, 2014 www.principalstoday.co.nz

A swimming pool for most New Zealanders is something that brings images of “fun in the sun”, but for those of you who have owned or operated a pool, the daily management and maintenance is costly.

Most people have come to grips with the use of sanitation chemicals and how to balance the pH levels to maintain a sparkling pool. However, long-term maintenance of the asset is not so well understood and when it comes to repairing or repainting the surface it becomes difficult to obtain advice that is not conflicting.

The following is a brief outline of some key aspects associated with long-term maintenance.

Concrete and fibreglass pools need good surface protection to give a long-term, low-maintenance life.

Paint products available A complicated subject but the following is a very simplistic selection: •

PVAs, paving paints - bad

•

Chlorinated rubber, vinyls, polyurethane – OK

Why coat the pool?

•

Epoxy (two pack) - excellent

•

Safety – It’s a smooth lining not rough, that does not harbour algae or any other micro-organisms.

•

Aesthetics – Obviously means if the pool looks good it will invite people to use it and it feels so much better.

Chlorinated rubber, vinyls and polyurethane are readily available but are mainly used on small domestic pools, farm troughs or storage tanks. Epoxy (two pack) is the most widely accepted product that gives the least problems, maximum protection and value for money.

•

Corrosion – This is more subtle. The typical chlorinated water or, even worse, “salty pools”, are corrosive to some degree when contact is made with concrete reinforcing steel or fibreglass, which are the main materials used for commercial pools.

Pool Construction Three main types exist in NZ: •

Concrete – Either block walls or solid slab on both walls and floor. The surface is then either plastered with a cement/sand or cement/marble plaster.

•

Fibreglass – These are usually manufactured in-house and transported on site.

•

Vinyl liner – Usually smaller domestic pools.

Why Epoxy?

The choice of epoxy two-pack is simple. They are very high-molecular weight resin products that are cross linked by the hardener to form a highly chemical resistant three-dimensional structure. Adhesion of these types are also excellent on most surfaces provided they are prepared correctly.

Where are the problems?

It all sounds pretty simple, but rest assured it is not all a bed of roses. The thorns are large if the inexperienced operator “has a go”. Typical results could be complete failure with the coating flaking off, blistering or colour variability, all of which end up costing someone. Consult the experts who have a history of success with pools.

www.cotec.co.nz

News | Cyber Bullying

BATTLING CYBER BULLYING The Internet is a beautiful thing, but on the flip side there’s a notable increase in the harmful affects it generates.

According to the results from Symantec’s Norton Online Family Report, two in five New Zealand children are harmed by cybercrime.

Among health affects, illegal downloads, illegal or inappropriate material and a realm for criminality to take place, cyber bullying is a whole new kettle of fish not only for those directly affected by it, but for parents and teachers too.

According to teachers, 76 percent of parents rely too much on schools to teach their children about online safety, with 30 percent believing parents do not know enough about the topic themselves.

Cyber bullying is bullying, plain and simple. However, it isn’t just kept within the boundaries of the Internet on the PC or laptop, mobile phones and other technologies are also another tool to hurt and embarrass others.

AVG Technologies, the online security company for 187 million active users, carried out a survey in July which highlights the ongoing discussion over the responsibility for delivering online safety education to children.

So are teachers and parents just as clueless as the students when it comes to tackling cyber bullies?

“Given the degree to which the Internet is now used as an education tool, many teachers said their schools have put guidelines in place to deal with the most prevalent issues,” AVG Technologies security specialist, Michael McKinnon says.

“The gap is that the majority of teachers had not received any formal training in online safety, so these guidelines alone are not sufficient.

When one in four New Zealand teachers have had a child come to them with a cyber bullying issue, it is clear to see why more support is needed,” he says.

If we are to protect the mental health of our children, families and schools need to be well-equipped to offer children the right support.

Education Law in New Zealand (Education Act 1998) includes the National Administrative Guideline 5, which says that schools are to provide a “safe physical and emotional environment for students”.

The digital era is here and it’s going to stay, burying our heads in the sand is not an effective response. Don’t leave initiatives for a rainy day.

What’s concerning is that less than one in five teachers have actually had formal training to teach online safety skills (18 percent) and nearly one third (32 percent) of New Zealand teachers felt ill equipped to deal with cyber bullying.

Continue to promote safe and responsible use of technology in your learning environment.

Classroom interventions

Develop a “class contract” with your students that includes appropriate behaviour online/on mobile both inside and outside of school time.

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8 | Term 3, 2014 www.principalstoday.co.nz

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Ensure all students understand your school’s ICT Use Agreements (templates are available from NetSafe) Make sure parents and caregivers are informed about what cyber bullying means and that it is not tolerated among your students.

Create a pledge in your classroom to be positive bystanders.

Teacher’s notes from around the world: Brazil bucked the global trend with its teachers leading the way when it came to Internet safety education. The majority (54 percent) teach it regularly and 51 percent have been formally trained to do so. Only 18 per cent of teachers in New Zealand have had formal training and 22 percent teach it frequently.

Teachers in Germany were more likely to have had children come to them because of cyber bullying (36 percent).

Of these, nearly half (46 percent) felt they were ill-equipped or not equipped at all to deal with it.

Australian schools topped the list for having guidelines already in place for cyber bullying issues (80 percent) and situations involving pupils viewing inappropriate content online (75 percent).

For more advice on staying safe online go to www.cyberbullying.org.nz

News | Super Student

SUPER STUDENT MASON PARKER - FILM MAKER Inspired by the Academy Award winning brothers Ethan and Joel Cohen, and his older brother, Cody, Mason Packer appears to be taking all the right angles when it comes to stepping into the digital realm.

Fifteen year old Mason’s love for film making has finally paid off, bagging him top awards for two short films.

In fact, he’s won so many awards that there’s too many to list!

But some of the awards include the Adobe Digital Media Award for his film Predator for the Outlook for Sunday 2013 competition with the award ceremony held in Auckland; and Best in the Secondary Films 2013 for his film Someday for the Inspiring Stories film competition held in Wellington.

Mason, who attends Kapiti College, aspires to become a director or cinematographer and used a Canon 600D/ T3i camera to shoot his short films. He covered all aspects of filming including shooting, lighting, editing, interviewing and admits he had a little help from his experienced 22 year old brother who works as a film director in Chicago.

His idea for the film Someday was inspired by his friend and shark finning activist, Taylor Finderup. Mason thought Taylor’s admiration for sharks and her strong ethics on shark abuse

Awards won: Predator • Digital Media Winner at The Outlook for Someday 2013 • Winning Selection at The Outlook for Someday 2013.

Someday • Best in the Secondary Films at the Inspiring Story Awards 2013 • Making a Difference Award at the Inspiring Story Awards 2013 • Peoples Choice Award at the Inspiring Story Awards 2013.

Other notable awards: • CUT! Best Documentary 2013 for CUT! Film competition – hosted in Hamilton by UNITEC • Best Junior Director at the KOSCARS (Kapiti College Oscars) when Mason was just 10 years old • Best Documentary at the KOSCARS 2014.

was a perfect fit for a film all about her love of the ocean, and so the documentary Someday was born.

The four minute film features an instrumental sound track from Kiwi musician Jamie McDell; an opportunity Mason managed to secure because Taylor knows the musician personally.

His short film Predator is a documentary about the dangers of shark finning off the coasts of New Zealand and took eight months to complete. Music for the film was composed by Anne Marie Duff who lives in Sydney and is a friend of Mason’s brother, Cody.

“Predator took three days to shoot, hundreds of hours of editing. However, there’s still about 15 minutes worth of good footage to make an extended documentary,” Mason says.

Mason admits that putting the film together was nerve wracking because the editing makes a big difference on its final impact, and the countless hours of editing was a gruelling experience. But overall, he said he enjoyed shooting the ‘cast’ and flew to Auckland to interview shark scientist Riley Elliott, and Merlin Scott-Smith, of Shark Fin Free Auckland.

“I was stoked to meet Riley Elliott from Predator and have a chance to talk to him in his own home,” Mason says.

Mason says that he felt incredible winning the awards and that all the time and effort has paid off.

News | Athlete Development

Challenge youself to be the best you can be

By Dr Craig Harrison

Achievement at Athlete Development looks a little different to common perceptions of the word. Being on time to the academy for a whole month, performing a weighted squat for the first time, or making a New Zealand representative team are all achievements.

We celebrate achievement as “being a little bit better every day”. If every day our athletes can achieve something that was impossible yesterday, last week or last month, then they have succeeded. Achievement is being the best that you can be.

Over the past 10 weeks I’ve been helping 10 top athletes from a local school on Auckland’s North Shore take the next step to elite performance.

We meet every second week to discuss new ideas to advance their development and reflect on how the last two weeks have been.

I’d like to share with you what we’ve learnt. So here are the three biggest things athletes must get right to improve. Waking up every morning expecting to be better isn’t enough.

Athletes need to know how to turn their attitude into results.

Have a good plan Trying to get somewhere you’ve never been before without a map to help you get there is impossible. Too many young athletes don’t have a plan. The first step for athletes in having a great plan is to know where they’re currently at, and where they want to be.

Stick to your plan Making the plan is the easy part.

Athletes will get nowhere unless they act on it. All too often a great plan is

created and then thrown to the bottom of a school bag never to be looked at again. A new plan often involves change. And yes change is scary.

They may be the only one out on the ledge taking a risk. But with risk brings limitless opportunities to be better and reach their potential.

Challenge the status quo Athletes need to learn to think for themselves as well as listening to others. To just do what someone else tells you to, is selling yourself short.

Athletes need to be resourceful.

They need to find out the best ways to do things, the latest science and technologies that might be useful and then think about how they can make it work. Most importantly athletes need to be able to adapt to their plans and be brave enough to challenge and change them if they’re not working.

There aren’t many athletes that can reach the top by themselves. That’s where Athlete Development comes in. We believe in challenging the boundaries, constantly researching to stay ahead of the game and become elite.

We offer our athletes not only an environment to train in, but one that allows our athletes to grow mentally, set goals, develop plans and then achieve them.

2014 has been a busy year not only in the Academy but also our school programmes. We have been privileged to work with schools from around the country that are passionate about giving their athletes and students the best opportunity to learn more about physical education, sports science and learning how to become the best they can be.

Dr Craig Harrison is the programme director of Athlete Development, part of AUT Millennium, and is passionate about helping athletes become the best that they can be. He has led Athlete Development since 2010 and has extensive experience as a strength and conditioning coach.

CHALLENGE YOURSELF TO BE YOUR BEST Call us on 09 477 2004 or visit www.athletedevelopment.org.nz

www.principalstoday.co.nz Term 3, 2014 | 9

News | In the Classroom

MISSING IN ACTION

By Davina Richards

Gender stereotypes might be well and truly outdated, yet the New Zealand education sector remains one of the most gender-imbalanced in the world. So what message are we sending to children?

There’s a clear disparity in the balance of male and female teachers in our schools, in particular, early childhood education. In fact, statistics show that men in early childhood education make up only a measly 2.2 percent of teachers. I’m not telling you anything new here, but the issue plays like a record on repeat.

Last year an initiative was introduced

by New Zealand’s early childhood network ChildForum to encourage men into early childhood teaching.

The scheme supports male teachers by asking training providers and early childhood education providers to contribute a $400 grant for any man looking to train in early childhood teaching.

Critically endangered There’s no better time in a child’s life than in kindergarten to have male and female role models to support and develop their learning and growing as an individual. With the rise of absent fathers and super-mums in single parent families, where are all the men when we need them the most?

In a sector dominated by women, the statistics speak for themselves. In

2013 there were 486 male teachers, representing 2.2 percent of all teachers in teacher-led services. Figures have grown significantly since 2006, when they were respectively 140 men and 1.0 percent. So why is this?

Are men put off the profession due to the lack of male role models in teaching?

Change ECMenz, a group that supports men working in ECE, president Adam Buckingham, says the initiative to encourage men into early childhood teaching is a “great step to move towards gender diversity”.

Are men concerned they’ll be instantly branded paedophiles if they express interest in wanting to work with children?

Training provider UNITEC came on board with the scheme and some of the first grant recipients are now studying ECE courses. UNITEC lecturer Alex Williams, who teaches part of the institution’s Bachelor of Education ECE programme, says there is a great need for more male early childhood teachers.

Is society’s perception of teaching simply black and white: Teaching is women’s work and not men’s?

“I personally believe gender equity is a significant social issue that remains on many levels unresolved,” he says.

Dr Sarah Farquhar, whose Massey University research in 1997 first highlighted the issue for the early childhood education sector of men not being encouraged into teaching or supported to remain in teaching, says the low rates of male teachers at just two percent is “a national disgrace” adding that there is no evidence that men can’t be as good teachers as women.

“I find it shocking to consider that in such a socially important area as early childhood education that the issue of male under representation in the teaching workforce continues to be largely unaddressed and cannot help but wonder why this clearly significant issue appears to be ignored.”

Do they think that teaching is a lowstatus, low-pay profession?

She says that the significant concentration of women in a single occupation such as early childhood teaching is a major issue for women’s economic advancement and pay equity.

“Even before they start their formal education nearly all children are being taught by our education system that working with young children is women’s work – this is what they see and this is what they learn,” Dr Farquhar says.

10 | Term 3, 2014 www.principalstoday.co.nz

UNITEC works in a number of ways to support the increase of men in the ECE sector, he says, and the ChildForum invitation grant scheme was another way in which it could get involved.

The grant was a “practical and immediate way of supporting men wishing to train in ECE”.

working in ECE and feel it is important for children to experience both male and female care. “We feel that gender balance is critical, if challenging to achieve,” he says.

“Children need to see that men can be capable carers and that they can work in a team alongside female colleagues to achieve positive outcomes for all children.”

Mr Hollis says it is important for both girls and boys to see gender equality in the workplace.

“It is important for our boys to see that caring is men’s work, too,” he says.

“They need to see male role models who are respectful and loving. Our girls need to see that stereotypical gender roles are social constructions and that they need not restrict who we are or who we become. After all, why be a princess when you can be president?”

He says he had mainly positive responses from parents when it was announced that a male teaching student would be attending the centre. The only concern raised was around nappy changing, but this was addressed in the centre’s policy around student teachers and changing which applied to any students working in the centre.

The scheme is also being supported by The Ole Schoolhouse early childhood education centre in Rotorua, which has supplied funding for two grants and offered the chance for students to do their practicum part of training at the centre.

If you’re interested in training for a career in ECE you can apply for a grant by contacting ChildForum.

Training providers, early childhood education services, or anyone else who would like to get involved with the grant scheme by offering one or more $400 grants can contact ChildForum at www.childforum.com

Co-owner Eric Hollis says he and his wife are keen to see more men

For more information, go to www.ecmenz.org

News | In the Classroom

Does size matter?

By Laura Hall

Smaller class sizes have been given five gold stars from leading education organisations.

If Labour is elected into government in September’s general election, the party says it will downsize classrooms.

The education policy includes a proposal to hire an additional 2,000 teachers to reduce the average class size in secondary schools from 26 plus down to 23, and reduce the size of senior primary school classes from more than 29 down to 26.

This policy would also see $104 million invested into new classrooms and professional development provided to assist teachers.

The majority of the education sector is backing this policy applauding Labour’s initiative.

But not everyone is singing its praises with some researchers saying the policy to reduce class sizes will do little to lift student achievement for the majority of children.

The general consensus among the teaching profession is smaller class sizes allow for more one on one time with students enabling them to give personalised attention and better education. Teachers with smaller classes can focus less on simply controlling the classroom and more on actually teaching the class.

NZEI The New Zealand Educational Institute (NZEI) says smaller class sizes would be a big boost to student learning and help to lift their success. Plus it would make a huge difference to improve the quality of teaching.

NZEI president, Judith Nowotarski is welcoming Labour’s policy and says it will invest in education where it really matters – directly into teaching and learning.

“Smaller class sizes allow teachers to give more individual attention to students and this means that the quality of teaching improves.”

Research *(1) shows that in smaller classes students who are from ethnic minorities, those who are behind and new entrants, experience significant benefits in reading maths in smaller classes.

They are also more likely to be attentive and participate in learning, and as a result they achieve greater success at school.

Another study *(2) shows “Students in these classes (small classes) experience continuing pressure to participate in learning activities and become better, more involved students. Attention to learning goes up, and disruptive and off-task behaviour goes down.”

Judith says these studies show that the benefits of quality teaching through smaller class sizes are huge.

“This is why teachers and principals welcome Labour’s commitment to invest in education where it really matters – directly into children and their learning rather than in extra tiers of management,” Judith says.

PPTA Research commissioned by the New Zealand Post Primary Teachers’ Association (PPTA) in June found more than half of Kiwi parents think class sizes are too large.

The PPTA general secretary, Kevin Bunker says “Class size has always been a major issue for teachers and these results confirm it is a major issue for parents too.”

Some 750 people aged 18 and over took part in the nationwide survey.

They were asked to identify what they thought should be the maximum number of students in a secondary school class to support learning.

Of those surveyed 83 percent believed the maximum number of students per classroom should 25 or fewer and 45 percent thought the maximum should be 20 or fewer.

Keith says it is good to see class size as an election issue. “This public focus on education is a good thing, which hopefully will lead to a win/win situation for schools, teachers and students”.

Professor John O’Neill Professor John O’Neill, of Massey University’s Institute of Education isn’t so quick to praise Labour’s small class sizes policy.

He says it’s worth taking a moment to consider what problem the policy is

trying to address and what it aims to achieve.

New Zealand has larger pupil to teacher ratios and class sizes than the OECD average (based on the current curriculum staffing formula – we don’t report our actual average class sizes to OECD).

He says if Labour’s policy is an attempt to get us closer to the OECD average in order to provide a better environment for teaching and learning and optimise teachers’ and students’ attitudes to the classroom, then “that’s all to the good.”

“If however, the policy is specifically to reduce class sizes because that will lead to improve cognitive learning outcomes (i.e. National Standards and NCEA results), then a universal lowering of class sizes may not be the best use of a very significant pot of money.”

The big two’s education policies:

“The effect of class size reduction studies has been modest compared with those from other interventions. The magnitude of effects is often disputed, but the basic message is that it makes the most difference for minority and younger students,” with the majority of children seeing a minor to no impact on their learning.

He believes the fairest way to use the funding would be to target it to disadvantaged communities (that is decile 1-4 schools, say) where it is likely to have the most beneficial effect.

A Labour-led government will: • Hire 2,000 more teachers.

A National-led government will: • Keep good teachers in the classroom and share expertise across schools with new positions for excellent teachers and principals.

• Launch the Prime Minister’s Education Excellence Awards.

• Connect schools to affordable, quality, fast Internet.

• Ensure parents know how their kids are performing against National Standards.

• Open the first partnership schools, providing more options for students.

He says research has shown that smaller class sizes have varied effects and not all children and teachers benefit in the same way.

• Reduce the average size of secondary school classes from 26+ down to 23.

• Reduce the size of senior primary school classes (Years 4-8) from 29+ down to 26.

• Invest $104 million in new classrooms.

• Support professional development for our teachers.

(1) 2008 conference paper by Professor boxes Peter Blatchford and colleagues at the Institute of Education, University of London.

(2) (Resnick, L., Zurowsky, C., 2003).

www.principalstoday.co.nz Term 3, 2014 | 11

News | Cover Story

Frances Valintine honours and awards:

FUTURE FOCUS

• Judge - NZ Hitech Awards 2013 & 2014 • Finalist - Next Magazine Woman of the Year (Education) 2012

By Davina Richards

• Winner - WIFT Awards (Women in Film & Television) Entrepreneurship Award 2014

Combining science, technology, design and creativity in education is to serve a greater purpose for today and essentially, for tomorrow.

This convergence of activity is only just beginning in New Zealand, as The Mind Lab in Auckland enables four to 15 year olds to learn in a transformational education landscape.

The Mind Lab awards: • Best Engagement of Youth in ICT Award - New Zealand CIO Awards 2014 • Best New Zealand Start Up - Global Talent Unleashed Awards 2014.

The Mind Lab is now in the international final with three other start-up technology businesses from Australia, Hong Kong and Singapore, which will be judged by Apple co-founder Steve Wozniak and Sir Richard Branson.

Digital skills in a digital economy is a necessity if we want to achieve high impact growth, create jobs and add significant value to our economy.

The developed, and the developing world is increasingly educated and knowledgeable, and rivalry is soaring for high paying jobs as we all compete for opportunities. Much like human evolution, when it comes to technology, we need to adapt if we want to succeed.

Digital world As we delve a little deeper into dialogue about education, Frances tells me that contemporary teaching practices are far removed from what many of us remember growing up; teachers standing at the front of the class and students writing down notes from the blackboard.

But how do we deliver the necessary skills and contemporary knowledge to the next generation? One method proving rather successful is fusion teaching.

The reinvention of classroom learning in some schools sees the implementation of peer-learning and enquiry-led investigation.

“Education has been slowly evolving over many decades however, the entire education model is now being challenged and morphing at supersonic speed by new digital pedagogies such as flipped classrooms, online learning and by students who have grown up in an entirely digital world,” she says.

Bright sparks The Mind Lab (now The Mind Lab

by Unitec) was founded in 2013 by entrepreneur Frances Valintine, who is director and chairman of the board.

The learning facility is dedicated to providing effective education by allowing students to become exposed to the real mechanics of how science and other topics work.

It entails hands-on and relevant learning, promotes individual thinking and collaboration to encourage innovation. Students are involved in higher levels of productivity and engaged learners can create anything from robots and musical instruments, to rockets and short films.

In a generation where science underpins every industry from medicine and architecture to mechanics and sports, The Mind Lab in Newmarket’s Carlton Gore Road teaches robotics, electronics, programming, film making, animation and science technology.

Its subjects are taught to children attending the Lab after school, school groups, weekend and school holiday

programmes and under five’s during the day.

It is open six days a week, Monday to Saturday, runs four labs with sessions running for 2 – 4 hours with 16 children occupying each class. The classes are heavily subsidised and funded by the school or the students; students pay $6 per hour with no extra charge for accompanying teachers and parents.

Frances says The Mind Lab is a positive environment and enjoys witnessing excited, engaged students, teachers and parents every day.

Like any good educator, she loves talking to parents and teachers,

12 | Term 3, 2014 www.principalstoday.co.nz

especially “when teachers suddenly realise that technology is not a scary impersonal thing and that they don’t have to be experts in technology or in digital tools to integrate 21st century teaching practices into the classroom.

“We are huge advocates for creative learning where students can roll up their sleeves and get involved with technology in a meaningful and engaging way,” she says.

“Technology at The Mind Lab is treated as an enabler and an expander of new knowledge, rather than a defined and finite skill set. We teach that without a great idea, hands-on participation and an adventurous spirit, technology is merely a tool with limited function.”

For decades familiar stereotypes and negative connotations have clouded associations with technology, including name-calling such as ‘geek’, primarily based on the notion that technology is difficult to learn or understand, and fails to see the potential of science in the future.

So isn’t it important to ensure students make informed decisions on the subject choices they make? Frances says that by introducing students to a broad range of subjects at a young age, there is far greater chance of a student discovering a new talent and/ or interest in new subject areas.

New Zealand is experiencing low numbers of females graduating in science and technology and it’s a complex issue, but it isn’t just a problem that exists in our own country.

News | Cover Story

According to Frances it’s a global problem and no one country has really found the solution. Is The Mind Lab capable of breaking the trend? It’s not set out to do so, but who knows.

“The best way to start to address this issue is to provide young females with visibility of more female role models who have succeeded in technology careers, and greater understanding that these careers are not passive ‘techy’ desk jobs, but rather the technology industry is filled with active, exciting roles that provide flexibility, job certainty and the ability to work anywhere in the world with an excellent salary.”

Encouraging curiosity Frances had a stint in Europe working in the design sector before returning to New Zealand in the early 1990s.

She’s a passionate educator with more than 20 years’ experience working in the education sector and is behind the world-class private tertiary institution, Media Design School, in central Auckland.

She established the school in collaboration with her mother, Liz, in 1998 and is where her love for convergence of education and technology came together. The school offers specialist degrees with graduates leaving with digital and creative technology qualifications applicable for the entertainment, media and design sectors both in New Zealand and internationally.

When she left the chief executive role in mid 2013, more than 4,500 students had graduated and entered the creative technology industries (film, animation, visual effects, game development, digital media etc), from one of the programmes offered by the institute.

The school was sold in 2012 to the world’s largest private university group, Laureate International Universities.

“At Media Design School the specialist qualifications were deeply embedded in the technology sector and over the past five years there was increasing feedback from the industry about the lack of true digital capability and technical know-how demonstrated by high school graduates,” Frances says.

“This feedback, at face value, flew directly against the general consensus that young people are naturally ‘digital’.

“I observed that in reality many young people are great consumers of digital content and users of devices, but real ‘under the bonnet’ technical

knowledge was much more difficult to find.

“I also noted the decrease in the number of students studying science and maths at high school, which was greatly limiting their ability to meet the entry criteria of a wide range of undergraduate programmes. It became apparent that there was a real absence of understanding of what opportunities science and maths could lead to.”

With the Media Design School taking care of itself, Frances is now focussed on The Mind Lab, where existing skills can be conditioned and students can flourish in a new realm of teaching practices that will equip them with the skills to find employment in the future.

“The Mind Lab by Unitec set out to introduce students from a young age to diverse subjects including coding, electronics, robotics, 3D printing, 3D modelling etc, to encourage new interests and to spark a curiosity about science and technology.”

She tells me the need for The Mind Lab is reflected in the evolution of skills and knowledge required by students to succeed in a world that is highly technical, competitive and collaborative.

“For the past decade technology was generally isolated as a stand alone subject within schools defined as ‘ICT’, rather than broad integration across all subject areas.

“The Mind Lab was developed to allow students and teachers the opportunity to explore the curriculum (across many subjects), using a range of engaging technical tools (both physical and digital), and collaborative learning practices, including project-based learning and enquiry-led learning.

“Students as young as four years are introduced to highly creative approaches to problem-solving with an emphasis on coaching students to be risk takers, inventive and innovative.”

Teaching the teachers While for the most part, education conjures up visions of teachers training children, The Mind Lab not only has its students in mind, but also recognises the importance of teaching the teachers.

This is a significant reason why the learning facility is distinguished because it upholds a shared value of educating children as well as educators to achieve the highest possible standard of education.

Frances actively contributes towards various education and industry boards, including the New Zealand Game Developers Board and Education NZ; she is a regular speaker at events on the future of education and technology.

“In July this year we launch the postgraduate certificate in digital and collaborative learning for teachers so they can study while working. Over a period of 32 weeks they can gain insight and first hand experience in the new technologies and pedagogies that are shaping 21st century education,” she says.

“This qualification is a significant opportunity for teachers to upskill while gaining a postgraduate qualification that will arm them with the tools and knowledge for today’s classroom and tomorrow’s world.”

The Mind Lab consists of learning spaces which are flexible, adaptive and designed for multi-purpose teaching approaches. It is open to parents and teachers who wish to participate in class sessions as, “there is great belief that the learning experience is equally important for accompanying adults as it is for the students.”

The classrooms walls are made of glass providing visibility of classes in action, so parents have the ability to engage with the learning experience whether they join the class or observe a class from the outside looking in.

The process of change The advantages of technology are limitless, there’s no argument there, but like everything in life, surely there are shortcomings too?

For someone as passionate about technology and education as Frances, I’m interested to know what her opinion is on the effects of technology on the health of young people.

“I don’t buy into the argument that technology on its own contributes to poor health. While I don’t support young people consuming large doses of passive technology, such as watching endless online movies, if a young person is using technology in a meaningful way, for example to make a stop motion animation, to create an interactive game, to participate in online learning, for example Khan Academy, then there is significant benefit to be gained,” she says.

“We live in a super charged, fast moving world where replacement body parts can be printed on a 3D printer, where edible meat can be grown in cans, where cars can drive

themselves and where you can book scenic flights to outer space. If we fool ourselves for even a moment that technology skills are not essential for future success, we risk preparing our students for a world that no longer exists.

“We need our future generation to be innovators, creators and inventors.

We need scientists, technologists and entrepreneurs. Beyond the obvious economic benefits of developing highly skilled graduates who create tech focussed products and services, there are many social gains that come from developing skills where there are the greatest opportunities for our students’ future employment.”

As technology breeds at supersonic speed and consumerism is all about how fast we can get something, send something or make something, is the written word becoming a lost art in a world dominated by technology hysteria? Frances doesn’t seem to think so.

“We are reading more than ever as content in the written form is delivered on our phones, tablets, laptops and screens. The written word has never had such prominence in our lives, even if the way we read and what we read is changing.

“E-books have dramatically increased the number of people who are regularly reading books (both fiction and non fiction) and although there is little focus on the written word in the old fashioned sense (pen on paper), we spend vast amounts of our lives writing - whether it be emails, social media, letters or texts.

“There is so much potential and opportunity in education right now.

There are infinite new ways to engage students and to excite them about learning and knowledge. While there is some real discomfort felt going through a process of change, the outcomes and benefits far outweigh the challenges on the road to success.

“I am immensely proud of New Zealand teachers and their willingness to tackle progress and change. I have seen incredible passion by educators across all locations, year levels and age groups roll up their sleeves and commit themselves to becoming ‘students’ again to prepare themselves for a very exciting education future”. www.themindlab.com www.mediadesignschool.com

www.principalstoday.co.nz Term 3, 2014 | 13

News | Principal Q & A

PRINCIPAL Q & A Trish Plowright Principal at Elm Park School “I have been the Principal of Elm Park School since April 2007, where I have been for the past seven years, which was my first Principal’s position. I am currently the treasurer of the HPPA (Howick and Pakuranga Principals’ Association).

What is the role Elm Park School plays in the life of its students?

Our school is a caring, respectful, nurturing place that empowers all learners to take action to build a sustainable environment for people and nature.

What are the main objectives of the school?

Elm Park School empowers all learners to achieve their personal best regardless of where they are at in their learning. We encourage our students to be in control of their own learning by knowing where they are at and where they need to be.

We have e-portfolios, electronic portfolios (blogs and sites) for every child that are an ongoing example of where children are in their learning through evidence and reflections by students and teachers throughout the year.

What socio/economic background do students come from?

Middle to low (decile 6).

What has been the biggest challenges facing teachers at the moment and how are you dealing with it at your school?

Many of our students are displaying challenging behaviours and have many learning and behaviour issues.

We are dealing with an increasing number of students with special learning needs, attendance and social issues and from a wide variety of difficult family background situations.

Schools are struggling to maintain our high quality education with the lack of funding to cater for increasing numbers of challenging students.

What, in your opinion, are the most compelling challenges within today’s education system?

The constant changes and increasing expectations of teachers and principals, without consultation with the teaching profession.

New Zealand’s education system has a highly valued reputation worldwide which is endangered from the constant erosion. Educators from all over the world are travelling to New Zealand to observe and discuss our worldrenowned educational system and the NZ curriculum.

Principals and teachers are working longer hours and under increasing pressure, both physically and emotionally. Many principals and teachers are experiencing ‘burn out’, trying to keep up with the constant changes and challenges.

Funding shortage to provide the quality education that our learners deserve; our school has to rely on fundraising ventures throughout the year to top up resources.

Improved accessibility and communication between agencies that support our students.

What new initiatives are you looking to implement at the school this year?

We have two boys-only classes and a girls’ class this year. One of the boysonly classes is at Year 6, the teacher is

14 | Term 3, 2014 www.principalstoday.co.nz

female. The Year 5 boys-only class has a male teacher and the Year 5 girlsonly class has a female teacher. Each of these classes are extremely focussed and a high level of commitment to their education.

We are also trialling a combined class of Year 4 and Year 6 students in a MLE (modern learning environment), which comprises of two old classrooms built in 1967 with the adjoining door being removed between the two rooms that are side by side and using old furniture skilfully.

The children are taught by two teachers alternately and in mixed ability grouping, depending upon the activity.

Initially some parents and other teachers were sceptical about how successful this trial would be, but the results speak for themselves. Everyone is very positive and the teachers and students are gaining so much learning from each other and this experience.

Increasing digital technologies has been another initiative that we have implemented over the past years, such as iPads, iPods, as well as increasing the number of laptops per class.

Who or what influenced you to become an educator?

My mother who always wanted to be an educator, but was unable to fulfil her dreams due to family commitments.

Who has most influenced you throughout your career?

My colleagues and friends have always been supportive and encouraging.

What are the most rewarding aspects of your job?

Watching learners grow both teachers and students.

Being able to employ and motivate quality teaching staff who have high expectations of themselves and their students.

Watching teachers grow by building individual capacity through distributed leadership practice.

Encouraging teachers and students to develop their skills and passions by responding positively to innovation and ideas.

Networking with principal colleagues, sharing ideas and working collaboratively with each other to solve common issues.

What have your students taught you?

Humility and the importance of listening to what they have to say.

Spend time with them, giving them an opportunity to share and discuss their work with you and their peers.

What would you change if you were Minister of Education?

Gather evidence of successful educational practises in New Zealand and overseas, look at what works and consult with those at the coalface before making expensive sweeping changes.

the classroom

Alive and living An event, function and activity centre set in the stunning environment of Lyttelton Harbour, just 20 minutes from the heart of Christchurch city, Living Springs offers the ideal conference venue, team building facility and camping venue.

A 450 hectare natural playground, Living Springs has been playing an increasingly important role since the earthquake, offering services and facilities when traditional facilities were unable to.

It is the ideal place for any sort of school trip. Living Springs offers activities from horse riding and mountain biking through to off road go-karts and sea kayaking.

Living Springs is an event, function and activity centre located only 20 minutes from the heart of Christchurch City. Set in the tranquil and beautiful environment of Lyttelton Harbour, this place offers a variety of venues and a wide range of services to suit varying budgets and client groups.

It is an exceptionally versatile venue for school camps with the advantage of being close to Christchurch.

Professional staff provide the advice and service you need to ensure a

successful school camp. With the Outdoor Mark accreditation the safety of all activities is ensured.

Holiday programmes and camps packed with fun activities held every school holidays.

Training and development It is the ultimate location for cooperative learning with few distractions and a setting which inspires creativity.

Living Springs can provide a fully structured programme to suit your workshop or simply allow you to make use of the facilities to organise your own day.

Retreats Relax and take time out from the rush of everyday life in a stunning setting surrounded by native flora and fauna with plenty of accommodation.

Land based activities Off ground activities: Tree climbing, lower crag climbing, boulder wall, crate stack.

Skill based activities: Initiatives course, low ropes course, indoor initiatives, archery, rifles, outdoor living skills.

Group based activities: Off-road go-karts, farm park, adventure stream, walk in from Governors Bay, animal survival, orienteering, bush walk, fortress ball, giant indoor/outdoor games, water watch, Allandale mud flats.

Water based activities: Swimming pool, paddle boarding, sea kayaking, code cracker in pool, coasteering.

Evening/night time: Bivy overnight, parachute games, spotlight/colours, outdoor cooking, geology, egg drop, CD trail, night sky, Burma trail, camp fire.

Living Springs 218 Bamfords Road Allandale, RD 1, Lyttelton T (03) 329 9788 E info@livingsprings.co.nz www.livingsprings.co.nz

Immerse your group in the spectacular view of mountains and bush scenery of New Zealand's West Coast. Rainforest Retreat offers a unique getaway with options suited to the various budgets and needs of your students.

Attractive packages available

ph: 0800 873 346 46 cron street, franz josef

www.rainforestretreat.co.nz groups@rainforestretreat.co.nz www.principalstoday.co.nz Term 3, 2014 | 15

Staff room notice board pull out NORTHLAND 1. Orongo Bay Holiday Park (Bay of Islands) www.russellaccommodation.co.nz

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the classroom

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AUCKLAND 2. Kelly Tarlton’s Sea Life Aquarium www.kellytarltons.co.nz

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3. Willow Park Christian Camp and Convention Centre

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www.willowpk.org.nz

4. Auckland YMCA

E campadair@nzymca.com E shakespear@nzymca.com HIBISCUS COAST 5. Hibiscus Coast YMCA E waiwera@nzymca.com WHANGANUI 6. Whanganui YMCA E ymca@ymcawanganui.org.nz

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ROTORUA 7. Lakes Ranch www.lakesranch.org.nz

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MATAMATA 8. Hobbiton www.hobbitontours.com WELLINGTON – UPPER HUTT 9. Upper Hutt YMCA E campkaitoke@ymca.org.nz COOK STRAIGHT 10. Interislander and Kiwirail E faye.jenkins@kiwirail.co.nz or groups@interislander.co.nz CANTERBURY 11. Living Springs (Governors Bay, Lyttelton Harbour) www.livingsprings.co.nz

12. Christchurch YMCA

E wainui@ymcachch.org.nz

16 | Term 3, 2014 www.principalstoday.co.nz

www.principalstoday.co.nz Term 3, 2014 | 17

the classroom

confidence course, and of course the activities shed, which is jam packed with a great range of equipment suitable for games and team building activities.

A beauty in the bay Marsden Bay Christian Camp was established more than 50 years ago and has a well earned reputation as Northland’s premier group camping facility. Being only 90 minutes from Auckland, the area is popular with groups wanting to get away from the hussle and bustle of the big city without travelling too far.

During the last few years the site has been extensively developed, with the kitchen having a complete overhaul, the ablution block updated, and, most strikingly, a new accommodation wing which features queen beds, double glazing, carpet, heat pumps and a fabulous ablution block.

Also in the new wing are two indoor spaces which can be used as lecture rooms, chill out zones, teacher retreats, or admin areas depending on the requirements of your group.

Most recently, the original dorm block has had new joinery fitted throughout and the hall floor is being resurfaced in mid 2013.

The camp is popular all year round - whether you are running a school camp, a quiet retreat, a full on training weekend, an inspiring conference or a series of seminars, check out the great facilities at Marsden Bay. Indoor spaces There are five separate indoor spaces which range in size from a generous leaders lounge right up to a large hall. Hold a staff meeting in the lovely new block, run a movie night in the conference room and keep an eye on proceedings from the leaders lounge, or launch a full on basketball game in the hall. You can even bring some marshmallows to toast on the huge open fire.

Work areas The heart of any camp is its kitchen.

The modern and well laid out facilities are easy to use, making your cook’s job a breeze. The large chiller and freezer units, spacious pantry, commercial toast maker, broad serving hatches and steriliser unit are the envy of most camps. You can also leave all your plates, cutlery and cups at home, as there are enough for 200 people.

New accommodation During 2011 the camp saw the completion of a huge project involving an all new accommodation wing, which includes 10 wonderful family rooms, double glazing, air conditioning and bright new ablutions. There is also a new meeting room in this block which has comfy couches and a kitchenette (if you just can’t manage without your morning coffee!)

Outdoor activities Situated on eight hectares, the camp has several large outdoor areas which include great facilities such as the water slide, flying fox, fitness trail, fire pit, a

There are also many great things to do in the local area, from the beaches at Waipu Cove and Ruakaka surf beach, the Marsden Point Refinery visitors’ centre and the Waipu Caves, or you might just want to take our kayaks for a paddle around Marsden Cove.

Where are we?

Marsden Bay is just 90 minutes north of Auckland at the mouth of the beautiful Whangarei Harbour. The roads are sealed right to the gate, and there is a selection of great beaches nearby.

If you haven’t visited before and would like to see the facilities for yourself, simply make contact to arrange a time to check things out.

More information Want to know more? Check out the website, phone, or email to book your camp. Camp managers Michael and Venetia Ryan are always pleased to show visitors around.

Marsden Bay Christian Camp 89a One Tree Point Road Ruakaka T (09) 433 0167 E mbccbook@gmail.com www.marsdenbaychristiancamp. com

Welcome to your outdoor classroom Where else in the world can you jump on the back of a trailer and get towed along the beach by a 1949 MinneapolisMoline tractor to a bird colony? Welcome to your outdoor classroom!

Established in 1952, Gannet Beach Adventures has a long history of providing tours on a spectacular stretch of the Hawke’s Bay coastline, from Clifton to Cape Kidnappers.

Where else can your students experience a unique mode of

transport, combined with a visit to the beach, study the history and geology of an amazing landscape and - to top it off - see and learn about some amazing seabirds at the same time? What a way to spend your LEOTC experience!

You move through the Black Reef Colony where the first colony of gannets can be seen nesting precariously on the rocks, then onto the Cape itself where there is time to walk to the top Plateau Colony.

Tours can be adapted to your requirements – whether you are bringing older students who are studying geology, or younger students who are studying the rock pools – Gannet beach can alter the tour to cater for your specific needs.

Depending on the time of the season, students can witness newborn chicks, through to four month old gannets preparing for their first ever flight to Australia. Tours are suitable for all ages and school rates are available.

Departing on the day’s low tide, you travel by tractor and trailer along the majestically rugged coastline, with stops made throughout the journey giving an insight into how nature’s forces have shaped this amazing area.

Gannet Beach Adventures 495 Clifton Road Clifton, Hawke’s Bay T (06) 8750 898 E info@gannets.com www.gannets.com

SCHOOL & SPORTS GROUPS WELCOME 432 Maunganui Rd, Mount Maunganui 0800 66 66 22 info@pacificcoastlodge.co.nz www.pacificcoastlodge.co.nz 18 | Term 3, 2014 www.principalstoday.co.nz

the classroom

Camp Raglan Blue Mountain Adventure Centre

The beautiful 14 acre Camp Raglan campsite is pleasantly situated on the slopes of Mt Karioi overlooking the panoramic view of Raglan and the Tasman Sea.

Camp Raglan provides the following facilities and activities:

Camp Raglan offers a fully catered camp for a total of 150 children and adults in dormitory style accommodation which is particularly suited to primary and intermediate school children.

• Sports field

All the main facilities are under one roof.

The resident chef cooks excellent meals and special dietary needs can be catered for. Camp Raglan is known for its good food and excellent hospitality.

Your host Roger Humphris will offer you a very warm welcome and is also happy to discuss your individual needs.

Bethel House is an independent building available for hire separately from the main camp buildings. It has five twin share rooms and one double room as well as a kitchen, lounge room and two separate showers and toilets. It overlooks the breathtaking view of the Tasman Sea. An information pack to help you with your planning is available from the camp and gives full details of facilities, accommodation and what you need to know to make your booking.

• Flying fox • BMX track • Gymnasium • Playground • Huge beach • Volleyball • Swimming pool • Archery • Air rifles • Confidence course • Low ropes course • Orienteering course • Team building challenges.

The gymnasium has equipment for basketball, volleyball, badminton, and hockey and is a great space to use for many activities if the weather is not at its best.

On a cool, damp morning on the side of a ridge overlooking the Whakapapa River, a dozen teenagers from South Auckland dismantle the makeshift camp where they have just spent a rain-soaked night.

A couple of kilometres away, another group take turns abseiling down a 35 metre rock face overlooking the foothills of Mt Ruapehu. A third group is watching a team mate negotiate steel cables suspended five metres up in a stand of pines.

This is Winter Peak Adventure; a week long crash course of team work, confidence-building and problem solving, hosted and run by The Salvation Army Blue Mountain Adventure Centre (BMAC).

Nestled between the banks of the Piopiotea Stream and the village of Raurimu, the centre is one of The Salvation Army’s lesser-known masterworks. With Mt Ruapehu and its ski fields at its backdoor and dozens of caving, hiking, camping, rock climbing, canoeing and kayaking sites close by, BMAC has, for the past 21 years,

provided an outdoor education experience for thousands of people, from pre-schoolers upwards.

While it may sound simply like a good excuse to go thundering down rapids on a raft or squirm through the Okupata limestone caves, BMAC is primarily about education and changing lives for the better.

BMAC has a family feel to it. Its instructors seem to have perfected a relaxed, yet no-nonsense approach to teaching, coaching and managing people of all ages. Collectively, the instructors have an array of skills ranging from specialist instructor qualifications for the full spectrum of adventure activities through to training in social and youth work, counselling and tertiary biblical studies.

This broad skill set and a wellgrounded team are critical to fulfilling BMAC’s aims of developing the physical, emotional, social and spiritual facets of their charges’ lives.

Blue Mountain Adventure Centre The Salvation Army RD1, Owhango T (07) 892 2630 E bmac@nzf.salvationarmy.org www.bluemountainadventure. org.nz

The main hall has a stage area with a large screen at the back which is excellent for showing movies etc in an evening.

Camp Raglan is also ideal for studies on native bush, beach and stream as well as small town studies.

Camp Raglan 578 Wainui Road Raglan T (07) 825 8068 E campraglan@cbm.org.nz www.campraglan.org.nz

www.principalstoday.co.nz Term 3, 2014 | 19

Inner Space | Leadership

Developing young leaders The benefits of self belief and the general sense of self empowerment flow into all avenues of daily life. So when an organisation deliberately targets these traits with a goal of instilling them in young adults, then it’s a worthy cause.

This is exactly what YWCA is doing around Auckland via its Future Leaders programme, designed to empower young women to maximise their potential throughout life.

The Future Leaders programme was created to provide young women with skills development, new experiences and opportunities to support them in achieving their goals.

This individualised leadership programme sees a young woman paired with a mentor, with activities and workshops planned throughout the year by YWCA Auckland.

These include an annual leadership forum, camps, creative and physical activities and workshops around goal setting, motivation, public speaking, confidence and more.

Sir Edmund Hillary Collegiate Year 12 student, Mele Maliepo and mentor Yvonne Treenare, one such pair.

Since meeting three years ago, the two have become great friends, with Mele describing Yvonne as “a second mum.”

Mangere resident Mele joined the programme hoping to improve her leadership skills – something that she, along with her fellow Future Leaders, has already accomplished. Yvonne says “I was excited to hear how many of the girls wanted to be a prefect, head girl, or sports captain next year”.

Currently seven schools around Auckland, within a 1 – 4 decile range, participate in the YWCA Auckland Future Leaders programme. Students enter the four year programme in Year 10 (14 years of age) and graduate when they are set to leave high school. The

goal is that each Future Leader will take the experiences and skills they have learnt and use them to strengthen and grow their own communities.

And this certainly seems to be the case for the young women from Sir Edmund Hillary Collegiate.

Helen Espie, Future Leaders liaison for Sir Edmund Hillary Collegiate and Head of the ESOL department at the school, says that the programme broadens the students’ horizons and lets them know what’s out there for them to take advantage of.

“It’s another avenue for our girls to make contacts outside their area, to meet new people and experience events, and activities that they may not have had an opportunity to otherwise,” says Helen.

Helen says for many students, they come from a background in which they would very rarely interact with people from non-Pacifica cultures. “Many of the girls have perceptions about people from other cultures, so it’s great to watch them befriend someone from a different background.

“They see that they might be different, but that there are cool things about everyone and the girls get better at relating to a wider group of people,” shares Helen.

Yvonne agrees, saying that for Mele, the programme has “enlarged her view of what she can achieve and aim for, and has given her the confidence and maturity to aim high. I hope she sees that the world is a big place and she can make her mark in it.”

20 | Term 3, 2014 www.principalstoday.co.nz

For Sir Edmund Hillary Collegiate, participation in the YWCA Auckland Future Leaders programme is an opportunity that they hope to continue offering to their girls.

“Our principal is really supportive and enthusiastic about it. He’s made the Future Leaders co-ordinators, who are so vital to the programme, feel welcome in our school, which makes a big difference,” says Helen.

Yvonne describes how this support has made a big difference to the success of the programme, saying, “The school has been very supportive and this is a big part of the overall success of the programme. I think a good sign this year was when one of the teachers nominated his own daughter to go into the programme. Go SEHC!” Mele says Yvonne has had a huge impact on her time at school. With Yvonne’s help she has overcome her dislike of schoolwork to do very well.

“Yvonne gave me tips on studying and how to work and it made a huge difference in NCEA Level 1,” says Mele.

This year, with the help of YWCA’s workshops and with Yvonne’s dedication, Mele has spent time doing goal setting and time management planning. Yvonne describes how focussed Mele has become on her goals. “At the start it was all about making her parents proud, but now I think she is also clear on what this means for her and her future. She’s on track and doing well.”

According to both Helen and Yvonne, Future Leaders opens up options that many of the girls would have been

unlikely to take had they not been in the programme.

“Quite a high proportion of the girls who go through the programme go onto tertiary education – definitely a higher percentage than our students in general,” says Helen.

Yvonne is thrilled that Mele plans to do so, saying “I am really pleased that Mele sees herself going to university and getting a maths degree – it’s all about breaking stereotypes and changing expectations about what can be achieved.”

All three women are hugely positive about the impact of the programme, and encourage others to get involved, with Mele encouraging every younger girl coming through the school to take up the opportunity if they can.

Helen says she would love to be a mentor if she ever stops acting as school liaison, having seen strong relationships build up between mentors and mentees, just as Mele and Yvonne’s has.

Yvonne shares that she would love to be a mentor again and urges other women to get involved.

“You only have to be yourself - it does not require any special skills or qualifications. It’s worth the effort to see how you can be a positive influence and help other women to succeed”.

To apply or learn more about becoming a YWCA Auckland Future Leaders mentor, contact Marnie McManus at marnie@akywca.org.nz or on (09) 370 0113, or visit www.akywca.org.nz

Inner Space | Classroom Skills

tech first nz programme working well The first evaluation report of Teach First NZ has been released and the news is good.

The report praises the implementation of the programme and highlights its success at attracting talented individuals to teach in schools serving low decile communities.

The report, written by the New Zealand Council for Educational Research (NZCER), is the first phase of a four year independent evaluation, commissioned by the Ministry of Education.

For the 2013 intake, 16 participants were selected out of 261 applicants.

NZCER found the “thorough” and “rigorous” selection process and the high calibre of those selected to be major strengths of the programme.

All participants completed the first year of the two year programme, teaching in secondary schools in Auckland and Northland, with NZCER finding that participants are well supported in their schools.

The vision of reducing educational inequalities is central to the programme’s success and the report found that participants have a “very clear focus” on why they are teaching – ensuring that all their students achieve their full education potential, regardless of socio-economic background.

In the long term, Teach First NZ aims to build a community of alumni leaders continually working to advance educational opportunity in New Zealand, while also increasing the status of teaching as a profession.

While Teach First NZ is new to the education sector, teachers are enthusiastic about the benefits of the initiative. The report describes strong in-school mentor support enabling

participants to become successful teachers.

Participants were frequently described as “high calibre… hard working… friendly… resilient” and “well liked” and the report found that participants have raised expectations and energised departments.

All partner school principals stated that, if possible, they would like to employ more participants in the following year.

Principals “unanimously” judged Teach First NZ participants to be “performing extremely well in the classroom”.

The report recognises that, like most new teachers, Teach First NZ participants found behaviour management challenging in the first few months, but had soon developed strong and learning–centred relationships with students.

The report said participants were “extremely hard working and resilient,” and had “won over” some difficult classes.

Some participants were even reported to be “beacons” in their schools, through raising student literacy and NCEA achievement levels.

A survey used to measure student perceptions of their teachers, while indicative at this stage, found that students taught by Teach First NZ teachers reported their classroom engagement as similar to students taught by more experienced teachers.

Participants were also having a positive impact in the wider life of their school communities, using “a range of strategies to build relationships, and many had taken on extra duties such as coaching or assisting with sports teams or cultural activities”.

In terms of future planning for the programme, the report noted the importance of good communication systems, placing participants in schools and departments that have the capacity to provide robust support, and ensuring good mentor selection.

www.principalstoday.co.nz Term 3, 2014 | 21

Working Space | Property

Kids can give school property a really tough time without even realising it. So it’s important that equipment and installations are both functional and durable.

This is where FSP can help. The company produces a range of items, but its school lockers for both students and staff, the Oz Loka, is up to any task.

All FSP products are rust free, UV stable, graffiti resistant, impervious to salt and most acids, have a very high impact strength and come in a wide range of colours.

The Oz Loka is an ultra-tough plastic locker made from hardened polyurethane.

They are one of the most popular lockers in Australia and New Zealand with more than 200,000 lockers already in active service in schools and colleges.

Made in NZ FSP New Zealand commenced manufacturing operations in Tauranga in August 2013 as part of the FSP worldwide group of companies.

The Tauranga manufacturing plant is the company’s major cabinet/ locker plant for the global market and accounts for around 60 to 70 percent of

FSP’s business with the major market being the supply of heavy duty lockers to the education sector.

Why choose Oz Loka for your school?

Plastic school lockers keep looking good After years of active use and outdoor exposure our lockers stay in better condition than lockers made from other materials.

Vandalism and fire resistant Poly-urethane material cannot be damaged by water and does not catch fire.

Easy to clean Plastic lockers are the easiest lockers to clean – just hose them out at the end of term.

Huge colour range Our school lockers come in a fantastic range of colours.

Easy to install They are easy to install and completely stackable.

Locker accessories Our lockers come with all the accessories you need – stainless steel number plates, locks, kickboards, shelving and more.

Solid warranty Every Oz Loka school locker comes with a 15 year warranty.

For more information visit www.fspandco.com

Why choose the Burgess Wetpour system?

The reasons, purpose and benefits of a Burgess Wetpour system are varied!

This great playground surface enables your matting to be installed as a continuous installation, flowing around equipment and poles, leaving no gaps, rolling over mounds and following contoured surfaces.

“

Some of the key features for using this system are: • Continuous installation, flowing around equipment and poles, leaving no gaps, rolling over mounds and following contoured surfaces • Fabulous coloured options and you can join these with a pattern or design of your choice and you have your own unique playground • 100 percent recycled rubber • Impact Pads for areas where a softer landing is needed, scuff pads, DIY modular long run and tiles, deck and ramp matting are also BMS specialties • Make it non slip and safe • Avoid tile joins • Wetpour requires minimal maintenance – forget the days of topping up bark

Burgess

• Will last for many years as it’s very durable

Matting offers

obligation

• Base preparation prior to the matting installation is of the utmost importance and can add years to your playground surface

measure

• NZS5828:2004 compliant and comes with a five year warranty.

a free, no

and quote.

“

Lockers built to last

Burgess Matting offers a free, no obligation measure and quote. A sales representative can meet with you to discuss the matting systems which are suitable for your requirements.

Invest in BMS Wetpour Playground Matting, provide your children with a safe and enjoyable environment and give yourself the benefit of reduced maintenance.

FSP New Zealand

Burgess Matting T 0800 80 85 70 E admin@burgessmatting.co.nz www.burgessmatting.co.nz

Pty Ltd

— Advertising Feature

Heavy Duty School Lockers, FSP New Zealand Pty Ltd Ph: 0800 377 112 | www.fspnz.net | sales@fspnz.net

Proven against one of the most destructive forces on the planet.. kids!

• UV Resistant Anti-Fade colours • Stays looking good longer than metal, MDF or timber.

• 15 year warranty • Easy to clean - just hose them at the end of the term • Graffiti resistant • Lightweight, stackable & easy to install • Mix and match colours

22 | Term 3, 2014 www.principalstoday.co.nz

Matting and surfacing products made to your specifications • Playgrounds • Non slip matting for decks • Ramps - Wheelchair access • Impact pads under swings & slides • Cricket Practice Wickets • Gym Tiles

www.burgessmatting.co.nz 0800 80 8570 sales@burgessmatting.co.nz

Working Space | Property

Avoid playground winter woes Laying woodchips under playground equipment is an easy and inexpensive method of achieving fall height compliance. They do the job, as long as they are raked regularly and periodically topped up, especially in scuff zones and high use areas where children’s feet disperse the material.

This is essential for fall height compliance, and the more the playground is used, the more often it needs to be done.

Playgrounds in schools are ‘high use’ playgrounds compared to those in most public parks, and they are used most intensively during the winter months when the fields are too wet to play on. This is also the time when a woodchip playground can suffer from drainage problems.

Teaching and maintenance staff are familiar with the issues: woodchips mixing with the soil underneath to create a muddy slurry when it rains; woodchips washing off the playground and finding its way onto paved areas and even into buildings; drains blocked with woodchips resulting in flooding; and water-filled depressions under the play equipment.

While initially the cheapest surfacing option, when the maintenance costs

and regular replenishment are added, the woodchip solution does not compare favourably over time with a durable synthetic ‘unitary’ surface.

tiles are still in good condition after 15 years.

The Play Matta™ tiles and the underlying shock pads are made in New Zealand from recycled PVC and rubber. Both tiles and shock pads are certified by Environmental Choice New Zealand.

Any tiles that have been cut to fit around equipment posts are simply replaced, even when previously welded together.

Play Matta™ is the most durable and cost effective unitary surfacing available.

Visit: www.playmatta.com

Schools value Play Matta™ for its ability to remain compliant over many years and for its minimal maintenance requirements.

The Play Matta System is free-draining, resulting in the playground being usable all through winter.

The surface remains clean and compliant to all of the safety surfacing standards and there is no water pooling anywhere on the playground.

And disabled children and young children find a Play Matta™ playground much easier to use than a playground covered in woodchips.

The Play Matta™ tiles generally outlast the equipment and when the playground is redeveloped, the same tiles can be lifted and relayed at a fraction of the cost of replacing the whole surface.

There are playgrounds that have been redesigned three or four times with additional equipment and the original

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Working Space | Property

FOR STAGE & SPORTS Stronglite Staging® Ltd is New Zealand’s premier manufacturer of portable staging and seating equipment for Schools. Top quality NZ made products that will perform for a lifetime.

Stage Sections These are portable, safe and easy to handle and store. They’re ideal for stages, catwalks, tiered audience seating, seated choir/orchestra risers, display/ work tables, ramps and more. No tools are required and there are no folding or moving parts to trap fingers.

Stronglite Staging® products are manufactured to exacting standards and feature unique benefits.

Pit Infills & Stage Extensions These can be custom designed and are ideal for either new venues or refits.

Strength: Stronglite Staging® stage and seating products are designed and manufactured to be strong and durable and are tested to make sure they meet or exceed NZ Standards for performance under live and static load conditions.

Choir Risers Two, three and four-level, folding choir risers with guard-rails and carpeted decks. Quiet, stable, easy to handle, transport and store.

Lightness: Innovative design and use of material creates equipment that is light and easy to handle, saving time and possible injury.

Safety: Engineer’s design certification and documented test results. Our products conform to or exceed industry regulations and guidelines.

You can be sure that our premium quality products meet the highest safety standards.

Simplicity: Superior design ensures our products are quick, simple and easy to transport and assemble, saving you time and effort.

Versatility: Particular attention has been paid to designing stage/seating systems that are multi-use wherever possible, including indoor and outdoor use. Stage sections can form stage platforms, catwalks or can be tiered for audience seating or seated choir/ orchestra use, stage extensions and pit infils.

Portability: We design for easy handling, transporting and storage.

Trolleys are available for storage/ handling of staging. Choir Risers fold up and wheel away. Grandstands quickly disassemble for easy transport and storage.

Grandstands These all aluminium grandstands can be demountable or one-piece, wheelable. Ideal for the auditorium, gym, pool or sports field Portable Sports Shelters Excellent for use at the tennis or netball courts or on the rugby fields.

Ballet Barres Perfect for dance studios; portable, sturdy and height adjustable.

Stronglite Staging® Ltd is committed to finding a solution that works for the individual client and guarantees its products. We can also provide a comprehensive range of equipment for hire to support occasions where a larger or more complex staging/seating set up is required.

Full sound and lighting services are available for hire to enhance any event.

Just call and a member of the team will be happy to discuss your specific requirements (sales and/or hires) and can provide references from many satisfied customers.

Stronglite Staging® Limited 196 Finlayson Rd RD10, Hamilton T (07) 825 2933 E stages@stronglite.co.nz

A barking good idea Bark NZ is a new, not for profit charitable organisation that aims to increase children’s awareness and knowledge about dogs and ultimately reduce the national ACC dog bite statistics in children 12 years and under.

The organisation teaches children the basic fundamentals of safe interactions with dogs. The programme is designed to be taught to pre-schools and primary schools in class groups, school assemblies, and specialised groups or to individuals with learning challenges.

Children are victims of a very high percentage of reported dog bites.

The majority of these dogs are familiar to the children such as family or friends pets.

Dogs show very subtle signs when they are uncomfortable in a situation and all too often people, and particularly children, don’t notice these subtle signs.

Inadvertently dogs are put in a position where they feel the need to bite. Bark NZ can educate your students about these important subtle signs and make them safer and smarter around dogs.

The Bark NZ expert teachers visit you with their trained dogs or ‘Bark Buddies’. The specifically designed lessons are well-structured and integrate smoothly with the school curriculum.

The lessons cover how to identify and discuss warning signs for different situations and environments, describing and demonstrating safe ways to behave when around dogs and safe ways to behave when approaching or being approached by a dog.

Programme options Tales with Tails is a one-to-one reading program where the child will

read to the dog. The dog is nonjudgemental and non-critical, and the experience helps promote confidence in reading and improve literacy skills.

Tag the Tails is an exercise program designed to encourage children to participate in physical activities. It promotes a sense of responsibility, belonging and accomplishment.

Time with Tails is a reward-style program created for children that may be experiencing difficult times at home or school. This program provides ‘free time’ between a child and a dog, and is usually undertaken on a Friday as a means of rewarding a full week of participation at school.

School groups Using various resources such as stories, role playing, games, reviews and discussions, Bark NZ provide interactive lesson plans to promote understanding, compassion and respect with regards to dog safety.

Focus groups Bark NZ can customise lesson plans for personal development programmes, to address specific difficulties such as self esteem, anxiety and anger. The focus here is on responsibility, respect, compassion and kindness.

Making a difference In recent months Bark NZ has begun to roll out programmes to support children with learning challenges, working with the likes of Blind and Low Vision Education Network NZ, as well as children with autism and ADHD. These programmes can be tailored to an individual child for one-on-one interaction and offer an element of sensory learning that can enhance their learning experience.

Real life experience and interaction with these dogs helps to promote confidence in children and improve personal development.

To learn more visit www.bark.org.nz

Bark NZ focusses on five key competencies: 1. Managing self.

2. Using language, symbols and texts.

Stage Sections, Choir Risers, Grandstands, Audience Seating, Drama Suite Modules, Drapes, Steps, Lecterns, Trolleys, Ramps etc.

Top quality, NZ made products, designed to be easy to handle and store.

Guaranteed to perform.

Currently installed in many schools, universities & performance venues.

Choir/Chorus Risers

Stage, Steps & Lectern

Design • Manufacture • Sales • Hire Services Email: stages@stronglite.co.nz Phone 07 825 2933. Mobile 027 473 4443

24 | Term 3, 2014 www.principalstoday.co.nz

3. Thinking.

4. Relating to others.

5. Participating and contributing.

Learning Space | School Tools

Staying connected with school-specific apps Tailor made, fast and efficient, SnApp Mobile’s customised School Apps are designed to keep everyone up to date and in the loop.

Don’t waste time sending out hundreds of emails or printing newsletters, the School App is not only a great tool to stay connected, but is also a step in the right direction for schools who want to rid of its paper trail.

Making waves in schools across the country and abroad, School Apps is the logical choice for schools who want to smarten up the way they communicate with teachers, office staff, parents, students and the wider community.

Whether there’s a last minute change for school events, upcoming deadlines, notifying the school of absences or looking to access or provide personal

information, all this and more can be done using a School App which ensures important notifications get through at the right time and to the right people.

The app has high visual appeal and a user experience design that people can navigate easily. It can be customised to suit schools requirements and be downloaded for free from Google Play or the iTunes store by students and parents who own iPhones and androids.

The school pays a monthly fee to SnApp Mobile to update and modify the app when needed.

The Hawke’s Bay-based company SnApp Mobile was established in January 2013 by Steve Butler and Joshua Woodham, and has since grown to employ a staff of nine. While SnApp Mobile also designs applications for small businesses, it started developing apps for schools late last year and has become an exciting focus for the company.

With new schools coming on board every week, SnApp Mobile is currently working with around 70 schools in New Zealand, Australia and the UK from pre-school through to tertiary. One school on the School App band wagon is Christchurch Girls’ High School.

“We have developed apps for 17 schools around New Zealand including one for Christchurch Girls’ High School, which went to number one for New Zealand education apps in the iTunes store only two days after its launch. We are currently developing apps for two UK schools,” Steve says.

“It’s absolutely becoming a focus for us. Referrals are frequently world of mouth, with parents, students and staff appreciating the pluses of such an app.”

Hawke’s Bay and building a great team and business from the ground up.

“With the growing workload in mind we expect our business will treble in the next 12 months.”

SnApp Mobile is aware of how important communication software is and is able to integrate with a majority of the newsletter software, school websites, student management systems and learning management systems that New Zealand schools are currently using.

The best way to get an app for your school is to go to SnApp Mobile’s website and fill out the free quote form. www.schoolappsnz.co.nz www.facebook.com/ schoolappsnewzealand

After eight years in Wellington, Steve thought it would be difficult moving back home. However, he’s found nothing beats living in beautiful

WORLD WAR I CHANGED THE FACE OF BANKING FOREVER Find out more at Bank of New Zealand Museum When Britain declared war on Germany on 4 August 1914, there was no question that New Zealand would support Britain in the war effort. There was a rush for men to enlist. Women were employed by BNZ to fill the gap, a move that permanently changed the workplace.

Bank of New Zealand Museum offers a unique view of New Zealand since 1861, providing insight into the way our country has evolved both socially and financially. Explore life on the home front with our flexible programmes for school groups aged 8 and over. Students are invited to use typewriters, sealing wax and cheques in our 1800’s teller’s box, while learning how individuals contributed to daily life during WW1.

www.principalstoday.co.nz Term 3, 2014 | 25

Learning Space | Professional Development

Secondary teachers learning Principals’ survey says IES first-hand about research model is flawed Eleven teachers from secondary schools around New Zealand have been investigating topics as diverse as new product development, probability modelling and investigating the basic biology of the New Zealand strain of the nematode parasite.

Royal Society of New Zealand Public Engagement manager, Richard Meylan says the aim is to take excellent teachers and to give them up to date knowledge and experiences. “The diverse range of subjects the teachers are researching shows that science, mathematics and technology topics are relevant to many aspects of everyday life.

The teachers were awarded Science, Mathematics and Technology Teacher Fellowships for the first two terms of 2014. Under the scheme, teachers take leave from their schools to work with researchers at host organisations, gaining experience in research practice.

Host organisations for this group of teachers include the University of Auckland, University of Canterbury, University of Otago, Victoria University of Wellington, Massey University, Cawthron Institute, Auckland War Memorial Museum, Napier City Council, Ministry of Primary Industries and Economic Solutions, Napier.

The scheme’s focus is on providing teachers with the opportunity to gain new and up to date knowledge to enhance their teaching and their students’ learning. The scheme is administered by the Royal Society of New Zealand and funded by the Ministry of Business, Innovation and Employment.

“Fellowship experience will help teachers deliver lessons to students based on real-life situations drawn from the work with their host organisation.”

Successful applicants will have spent many months designing their project and liaising with host organisations.

Selection criteria include the calibre of the applicant, the viability of the project and its relevance to their classes when back in school.

The New Zealand Principals’ Federation (NZPF) has come out in strong support of the notion of bolstering collaborative practice within and between New Zealand’s schools and investing in lifting children’s achievement.

of more than 1,000 principals. They say the model is too complex and inflexible in its present form to deliver on its goals and principals would rather see this money moved closer to classrooms and children, than have it spent on topping up salaries for a few.

But the organisation insists that the Investing in Educational Success (IES) policy is the wrong model to achieve these excellent objectives.

“Under this model, $90m per year, which represents 90 percent of this resource, will go to just six percent of teachers and principals. One third of that money will disappear through taxation. This money would be so much better targeted to enabling collaborative processes releasing and involving all principals, and supporting priority learners,” he says.

NZPF president Philip Harding says if the policy is to succeed, the support of principals is critical.

“We have surveyed school principals and it is clear that they do not have confidence that the IES, as a model, can achieve a strong collaborative culture for schools, nor lift the achievement of, especially, our priority learners,” he says.

The survey showed overwhelming opposition and concern from a sample

“The policy represents a huge investment in a critical area,” Harding says. “It is vital that Government doesn’t steamroll another flawed model over the top of a profession holding significant and legitimate concerns.

“Our opposition is not due to the policy’s intent which we support.

Principals are quite clear that it is the proposed design that is the problem and it will not land well in the diverse contexts in which schools sit.”

Make a real difference in children’s lives Jackie and Andrew Pound had always wanted to run their own business. The flexibility to organise their own time and be their own boss was something they had aspired to.

Owning a NumberWorks’nWords franchise was what they were looking for, being in the education field where they could make good use of their knowledge and experience. “Owning a franchise gives us the opportunity to run our own business with all the benefits that offers while also having the security of a proven brand and support from the franchisor. It is less of a risk than going out on your own”, says Jackie.

Being part of the NumberWorks’nWords franchise means there is a proven learning programme with a 30 year track record, ongoing support from headquarters to ensure best practice and high quality tuition, effective marketing programmes for brand awareness and generating leads, plus continual programme development to ensure work matches the school curriculum.

The NumberWorks’nWords Maths and English programmes are success based, building children’s

26 | Term 3, 2014 www.principalstoday.co.nz

confidence and self belief as well as their skills and understanding. The learning environment is fun and engaging and the students love coming. For Jackie and Andrew, these NumberWorks’nWords values match their own approach to education.

Before owning a NumberWorks’nWords centre, Jackie was a teacher specialising in gifted and talented education and Andrew’s career was in sales and relationship management, although he had also trained and worked as a teacher.

“We love having the time to give more individual attention to kids and seeing them flourish as their confidence grows”.

If you are interested in finding out more about whether a NumberWorks’nWords franchise is right for you visit http://www. numberworks.co.nz/franchiseopportunities/ or phone Maurice Smith 09 522 0800.

Learning Space | Online/Society

Kids voting for the 2014 General Election This year is election year and schools play an important role in encouraging students to have a say on decisions that affect their lives now and in the future.

Chief Electoral Officer Robert Peden says “Developing students’ understanding of the decision making process and knowledge about how they can participate is an essential step to ensure they become active citizens”.

Parents rely too much on schools to teach their children about online safety AVG Technologies has announced the results of its annual survey into teachers and their pupils’ Internet use, attitudes and online safety.

This year’s results found that teachers are struggling under the expectations of parents when it comes to managing online safety education in schools, despite nearly one third of Kiwi teachers stating that the parents of their pupils do not know enough about the topic themselves.

The research, in which almost 1,800 teachers were interviewed globally, indicated a need to provide teachers with more support and training for educating children on the subject of online safety.

Less than 50 percent of Kiwi respondents agreed that schools should provide better training on using the Internet as an educational tool, while globally, two thirds of teachers agreed (NZ: 47 percent / global: 64 percent).

However, the overwhelming majority stated that Internet safety should be a dedicated part of the education syllabus (NZ: 70 percent / Global: 77 percent.)

This highlights the concerning gap between the knowledge and capabilities of teachers and the expectations of parents.

Though more than nine out of 10 Kiwi teachers of a wide range of subjects confirmed they use Internet content

in class and 82 percent discuss online safety on an occasional or frequent basis, less than one in five have actually had formal training to teach online safety skills.

The Electoral Commission is seeking to build on the success of the Kids Voting programme and popular Your Voice, Your Choice teaching units that encourage students to have a say on the decisions that affect their communities.

“Civic participation is a behaviour learnt from parents, whānau, teachers and communities from a young age.

The Electoral Commission wants to support schools to deliver effective civics programmes to prepare students to become life-long voters,” he says.

Free teaching units aligned to the New Zealand curriculum are available for

primary schools (Years 7 and 8) and secondary schools (Years 9 and 10).

The Commission has also developed a Māori-medium resource, TūrangaMua, TūrangaTika, aligned to TeMarautanga o Aotearoa.

“We know that people who vote the first time they’re eligible are more likely to become life-long voters. It’s so important that our young people learn to value their vote from the outset,” Robert says.

Kids Voting provides students with an authentic voting experience by holding a classroom voting activity using real candidates and real parties.

Ballot papers will be available from the beginning of September. Students can compare their results with results of the real election.

Feedback from the last election suggests that the curriculum-linked teaching units and Kids Voting activity were fun and easy for both students and teachers.

Many teachers reported learning a lot themselves about New Zealand’s system of government and participating at elections.

Find out more or register your school for Kids Voting at www.elections.org.nz

Key results include: • Teachers believe that schools should provide better training for teachers on the Internet as an educational tool • Only 18 percent of Kiwi teachers have been formally trained to teach Internet safety (compared to 28 percent globally) • Almost 50 percent of New Zealand teachers agreed that they needed better training (NZ: 47 percent, global: 64 percent) • 61 percent of New Zealand schools have information technology classes, this is down from the global standard of 72 percent • The majority of Kiwi teachers (70 percent) believe that Internet safety should be a dedicated part of the curriculum/syllabus (global: 77 percent) • More than three quarters of Kiwi teachers believe that parents rely too heavily on schools to teach about online safety • One in four teachers have had a pupil come to them about a cyberbullying issue • 30 percent of those teachers have felt ill-equipped to handle the situation • After cyber-bullying, the next biggest issue that teachers have had students come to them about is viewing inappropriate content online (NZ: 23 percent, global: 21 percent).

www.principalstoday.co.nz Term 3, 2014 | 27

Learning Space | IT Skills

SKILLS PROGRAMME boosts digital literacy Nine students from Mana College, Porirua, have been recognised and congratulated by Education Minister Hekia Parata for their efforts in successfully graduating from a Microsoft-led IT training programme at their school.

The Minster presented the students with graduation certificates for the Microsoft IT Academy’s ‘Microsoft Office Specialist’ course at Parliament.

The event took place as part of Connect Smart Week, a Governmentled initiative to promote better digital security among New Zealanders.

The graduating Mana College students were Krystal Bishop, Tautahi Johnstone, Jammee Kirikino, Jayden Charteris, Naki Eriepa, Karina Kinvig, Chelsea Hawkins, Asilika Tuiwainunu and Carlos Graham.

The Microsoft IT Academy is a global initiative designed to improve digital literacy and equip students with skills for the modern workforce.

The programme also encourages students to consider careers and pursue opportunities in the technology sector.

“It was a privilege to present these very deserving students with their graduation certificates. Programmes like this are a great way of making sure our kids are equipped to work in today’s modern workforce,” Parata says.

Mana College is one of 10 schools participating in a nationwide pilot programme for Microsoft’s IT Academy being run with the Ministry of Education, and is the only participating school in the greater Wellington region.

Principal of Mana College, Mike Webster says the school has seen a strong increase in information technology literacy among students as a result of the programme, which to date has been undertaken by more than 100 students.

He says the school was so impressed by the Microsoft IT Academy initiative that it has now adopted it as part of their regular curriculum.

Microsoft’s Education Sector manager, Evan Blackman says the company has been thrilled to see the success of the programme at Mana College and the

(L-R): Asilika Tuiwainunu, Jayden Charteris, Krystal Bishop, Carlos Graham, Hon. Hekia Parata (Minister for Education), Evan Blackman (Education Sector director, Microsoft) Chelsea Hawkins, Karina Kinvig, Mike Webster (Principal, Mana College), Russell Craig (National Technology Officer, Microsoft), Paul Ash (director, Cyber Policy unit, DPMC) and Tautahi Johnstone.

other schools in the pilot programme, which has been running since early 2013.

“The IT Academy programme is designed to help lift employability for the modern workforce, as well as opening up pathways into technologybased careers,” Blackman says.

in Microsoft software, through to high-end skills to help students become software developers and IT professionals. Students can sit examinations online that certify their newly acquired skills. Each of the schools has access to 1000 Microsoft IT Academy certifications per year.

“It provides the resources and content that allow schools to lead students through industry recognised training and certification programmes.”

Following the successful pilot programme, Blackman says Microsoft is looking forward to expanding the Microsoft IT Academy programme even wider in the coming year.

There are 300 different courses available in the IT Academy, ranging from basic computer literacy skills

For more information about Connect Smart, visit www.connectsmart.govt.nz

Government House,Wellington

open p to visit The century-old home of New Zealand’s Governors General is open for visits by schools.

Built in 1910, Government House is a treasure house of New Zealand history and art, and hosts important civic and community ceremonies.

Visiting Government House is a fantastic way to learn about the role of the Governor General and New Zealand history. We look at themes of service, leadership, civics and legacies. You can also explore the New Zealand art collection as well as the grounds surrounding the house. All tours are guided by expert staff.

Tours of Government House are free of charge and take around two hours.

We welcome visits from all age levels and offer a curriculum aligned programme. Students will start their tour in our Visitor Centre and theatre before being taken through the house.

Our Education Team is happy to provide further information on our programmes and discuss how we can tailor them to meet your needs.

For further information and to book a tour, Visit www.gg.govt.nz/tours or call (04) 382 0837

28 | Term 3, 2014 www.principalstoday.co.nz

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Making New Zealand Learning Guides Now Available - FREE from eTV eTV are proud to be associated with the great new TV Series ‘Making New Zealand’ broadcast on Prime TV. Go to www.etv.org.nz to get access to the learning guides and many extras from the series, exclusive to eTV, plus many many more fantastic channels and programmes.

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Learning Space | Good Ideas

Cost-effective cover With high demand on Principals to allocate the limited funding you receive, you want to know your money is well spent.

Add to this the importance of protecting staff, teachers and students from nature’s best and worst, be it winter weather or summer sun, then the simplicity and cost effectiveness of the Uniport coverings, make them a wonderful solution for any school requiring some extra cover.

The innovative design of Uniport covers make them maintenance-free and built to last.

The Uniport has been installed in schools around the world for the last 30 years, and the truly stunning aspect about the Uniport is the cantilevered roof, which allows you unlimited freedom to move around, because the posts are on just one side.

Having a Uniport installed outside a classroom gives added advantage for teachers, as they can send pupils outside when it’s raining, and in the summer it provides all the shade you need over hot classroom windows during those summer months.

The solid polycarbonate can be walked on and is impact resistant with the

likes of students’ balls, etc. They are also engineered so steel netting is not required under the polycarbonate.

Uniport structures are incredibly strong, being aircraft-grade aluminium – the best you can buy.

Uniports can be extended as your school roll expands or funding is made available.

The Uniport can be installed outside of school hours and on time.

A Principal’s testimonial: “Recently I had the pleasure of working with Mark from Uniport Limited as they were installing a small covered walkway in our school. At all times Mark was helpful, co-operative and absolutely understood a school context. Mark ensured that all his work occurred around our school day, causing no disruption for our students.

His professionalism and amicable manner was very much appreciated.”

- Delanee Dale, Principal, Marshall Laing Primary School Our friendly sales team would welcome your call. So for more information on the Uniport products please contact us on (09) 627 2127, or 027 627 2127, or visit www.uniport.co.nz or www.certifiedinstallations.co.nz, or email Mark at: hewett@xtra.co.nz

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Moving children through Stage 4 using Numicon with enjoyment!

The Numicon Programme for Year 1 brings all children through the equivalent NP Stage 4 level easily. Schools in New Zealand using this programme are reporting a great enjoyment of teaching and learning maths. The Year One programme covers key mathematical ideas in all strands.

Year 1 Number, Pattern and Calculating • Counting objects to at least 30 • Ordering numbers to 20 • Counting in two’s, five’s and ten’s • Understanding place value of 2 digit numbers • Reading, writing and understanding arithmetic notion.

E.g. +, - < , > • Adding and subtracting facts to 10 • Recognising halves and quarters of wholes.

Geomety, Measure and Statistics • Making tiling, repeating and growing patterns • Making, naming and sorting common 2D and 3D shapes • Exploring properties of 2D and 3D shapes • Giving directions and describing and making turns and rotations • Comparing and ordering mass, capacity and length • Understanding time duration • Telling the time to the hour and half hour • Understanding money.

Pattern and order is essential for children of all ages. Seeing patterns is what enables us to generalise which leads to being able to predict.

It is the detection of patterns in our everyday lives that makes life predictable.

Activities are based around children exploring, discussing and learning through conversations. They make predictions following the patterns that can be applied to problem solving.

Learning through worksheets is not a focus of the Numicon programme, but a worksheet to demonstrate learning and provide a cumulative assessment is. Children and their parents can see their learning and teachers are empowered to know the next step.

Numicon is now the first preferred programme of maths education in the UK. It has been taken by teachers and parents world wide because of its huge success rate. Research has shown that children who gain good foundations in maths using the Numicon approach in their early years are head and shoulders above students choosing maths and maths related subjects at high school. It’s like a building that will stand a long time - the foundations for learning about number, our number system and what numbers can do - is never lost!

Numicon is a sought after programme for new entrants through to Years 1-8, including those with special needs. The equipment is mostly the same at each level enabling a consistency of image and teaching practise. Teachers are getting their confidence back and are able to easily see the gaps and move children on by knowing how to.

The scope of illustrating key mathematical ideas is very broad and clever use of the apparatus builds confidence from early number ideas of odd and even, doubles and halves and sequence of numbers, through to understanding equivalence in algebraic equations, negative numbers, decimals, fractions and area.

• No connections to your school buildings means no leaks.

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www.numicon.co.nz

Confidence in maths and enjoyment for teachers and students.

Scores go up for everyone!

Numicon is a multi-sensory approach to teaching maths, built on a proven pedagogy that raises achievement across all ability levels. The results are impressive!

Ask us about our school partnership programme, help us help you!

GET COVERED NOW! M. 027 627 2127 | P. 09 627 2127 | www.uniport.co.nz 30 | Term 3, 2014 www.principalstoday.co.nz

• Year 1 students complete the equivalent of Stage 4NP • All strands covered • NZ Supplier • Top preferred programme in UK • PD at all levels • Children and families love their success; it spills over into other areas of learning

Find out more at www.numicon.co.nz

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