Next Generation Leadership- Shaping the Future (Wellington)
Next Generation Leadership…Shaping the Future
A two day conference for those in leadership roles and those aspiring to lead
Take time out to reflect, re-charge, and re-fresh your thinking
Next generation leaders are being tasked with the objective of “becoming different” and “becoming better”.
Be inspired by innovative thought leaders … be different, become better !
Embedding Formative Assessment – Dylan Wiliam
There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful ways to improve student learning. However, adopting formative assessment, or assessment for learning as it is sometimes called, involves far more than adding a few “quick fixes” to teachers’ classroom repertoires. It involves a fundamental shift in focus, from what the teacher is putting into the process to what the students are getting out of it.
In this interactive workshop, participants will learn what formative assessment is and what it isn’t, when it works and when it doesn’t and find out about the five key strategies of formative assessment, together with over thirty practical techniques for implementing formative assessment in every classroom.
Leadership for Teacher Learning – Dylan Wiliam
There is now substantial evidence that there is a “knowing-doing” gap in education. The problem is not that we do not know how to improve schools. The problem is implementing what is known to work in more classrooms. This is why approaches based on “sharing good practice” have been relatively ineffective. Teachers do not lack knowledge—rather they lack support in putting into practice changes in what they do in their classrooms, and this requires time.
In this interactive workshop, participants will learn how to create more time for teachers to improve their practice, and how leaders can ensure that such time is spent in a way that best benefits their students
Assessment Literacy – Dylan Wiliam
Even the best-designed assessment system needs to be implemented thoughtfully, which requires that all users of assessment evidence have a certain degree of assessment literacy— an understanding of both the meanings and the consequences of educational assessments.
In this interactive workshop, participants will learn what makes some assessments better than others, why student progress measures are almost entirely useless, why most tests will never produce useful diagnostic information on students, and why most school assessment systems do not do the things they are intended to do.
The workshop will include a consideration of how assessments are interpreted, recorded, and reported to key stakeholders, as well as some in-class suggestions for how to get good and quick feedback from students.
What Every Teacher Needs to Know about Learning & Memory- Dylan Wiliam
For many years, most teacher education programmes included substantial coverage of theories on the psychology of education. However, many pre-service teachers did not find these courses helpful, since they offered little more than bland platitudes, or, at the other extreme, provided findings that worked in laboratories, but were difficult or impossible to implement in real classrooms. As a result, many teacher preparation programmes now contain little in the way of educational psychology, which is unfortunate, because over the last thirty years or so, cognitive science has produced deep insights into how humans learn.
In this interactive workshop, Dylan will introduce participants to the latest findings from cognitive science about how we learn and the kinds of things we can do to help our students remember what they are taught for longer.
Stepping up your Leadership – one day conference for Middle Leaders (Auckland)
Leaders have a profound impact on their team, school culture, and learning direction. Yet many of us feel unprepared for leadership. We think that perhaps we’re not cut out to lead, or that we have to shoehorn ourselves into being something that we’re not.
Many of us end up in leadership as a result of being excellent teachers but with little opportunity to develop as a leader ahead of arriving in the role. So we often find ourselves having to learn as we go, continually finding the courage to step outside our comfort zone into unknown territory. And all of that whilst also navigating the other elements of running a school.
Come along and be inspired by innovative thought leaders and step up your leadership.
Getting Personal with Inquiry Learning – Kath Murdoch
A workshop for teachers who want to take inquiry further and who believe in the power of personal passions! (NE-year 8)
There has been growing interest in ‘personalised learning’ for many years now. Increasingly, schools are making arrangements to provide more opportunities for learners to learn to be self-directed and to have their needs and interests met through the curriculum. An inquiry-based approach is an approach that recognizes the importance of learner voice and choice and of linking new learning to the existing knowledge, experiences and interests of the learner. When we provide opportunities for learners to inquire into things that are personally meaningful to them, we also have a unique opportunity for authentic integration of learning areas AND for the development and application of transdisciplinary skills and dispositions.
Relational Intelligence-How to navigate your thinking to boost your professional impact and wellbeing -AUCKLAND
Educators understand the pressure that comes from working with young people, their parents, and school colleagues, while simultaneously navigating their workplace environment. And that’s all while trying to live fulfilling personal lives.
Even though educators love their work, when significant difficulties arise – either on a global scale or a more personal level – it can be hard to focus, find clarity and work out a way to move forward. This could include a disruption at home, trouble with a colleague, a particularly difficult student, or a rate of professional change they feel they can’t keep up with. Our Relational Intelligence Program supports educators to deepen their relationship with both themselves and others.