1. setting dates for regular BOT meetings
1.1. what days work best?
1.2. What time works best to start?
2. The on boarding process is our commitment to allow the new BOT to come to terms with things as quickly as possible so that our focus internally remains on making a difference for all children across our school within the resources we have available
3. Session 1
3.1. Setting the scene
3.1.1. wifi
3.1.1.1. Guest
3.1.1.1.1. Leamington
3.1.2. Introductions
3.1.2.1. mihimihi
3.1.3. A time of learning new things for both the employees of the school and new members of the BOT
3.1.3.1. returning BOT members and employees have developed a way of working that responds to the needs of the children
3.1.3.2. The commencent of a new bot brings a time of unsettledness for all school principals as we learn to work with new people
3.1.3.2.1. it a time of reflection as returning BOT members and teachers are the local guardians and historians of all the decisions the past BOTs have made and the rationale behind those
3.2. Getting to know each other
3.2.1. 16 Personalities
3.2.1.1. really useful
3.2.1.2. Completely flawed
3.2.1.3. helps us to learn about ourselves and others
3.2.1.4. helps to understand others are not being difficult or overly emotional etc!
3.2.1.5. Link to our doc
3.2.1.5.1. Google Slides: Sign-in
3.3. Te Tiriti o Waitangi
3.3.1. The Treaty of Waitangi was signed in 1840 between Māori chiefs and the British Crown, establishing New Zealand as a British colony (Orange, 1987). This contract framed a partnership between Māori and Pākehā, and the principles of that partnership should flow through into all aspects of life, including education, in New Zealand. Te Tiriti o Waitangi is the founding document of Aotearoa. It articulates an agreement to partnership by the rangatira who signed it. They agreed that the British Crown might settle here and bring more of its citizens to settle. All non-Māori who reside in Aotearoa New Zealand today do so by the grace of those rangatira who signed Te Tiriti. If you are non-Māori, you might say, “Ko te Tiriti o Waitangi te waka e kawe mai nei i ōku tūpuna.” This means, Te Tiriti o Waitangi is the waka that carried my ancestors here to Aotearoa. So, if you are a New Zealander, either Māori or non-Māori, Te Tiriti o Waitangi is the very document that brought us all together.
3.3.2. What Māori intended in agreeing to Te Tiriti o Waitangi is set out in Ngāpuhi Speaks, the independent report on the Ngāpuhi Nui Tonu initial hearing (pp. 240–241). The broad intentions are: Queen Victoria’s Governor would work with the Rangatira to maintain peace and good order, based on upholding the established authority and ordered way of life (āta noho) of the many hapū. The Governor was being granted the authority he needed to exercise control over Pākehā, building on previous alliances. Te Tiriti o Waitangi was an endorsement of He Wakaputanga, with its declarations of Māori mana and independence and their particular relationship with the British Crown. The international trade of the many hapū was to be advanced through a closer alliance with the British. Māori were allowing for more non-Māori to settle on their lands on the understanding that the Queen would uphold their authority (tino rangatiratanga) and her other guarantees in Te Tiriti. Māori would support the Queen by ensuring the safety of her people and by working co-operatively with her Governor. The Governor would investigate and rectify any unjust dealings over land. The Governor would sit with them, as guided by tikanga where hapu authority continued, so that together they could decide on matters of common concern and especially on those things that would advance their trading interests and bring peace for all.
3.3.3. The Rangatira who signed te Tiriti o Waitangi in February 1840 did not cede authority to make and enforce law over their people or their territories; they did, however, agree to share power and authority with Britain. They agreed to the governor having authority to control British subjects in New Zealand, and thereby keep the peace and protect Māori interests. The Rangatira consented to the Treaty on the basis that they and the Governor were to be equals, though they were to have different roles and different spheres of influence. The detail of how this relationship would work in practice, especially where the Māori and European populations intermingled, remained to be negotiated over time on a case-by-case basis.
3.3.4. The Māori vision in signing the Treaty agreement was for an inclusive future, based on co-operation, mutual support and reciprocity between themselves and the Crown. The model of government would continue to be one of confederation, where the hapū and the Queen’s tribe would retain their distinct authorities, the leaders in their different areas coming together alongside the governor to resolve and advance issues of shared interest. Māori fully expected to retain their authority in the land, while expecting the governor and the Queen’s people to work in co-operation with them.
3.4. Next big things for the board
3.4.1. NELPS
3.4.2. Revised curriculum
3.5. Governance vs Management
3.5.1. leamington governance policy
3.5.1.1. Governance is like hiring an electrician to do a job
3.5.1.1.1. communicate overall direction
3.5.1.1.2. the electrician uses their professional expertise to do the work
3.5.2. Parent elected trustees, not presentatives
3.5.2.1. entrusted with the responsibility of enhancing the success, engagement, achievement, emotional and cognitive development of all children is its focus using the school charter as its guiding document.
3.5.2.1.1. from the governance policy
3.5.2.2. trustee
3.5.2.2.1. Trustee is a legal term which, in its broadest sense, is a synonym for anyone in a of trust or responsibility for the benefit of another
3.5.2.2.2. like a politician
3.5.3. Staff Trustee
3.5.3.1. Not staff representative
3.5.3.1.1. comes to the Bot table via a different route - but is a BOT member with the same responsibilities as other bot members
3.5.4. Governance generally asks How, when, what, why, where etc
3.5.4.1. Management answers those questions
3.5.4.2. Sentences that start with "have you thought about" are generally management questions
3.5.4.3. It is ok to ask a management question, just pre-empt it with "this is probably a management question, but have you tried..."
3.5.4.4. The last board played around with governance vs managment questions
3.5.4.4.1. Google Docs: Sign-in
3.6. Roles on the BOT
3.6.1. Do not have specific roles on the BOT
3.6.1.1. Is considered a very out moded way of working
3.6.1.2. Members have a collective responsibility for all legal obligations
3.6.1.3. larger schools employ people to do many of the roles that smaller schools have BOT members do within roles
3.6.1.3.1. i.e a smaller school will have a property person
3.6.1.3.2. i.e. a smaller school will have an accounts person
3.6.1.3.3. The BOT then receives reports on each of these areas
3.6.1.4. starting to think about BOT chair and deputy chair
3.6.1.4.1. what is the role of the chair?
3.6.1.5. https://support.google.com/docs/answer/65129?co=GENIE.Platform%3DDesktop&hl=en
3.6.1.6. BOT secretary
3.6.1.6.1. The BOT employs a person to be the secretary of the BOT
3.6.1.7. Authorising Financial Transactions
3.6.1.7.1. will need to be in place by 20th of month
3.6.1.7.2. need two people
3.6.1.8. Specific skills can add to the BOT or would like to contribute
3.6.1.8.1. Finance
3.6.1.8.2. Policy
3.6.1.8.3. Personnel
3.6.1.8.4. Employment
3.6.1.8.5. Strategy
3.6.1.8.6. Recruitment
3.6.1.8.7. everyone brings the perspective of a parent
3.7. slack
3.7.1. app for phone
3.7.1.1. can set notification preferences
3.7.1.1.1. Guide to Slack notifications
3.7.2. Using the ticks to indicate agreement
3.7.2.1. Use emoji and emoticons
3.7.3. Replying to a thread vs adding a new thread
3.7.4. Search
3.7.5. Pinning items
3.7.5.1. Pinning items are for things you want others to be able to find quickly or you want to draw attention to
3.7.5.1.1. Pin messages and files
3.7.5.2. normally only for a short time
3.7.6. Staring items
3.7.6.1. Staring items are for things you want to put to the side.
3.7.6.1.1. Star channels, messages, or files
3.7.7. Remind me
3.7.7.1. use the remind me option to get a reminder about something at a time that suits you
3.7.7.2. useful when you have read something that needs action and their is not time to action it immediately or it needs some thought
3.7.7.2.1. Set a reminder
3.7.7.2.2. Keep up with what's important
3.7.8. Unread
3.7.8.1. You can set a message as unread to allow you to come back to it
3.7.8.1.1. similar to setting a reminder
3.7.8.1.2. Send and read messages
3.8. google
3.8.1. All our work is stored within a google drive
3.8.2. Google folders and files allow us to set different permissions and track changes within documents
3.8.3. Google works in nicely with slack
3.8.4. Google docs allows members to ask questions or store questions they would like to ask during a meeting
3.8.4.1. Need to be careful not to delete a file off your computer as it deletes it from everyones computer!
3.8.4.2. Using Filestream if possible means items do not take up space on a computer!
3.8.4.2.1. Getting started with Google Drive File Stream - Using Technology Better
4. Session 2
4.1. personality stuff and what it means for us working as a BOT
4.1.1. 16 Personalities
4.1.1.1. will mean speaking the same languae as the other teachers in the school
4.1.1.2. Dividing into small groups to read about the different types and briefing the rest of the group what it means.
4.1.1.3. Plotting on paper where we all sit
4.1.1.3.1. could this be electronic?
4.1.1.3.2. slides?
4.2. Journey of the school over the last 3 years
4.2.1. ILE expectations of community and MOE
4.2.1.1. MOE expectation that schools transform into having spaces that include break out spaces
4.2.1.2. We have maintained a line in sand that spaces can open and close to meet the diverse needs of learners
4.2.1.3. What does research suggest?
4.2.1.3.1. It is tricky to say with complete certainty that ILE (now QLE) has a positive or negative impact on traditional learning attainment
4.2.1.3.2. Teachers are able to target the learning needs of children in a more narrowed way when co-teaching as the breath of needs of the children does not increase, but we can make more groups with a narrower band if needs
4.2.1.3.3. Learning has the most chance of creating nurodensity when it is social
4.2.1.3.4. It is expected that to be successful in the adult world children will need to develop advanced skills in being able to be productive when working with others
4.2.1.4. Teachers mostly attest to being able to better meet the needs of children when working togehter
4.2.1.4.1. they are able to better reflect on how to meet the needs of learners and drill down into next steps through the reflection process.
4.2.1.4.2. Teachers mostly attest to feeling less isolated professionally when working together
4.2.1.5. A range of views from community
4.2.1.5.1. 20% strongly want kids in a single teacher space
4.2.1.5.2. 20% strongly want kids in a co-teaching space
4.2.1.5.3. 60% trust us to make a decision for their child
4.2.1.6. Moving forward
4.2.1.6.1. our preference is to provide both experiences for children to make use of the size of our school
4.2.2. Digitlal tool use
4.2.2.1. 2015 BOT signed off on direction
4.2.2.2. 2017 BOT had a range of views
4.2.2.3. Moved to a 1:1 expectation for all of Yr 5-6
4.2.2.3.1. had sign off from 2015 BOT to walk that path, but the 2016 BOT were not as supportive
4.2.2.4. We lost our way with Digital tech
4.2.2.4.1. we were chasing the 6Cs, but became more of a google school, substituting what we were doing into a digital space
4.2.2.5. Moving forward
4.2.2.5.1. pursuing the 6'c again
4.2.2.5.2. need to invest in some of our infrastructure to allow us to move to a level that reflects the size of our school and has the capability to allow us to move in the way we want to move
4.2.3. Kāhui Ako involvement
4.2.3.1. Mike leading
4.2.3.1.1. impact this had on school
4.2.3.2. impact this had on school
4.2.3.2.1. good
4.2.3.2.2. bad
4.2.3.2.3. leesa
4.2.3.2.4. christy
4.2.4. Play
4.2.4.1. understanding the cognitive development of the children we work with
4.2.4.2. was at odd with what national standards was asking of us
4.2.4.3. how to best support children to be happy, healthy, whole individuals
4.2.4.4. Has been received by parents much better than expected - they get it
4.2.4.5. continues to move through the school for all age groups
4.2.4.6. has evolved into Cognitively responsive practice as we recognise that play is one part of being cognitively responsive
4.2.4.7. allowed us to move into cohort entry easily because we were trying to make the last day of ECE and the first day of school seamless
4.2.5. Personnel issues
4.2.5.1. had to deal with a range of personnel issues due to age, sickness, performance
4.2.5.1.1. some of those issues were with people who had a high profile within our community
4.2.5.1.2. we were limited in the information we could share, so had to ride the wave of community talk
4.2.5.2. some people who had been at our school for a number of years progressed on with their next step
4.2.5.2.1. Sunny
4.2.5.2.2. Paula
4.2.5.2.3. Fraser
4.2.5.2.4. Lee
4.2.5.2.5. currently in a new rebuilding phase
4.2.6. Growth of School
4.2.6.1. school has grown by 7 classes since 2014
4.2.6.1.1. 2 classes in 2014
4.2.6.1.2. 5 classes in 2017
4.2.6.2. many of the systems that worked as a school of 350, then 400, then 500, and to be 580 by the end of the year had to change
4.2.6.2.1. we had no institutional wisdom of how to be a school of over 500 children
4.2.6.2.2. meant that we have had to employ a lot more people
4.2.6.3. many of the things that we designed together have been inherited by new people to our school
4.2.6.3.1. on boarding is a constant process
4.2.6.3.2. new people do not hold the stories that caused us to make the decisions that we did
4.2.6.4. Not sure if we are done yet
4.2.6.4.1. the building that is happening around us could easily force us to have to add more classes
4.2.6.4.2. performance of schools around us who take some of our children affects us
4.2.6.4.3. new school in Cambridge East in 2024
4.2.7. Property Developments
4.2.7.1. opening up classes across the school
4.2.7.1.1. agile spaces
4.2.7.2. 5 Year Plan 5YP
4.2.7.2.1. MOE gives the school money every 5 years to keep classes modern
4.2.7.3. Hall is the biggest challenge for us as a school
4.2.7.3.1. 1/3 is owned by the MOE
4.2.7.3.2. school owens 2/3
4.2.7.4. Soak holes is a smaller challenge
4.2.7.4.1. several are at the end of their life and need to be replaced
4.2.7.4.2. the school does not send storm water to the council system
4.2.8. Financial Decisions
4.2.8.1. Bot had untagged funds of approx 400k
4.2.8.1.1. was saving some of that money to help us with building work if needed
4.2.8.2. over 2017 and 2018 planned for several budgets to bring our untagged funds down to 150-200k
4.2.8.3. made a financial error in 2018 of undercounting by 1 teacher - 70k ommissionn
4.2.8.3.1. Relieving budget in 2018 was considerably higher than budgeted for
4.2.8.3.2. result was that we spent probably an extra $120k more than we had planned which will affect our untagged funds
4.2.8.3.3. Mike made clear to the BOT that the error sat entirely at his feet
4.2.8.4. 2019 we are trying to get extra funds back in the bank, but at the same time want to spend todays money on todays children
4.2.8.5. MOE recommandation is to have 10% of the operations grant in untagged funds
4.2.8.5.1. for us that would be $80k
4.2.8.5.2. I think in the $200k range is safe in that it allows us to do bigger things if we want to and not worry about the implications !
4.2.9. EI journey - Mel
4.2.9.1. working with children
4.2.9.2. did not get TLIF
4.2.9.3. what need from the BOT to keep things moving
4.2.10. Unresolved issues from the previous BOT
4.2.10.1. leave request
4.2.10.2. sarah f
4.2.10.2.1. unpaid sick leave
4.3. charter
4.3.1. Mike
4.3.2. Annual plan
4.3.2.1. Mike
4.3.3. Charter is the big road map of things we want to achieve over a 3-5 year period
4.3.3.1. it is where we put the big picture things that are important to us
4.3.3.2. getting a big rewrite at the moment to better convey the big themes we are chasing
4.3.4. annual plan is our plan for this year and the metrics we will use of impact
4.4. curriculum policy
4.4.1. Leesa
4.5. ero report
4.5.1. Mike
4.5.2. What did ERO have to say
4.5.2.1. ERO only look through the lens of academic outcomes and how well all students are achieving above the Governments achievement standards
4.5.2.2. good
4.5.2.2.1. Students learn in calm, settled, innovative environments that cater for multiple learning styles.
4.5.2.2.2. Teachers build positive, respectful relationships with students and their families.
4.5.2.2.3. Teachers provide multiple formal and informal opportunities to hear the aspirations of parents and whānau for their children and their learning.
4.5.2.2.4. The school provides an equitable and inclusive environment and students develop a strong sense of belonging.
4.5.2.2.5. The school provides a culturally responsive programme that promotes the bicultural heritage of Aotearoa.
4.5.2.3. bad
4.5.2.3.1. Some teachers can show acceleration for individual students but this is not inclusive of all students who require it.
4.5.2.3.2. Senior leaders are unable to show collated, analysed and reported acceleration information for students at-risk in their learning.
4.5.2.3.3. The school is not effectively accelerating learning for those Maori and other students who need this.
4.5.2.4. the recommendations
4.5.2.4.1. If you read a lot of ERO reports - these comments are cut and paste into most reports
4.5.2.4.2. Leaders and teachers need to develop effective systems and processes for evidence-based internal evaluation. This should include: leaders evaluating the effectiveness of school-wide intervention and support programmes for accelerating the progress of at-risk learners and report this to the board to inform resourcing decisions teachers effective use of data for at-risk students as part of the teaching as inquiry process. Planning to meet their needs and regularly evaluating the effectiveness of strategies in accelerating their learning and modifying practice and programmes accordingly, is a key component to the process.
4.5.2.4.3. Trustees and leaders need to collaboratively develop and implement targeted actions that effectively responds to at-risk learners to accelerate their learning. This should include: charter targets that focus on accelerating the progress of at-risk learners in order to reduce levels of disparity alignment of targets at all levels of the school focused on numbers, names and needs of at-risk learners developing a school-wide shared understanding of acceleration and how to achieve it effectively using data at classroom and leadership level to plan, track and monitor the pace of learning for at-risk students, to make accelerated progress.
4.5.2.5. what are we doing
4.5.2.5.1. have paid very little attention to ERO recommendations!
4.6. assessment data
4.6.1. Leesa
4.7. Delegations of the bot and principal
4.8. New visioning work
4.8.1. Mike
4.8.2. looking into the future
4.8.3. Nature of learning document
4.9. roles and responsibilities across the school
4.9.1. SLT attending
4.10. finance stuff
4.10.1. Marianne
4.11. Reflection of last BOT
4.11.1. Ian
4.11.2. Conflicts of interest
4.11.2.1. a piece of work the last BOT identified as something they would like to unpack further to allow them to work more effectively.
4.12. what else would the Bot want to see covered?
5. Session 3
5.1. Focus groups
5.1.1. Cognitively responsive group
5.1.2. Culturaly responsive group
5.1.3. Task Design
5.1.4. Emotional Intelligence
5.1.5. ICT
5.1.6. what do they see as being on the educational horizon?
5.2. Office team - creators of first impressions
5.3. reception room
5.4. senco
5.4.1. booster groups
5.5. Kāhui Ako
5.6. community survey
5.6.1. now what?
5.7. challenges looking into the future
5.7.1. roll growth
5.7.2. changing demographics of parents
5.7.2.1. age and expectations
5.8. bot code of conduct
5.8.1. what does high EI look like
5.8.2. poor EI?
6. NZSTA Training
6.1. 31 July
6.1.1. BOT essentials at Leamington
7. Wednesday 11 September
7.1. 6:30pm to 8:00pm
7.2. Existing Charter and Strategic plan
7.2.1. 10 mins
7.2.1.1. Mike
7.2.2. leamington learners
7.2.2.1. cogs
7.2.2.2. virtues
7.2.2.3. progressions
7.2.3. New charter and strategic plan
7.3. Curriculum and assessment policy
7.3.1. 10 mins
7.3.1.1. Leesa
7.4. The work of our focus groups - the practices we are trying to normalise within our school
7.4.1. 10 mins
7.4.1.1. Leesa
7.5. Culturally responsive practice
7.5.1. Kyla
7.6. Cognitively responsive practice
7.6.1. Arie and Raewyn
7.7. Strengthing Inquiry practices
7.7.1. Sarah
7.8. Emotional Intelligence
7.8.1. Mel
7.9. Digital tools complimenting learning
7.9.1. Christy and Sarah
7.10. Task design
7.10.1. name is not correct
7.10.2. Christy