Thursday, 13 October 2016

Building a school

I thought it was about time that I shared a bit about the actual build process and my involvement in that. If anything this has been my steepest learning since being here at the Rototuna High Schools. I am confident with teaching and learning, this is an area that I have spent considerable time and energy in my career. I have worked in the area of leadership of curriculum since my third year of teaching, facilitated school wide development of the New Zealand Curriculum and delved deeper into different issues and key aspects of education to complete my Masters in Education. I have some experience in developing and creating spaces that enhance the teaching and learning for students, but on the scale of the Rototuna Senior High School build - this is something entirely new. Well I suppose one can not espouse a theory of lifelong learning without really being open to actually living this idea. However, the build aspect of my role has really taken this concept of lifelong learning to sitting in that space of uneasy and discomfort (this is by the way the space I often talk about with staff that is needed to really unlock the potential of oneself in teaching, that deep critical reflection space). Let me be honest here when it comes to the space of uneasy for me, I am talking here about the complete edge. What a challenge!

My everyday reading!

A brief timeline

I have come on board quite far down the track in terms of the design and scheduled plan for the build. The Board of Trustees have worked collaboratively with the Ministry and the design team to shape the school to what it is. The detail and depth of consideration in to the design still amazes me. The thought that has gone in to this site to ensure that it meets green star ratings and reflects our space in this land is quite phenomenal. The way the building faces, the colour schemes both inside and outside of the building  - right down to the carpet selection all have been thought through to ensure that we at Rototuna reflect the vision and values of our students to connect, inspire and soar. Fraser and I have really come on board to add the final touches - I suppose I liken it to putting the icing on the cake.


Rototuna Senior School-New Angle September 2016 from Chris Parker on Vimeo.


Negotiating the build team

I must admit it took me some time to figure out who the key players were, and who I needed to liaise with to ensure things were moving to schedule and had the schools voice was always considered in the build. The Ministry have hired Frequency (Dylan Workman and Graham Edward) who work on the schools behalf to ensure Arrow are building the school to the specifications and needs of the school. Arrow are our build team, Tony Kavanagh oversees the build with Mark Bennett and Daniel Wilkinson as his site Managers). Torque IP ( Manu Bhagwanji and Graeme Thomas) are also on board and have been contracted to complete all of the IT, technical sides of things such as WIFI and servers are all installed and up to scratch.

Whilst it is not a normal relationship in a school build to work directly with those on site, this is something that has worked for us for the Senior High build. I tend to work a lot with Mark Bennett. Mark has a talent for explaining things to me in a way that I get it and I have really appreciated the time he takes to make sure things are moving forward. Mark would absolutely make an amazing teacher and we have made sure that we have utilised his skills as he has come across and he has guest taught some 'dream space' sessions with our Year 10 students.  Arrow are the ones with the deadline so Mark's management keeps me informed, gets my input, but at the same time ensures Arrow can work to their deadlines. A very mutually effective and efficient relationship I say - well it is definitely one that is working for me. Dylan and Graham help me out by making sure that Arrow are delivering a quality product on behalf of the Ministry - they basically keep things honest and the communication clear and transparent.
Mark Bennett talking through the design process with the Year 10 students.

My new language and vocabulary

I liken the learning of all of the terminology with the build to NCEA. It is a complicated path to navigate but once you understand it you can confidently use it to your best interest. Things like firewalls, autex, procurement, fixed furnishings, trunking which were never in my vocabulary are now everyday used words. I still remember my very first meeting on school site. It was with Graeme and Manu from Torque IP. They were wanting to know what my AV needs were, and where I would like all of the ports for the spaces located as well as discuss the server and end user device needs. Thank goodness our Board chair Megan was there because I was really lost - those technology minded people can really get going with their terms, I am pleased to say that six months down the track I can now hold my own in these meetings.

What is a dream school?

This is something that I often ponder. Does a space influence the teaching? Can a space facilitate deep thinking and deep professional engagement and learning for teachers? My response here is YES! Do you have to have a brand new space to do this? NO. Whilst we are very fortunate to be building a school in 2016 based on the growth of our area and we are able to help create a space that enhances teaching and learning I do not think the building alone creates great education. I believe that the people that are within the space bring the learning to life.

For the next 10 weeks we are working with our staff to prepare and develop the curriculum that we are determined to deliver for our students at Rototuna Senior High School to gain both personal and academic success. No longer is the world we live in about just qualifications. More and more we have conversations with business and tertiary institutions about the 'soft skills' and this is why we are focussed very much on a dispositional curriculum and emphasise BOTH personal and academic success.

I have attached here some of the 'brain dumps', and big ideas that our staff have been coming up with when we have asked them what is a dream school. It is great to see that we are all moving in the same direction.










Saturday, 24 September 2016

High Tech High Chula Vista

Well as the saying goes all good things must come to an end and the Chula Vista Campus was our final school visit of our research trip. I am so glad that we decided to see another campus as this school is quite different to the High Tech High Schools in Point Loma.



On site at the Chula Vista Campus was a pre school, elementary and middle school. It was really an insight to see how the expectations of project based learning, self directed learning and developing a social conscience was scaffolded in the students right from the beginning of the schooling years. The students from an early age are taught to trust that they can make a difference and take control of their learning, that they have the ability and with support they can grow confidence in those abilities. The work that students were producing and discussing with us was phenomenal and I was left feeling that perhaps we at times are guilty of helping children too much with their learning - they can do it, we as educators sometimes need to trust that students are capable and they do not always need us as the adults to solve the problems for them. This does mean being reflective as a teacher and looking deeply at ones practice to let go a bit of the control and allow students to take chances with their learning. If a project is not successful, actually there is a lot to be learnt from that situation. The evaluation of what did not go well can sometimes be more valuable in the learning process than the things that went perfectly. Learning can also occur through failure!
Me, Karina, Carla, Sally and Megan.

Knowing the Learner:
There was a real sense throughout the school that the staff were very responsive to the learners in the school. The school is situated very close to the Mexican border and therefore the students in the school reflected a very Hispanic demographic. The Mexican culture was celebrated through learning both in the school and within the community. Students were encouraged to seek leaning opportunities to engage and celebrate in their community and to extend the learning outside of the school classrooms. The students talked about how they felt included in their learning and that their prior knowledge and world views were acknowledged but also stretched and challenged.

Values and Dispositions:
Compared to the other High Tech High Schools visited this school very much encompassed a values education in a more formal and visible way. The students talked about the values "habits of heart and mind" and outlined how these values were important to their learning process. The values were visible throughout the school and some teachers also used dispositions to review and evaluate the learning in classrooms.

Inclusive Education:


video
Inclusive education was integrated throughout the curriculum and classes, with students with learning needs working in a supported way in the classes. One of our student ambassadors, Karina, explained how she had had a very difficult partner in her class earlier this year. She explained that it was difficult because her learning partner really struggled with the learning and she became frustrated that they as a team were not making the necessary progress that she felt she would have normally made. She outlined to us how much she learnt from that situation, acknowledging that in life you can not always pick the situations that you are going to work in. Karina spoke of how her teachers and advisors supported her to look at the partnership in a different way. She spoke of developing her tolerance and understanding to support and guide her partner more and to work with the other person to ensure that the project was in fact a successful one. She was clear in outlining what was valuable about the situation for her "I had to learn to think of better ways of collaborating and getting to the solutions". It was not always about the end product, it was the learning that helped her to get there.

Careers and Pathways:
This school very much targeted pathways and internships. Everywhere I seemed to look there was a focus on Colleges and how to get there. Karina and Carla spoke very proudly of how 95% of students were accepted and went to College, the remaining 5% went in to family business or the military. The school actively encouraged students to apply to Colleges and to be critical engagers in their pathways. There were organised visits to colleges and internships to help students to decide what they reallywanted to do. Partnership business were created to support the internships. Over their time in high school students are able to try things out to ensure that they were in fact making informed decisions about what they wanted to do. Karina spoke about a College she had intended on going to but that after visiting it she decided it was not really the place for her. She changed her mind based on actually seeing and visiting the College.

I feel very affirmed with the decisions we have been making to include internships in our programme from year 11. The connections we make with our community is going to be critical to the success of this for our students.

Each flag here indicates a students and the college they have been accepted by and chosen to attend.

Extended curriculum opportunities:

Unlike the other High Tech High Campus, Chula Vista provides opportunities and encourages students to belong to clubs. These include a range of sports and activities that would not normally be on offer in the regular school day. I suppose I thought of this like the Rototuna Junior High School  Flight time and sports programme combined. These were provided after school from 4:30 until 6:30pm. The senior students ran and led the 'hubs' for the middle school in this time also. The senior programme was called CRASH and involved outside people as well as teachers coming in to lead the programmes.



In conclusion I have taken so much from this trip and the visits to these schools. More than anything I feel affirmed in the decisions we are making and the reasons why we are heading in the direction we are wanting to with our curriculum. This trip has been absolutely valuable for us for a number of reasons.
  • We can run integrated programmes in a deep and meaningful way to allow for students to be extended in their knowledge through contextualised learning.
  • We can provide rich experiences of learning in collaboration with our community.
  • We can ensure that students constantly receive feedback on their learning through multiple forms of assessment to make sure that they are progressing and being challenged to attain to high levels
  • We can offer opportunities for students to experience multiple career pathways, ensuring that students are aware of what they need to do to and attain so that they can successfully navigate their own pathways.
  • We can deliver a curriculum that provides and encourages both academic and personal success.
My job is to make sure that my team are skilled and prepared to make all of this happen. I believe that we can I trust that I have the right people to be able to provide the best for our students at Rototuna Senior High School.








Monday, 19 September 2016

High Tech High - Point Loma

High Tech High, High Tech International, High Tech Middle School  - Thoughts from a very excited educator who is feeling quite affirmed in the path that we have and are taking at Rototuna.



To be honest I don't even know where to start! What a mindblowing experience to be able to actually see first hand what it really looks like to 'walk the talk' in terms of educational philosophy for rich, contextualised learning. There were moments when I was so moved by what the students were talking about in regards to their learning that I was left speechless (yes for those that know me this is massive). There were also times when I can honestly say I had tears in my eyes listening to the learners discuss their perspectives of their projects which were contextually relevant and responsive to real world issues and challenges. Alvaro and Ezra (our student guides with us to the left in the picture) conversed with us in such a mature manner and they were both highly proud of their school and their learning journeys. I believe that being responsive to the world we live in is highly important and that we as educators need to prepare our learners not just for the world that they live in now, but also for the world ahead of us.

The emphasis of the school was to learn in a life responsive manner where students become agentic in dealing with social justice issues as well as through what Rose Hipkins termed 'wicked problems' (the real life issues that are occurring in our world that can not be solved easily from a single perspective and approach). I got a real sense of "I can make a difference, I can start with myself" attitude throughout all of the schools.

This model of schooling has definitely demonstrated how academic rigor can be maintained (and heightened) as well as provide a deeply rich dispositional and equitable education for young people to be critical discerners of the world both in the here and now and in the future. The statistics of school leavers consistently sit in the 75 to 80% range for students going on to complete 4 year college courses/degrees.


Artwork is created by students around the school as a part of the projects. This is not just through Art and Technology as subjects but also through Physics, Maths and English etc. Classroom hacks and mini projects are also used to simulate and engage students in deep way. The students designed and made the bridge, above right, using physics and math to create an art piece that was underpinned by engineering principles - must be structurally sound it held me up.



Structure
Project based learning is used for all learning structures. Two learning areas work together in a rich partnership to deliver curriculum content in an authentic way. This does not mean that two teachers teach together at all. At times teachers will teach students separately from each other because the demands of developing skills in a single subject may require that.


They definitely demonstrated how integration does not always have to mean together occupying the same space. It is about teachers working closely together to plan and prepare and sing from the same song sheet, to then ensure that the project comes alive. William Herd Kilpatrick's definition was identified as a key way of looking at projects which are seen as "whole hearted purposeful activities in a social and authentic context".


Teachers
Theses guys really are rock stars of education. They are passionate, engaging and influential change makers who know their craft. The teachers here have complete autonomy to deliver what they believe is important for the students. They are happy and love their subjects but they are also very interested in ensuring that students are developing a range of 'soft skills' which will assist their learners to be "well adjusted people, well prepared to go to work". This is a charter school, so teachers are on a year by year contract, but there is also little turnover of staff as no one wants to leave this school.

Professional learning is undertaken throughout the school day, in the mornings and in collaborative sessions throughout the day when non contacts are available together. When I asked a teacher about the professional learning they receive and value he answered that three things influenced his ongoing desire to continue to develop as a teacher.

  1. He gained inspiration from other teachers. Being in an open space seeing what others do was by far one of the best pieces of PL for the teacher.
  2. Competition - he did not want to be outshone by someone else and was always striving to be just as good as those he sees around him ( I did giggle here as a highly competitive person this is something that I must admit always did help me to want to be a better teacher).
  3. Having less students that you got to know really well. "When you have small numbers of kids you become so invested in them...I wake up in the morning wanting to be a better teacher because I know my students in such a connected way that I owe it to them to be the best teacher for them".
    These very diverse multicultural High Schools permeated culturally responsive pedagogy. I was impressed with the level of understanding the teachers had in terms of knowing their learners. Teachers are not responsive to something that tells them they have to make efforts to really understand their students, they do it because they really do want the best for their students and to do that they have to truly understand who they are, where they come from and reflect from different cultural lenses what they as teachers need to do to explore education through the eyes of the learner. Ka mau te wehi! (I can try and interpret this word in english but it really does not have the same meaning from my perspective. try thinking AWESOME in massive letters with many, many exclamation marks).


A legacy wall of tiles (right) from all graduating students from the High Tech High... getting cool ideas for our space under Tunawhakapeke!


Bring on our Chula Vista Campus tour tomorrow!

Friday, 16 September 2016

Thomas Haney High School - Vancouver


THOMAS HANEY HIGH SCHOOL  - Vancouver

 Here we are at another school which is a member of the Self Directed Learning Coalition in Canada. In comparison to our first visit this is a really different approach to self directed learning compared to our previous school. Looking at a contrasting school is what we came to the other side of the world to see. This means we were able to take further learning from the school that we did not see at our previous school visit, as well as discover a few more things that we must consider to ensure we provide the best learning opportunities for our students.

Things we noticed:

Students:

The students were our guides and gave us a perspective of the school from their eyes. They were amazing. The self directed approach to learning in this school certainly has provided the students with a fabulous base of interpersonal skills. Something that I noticed and it was definitely highlighted by the teachers, was that the students could engage with adults in a positive, mature and natural way. The relationships between the adults and the students was very much open and collaborative and helped to better facilitate the learning for the student.

Learning and structure:
Learning is structured through guides and students were observed working not only independently but also collaboratively with each other. The students create their timetables with the school counsellors with a scaffolded approach over time. This ranged from a more set structure in the first years to over time the constraints being gradually removed to allow for more student agency and ownership.

Learning guides help to provide curriculum consistency. This seemed to be very like a department in NZ teaching from a scheme. The learning guides are seen as a base - the must dos of the curriculum. The hope of the learning guides is to ensure that a consistent curriculum is delivered but also allowed for each teacher to still demonstrate responsiveness to the learners in front of them.

The halls were something we looked at that could really work for us during our independent learning time. Each learning area had a space (called the halls) that was supervised and facilitated by subject specialists. Students chose to work in an area of their need at the time and they spoke highly of not always having their own teacher to work with. This helped to foster positive relationships with adults for the students and enabled students to receive the necessary subject specific support in a timely manner.

Teaching advisory:
Student services offered an opportunity for students to receive counselling on many levels - including pathways advisory. The Counsellors really helped the students to select their courses. Originally this was an element of the school philosophy that was a key activity of the Teacher Advisor. The school has moved away from the course selection and guidance being delivered and supported by the teacher advisor and the Vice Principal remarked that this was due to structural constraints and community influence. Teacher Advisors are still having ongoing conversations with the student around mapping their flexible time each day - both in the morning and the afternoon.

Overall curriculum:
Wider curriculum opportunities were available, being more than just the STEM. Students were offered a range of subjects that were broader than just the curriculum learning areas e.g. Equestrian, Automotive, Photography and having access to make a space possibilities. Students had access to working in an authentic and experiential way outside of the school if the student had an interest in this area. The school was not bound by the institutions of the timetable and were responsive to individual need and creating flexible timetables when and if required. The staff were seen to have a real can do attitude when it came to being approached to support individualised learning programmes that needed a specialised approach outside of what was the 'norm'. The answer seemed to always "yeah we can do that".

There was evidence of integration but this was not necessarily based on the school philosophy, it was mainly generated through teacher interest and a want to contextualise the learning.


Assessment:
Students talked about being empowered to be assessed when they were ready. They spoke highly of the responsiveness of the teachers to help them and for the teachers to offer assessments in different modes if the students were proactive in asking for it. The philosophy at the school seemed to be highly agentic. If a student is proactive and knows what they want they will be able to engage with the teachers in a mature and responsive way. The students we had spoke positively about being able to drive the learning.

For those students that can not manage their learning then this might not be the school for them. Students spoke about losing quite a lot of the cohort that they started with, remarking that "this school is targeted at those students that really want to focus on academic achievement, this is a place that you come to because you know this way of learning is going to work for you".

The moments that really got us thinking:

  • There was a real tension that exists between what might be good for learning and the teacher union contracts. This was highly evident in discussions and a lot of the recent strikes and union actions have clearly influenced the pedagogy in the school and the overall development and professional learning for teachers.
  • The moment we walked in the school aboriginal education was visible and highlighted. What was interesting though was that the first nations principles had only just been introduced a year previously. The newly revised curriculum (which very much sounded like the NZC - introducing competencies and values) is being introduced in the district. The first nations principles have been woven throughout the document and it was remarked that through ongoing engagement it was believed that these concepts would be developed over time. If further support was needed in any aspect of indigenous principles then outside district support  (which happened to be based at the school for the district) can be called on to support a teacher if they may want to look at the principles in practice.
  • Professional learning in the school was dictated by external forces (new curriculum and union contracts) and was covered over 5 days and 8 afternoon sessions in the year.
What have we learnt:
Thomas Haney has demonstrated how we can scaffold self directed learning over the years to  slowly develop student agency in a supportive and facilitated way. 


We believe pedagogy and vision should drive the learning across the board for student learning and improvement. The concept of 'Ako always' is something that we value at Rototuna and really is a driving philosophy about not only the students always being the learners but also the teachers. I think that we need to work collaboratively with our staff to ensure that everyone sees the value in professional learning to not only help us to deliver cutting edge teaching and learning but also as an investment in to our own selves as professionals. As an SLT we have to ensure that we always go back to the 'why' and ensure that we include our curriculum leaders in the decision making of our professional learning programme.

I think we need to maintain our stance on how we see priority learners. Culturally responsive pedagogy has a definite place in our underpinning philosophies and will be embedded in to our overall school vision, strategic plan and everyday teaching and learning delivery. This is not because the Ministry says that we need to focus on MÃ¥ori student success, but because we know it is right. We want to ensure that every single student in our school receives an equitable education and has the opportunity to achieve high academic and personal success. We will ensure that our teachers understand, acknowledge and are responsive to deliver programmes for successful outcomes for all students in our school.


The Vice Principal, Jeff Curwen and Principal Grant Frend Thomas Haney High School. Sally Hart, Natasha Hemara (me), Karl (Teacher from the States) and Megan Barry.


Thursday, 15 September 2016

Research visit - Bishop Carroll High School, Calgary, Alberta, Canada

After a slight detour on the Calgary roads we made our way in to Bishop Carroll High School. Looking at it from the outside you would not recognise it as a school (as we know it), we did in fact drive past it, but the moment you step inside the building into the reception there was no doubting that this was a high school. The first thing I noticed was the smiling, happy and content young people in the hallway. This is always a positive sign. The school had a sense of calm about it and I knew straight away that this visit was going to offer up some gems for us in terms of opportunities for our students education at Rototuna.

We were instantly and warmly welcomed by the school Principal, Neil O'Flaherty and taken to his office where he shared the school's vision and philosophies with us. Needless to say it was not long before we were all engrossed in deep discussion about pedagogy, leadership in education and sharing readings and ideas. We could have sat there for a long time digesting the Alberta curriculum and the interpretations of the state system of education through the eyes of Bishop Carroll but we had a school to look at, and students to meet.

Nathan Easton and Peter Rybicki two of the Vice Principals (who laughed at our titles of Deputies - which we had never considered could be so funny, they made it sound so in Canada though! When they said "deputy dawgs" it conjured up images of Dukes of Hazzard and Sheriffs) took time out of their day to provide us with a tour and valued experiences of pedagogy in a self directed school. The school was established in 1971 and whilst the buildings are somewhat dated the self directed pedagogy was not. The leadership team all spoke to us about how student centred approaches and choices (what we call student agency) not only empowers the learners but it also drives the pedagogy. We came to this school to see what self directed learning on a large scale with a large number of students looks like and we definitely saw this successfully in action as the school hosts a roll of 1330 students.


To share a few key things we have digested so far from the visit:

Students:

  • learn at their own pace and are tested when they are ready. They go to the centre for testing and complete the appropriate assessment in their subject of choice which is administered by support staff.
  • can adapt and shift their learning to fit into their lives - some students spoken to talked about how serious illness could have set them back in a traditional school but here they were able to, with good guidance, get back on track. This structure (or lack of it) also suited high performance athletes who may have competitions etc that could normally conflict with traditional schedules.
  • behaviour changes in a flipped environment (like the use of this flipped as it talks about the students agency being at the forefront). Social policing is very strong amongst the students and when students get to make more empowered decisions about their learning then unwise choices (e.g. skipping classes) are reduced. Teacher guides are there to assist and support students in their academic pursuits. If students are falling behind they are easily picked up and steered in the 'right' direction. These guides really know their learners well (they have 28 students and 8-9 hours across the week to meet up on a one to one basis) to assist the student with their learning pathways.

Schedule:
  • Lends itself to choice and academic challenge.
  • Teachers are used mainly to deliver seminars (which students opt into) and resource time (readily available to discuss students learning with a student in a one on one basis).
  • The Alberta curriculum dictates the content of instruction and this is driven by a need for 30% of the Year 12 STEM subjects to be tested for the final diploma (equivalent to our UE level.) 
Leadership:
  • Teachers set their own timetables to ensure they met their own allocation of hours in conjunction with the SLT. All time in school is either instructional time, assigned time or curriculum development. There is no such thing as non contact time as all time in the school is seen as being valued time for the development of learning whether it is for the staff member or for the student.
  • Teachers teach and support staff do the administration.
  • Continuums set up to explore teachers level of value of student agency which assist the SLT with discussions with staff professional learning. Great as an appraisal tool!

The Leadership Teams! Back row Peter Rybicki, Sally Hart, Neil O'Flaherty, Nathan Easton. Front row: Natasha Hemara (me) and Megan Barry.

Big WOW moments for us:

  • Senior administration in the Catholic schools in Calgary move around every few years from school to school. Nathan spoke about this school being his 4th in five years. A very different model to NZ.
  • Actually seeing it all in place, so many students, all seemingly focussed and on task working in an independent and supported way.
  • Real one on one time spent between the teacher advisors and students. meeting times are booked in advance and negotiated.
  • How much time the leadership team took out of their busy days to host us, be so open and honest about their own journeys and the school. This has had us all thinking about the concept of 'pay it forward' and we can only hope to be as accomodating and hospitable to people who want to learn more about the pedagogy that will drive Rototuna Senior High School. Of course we invited them to NZ - sharing the ako!

Big questions for us to think about:
  • How do we challenge our students to 'connect' (as community participants and collaborative learners) whilst still empower them to make decisions in a self directed way?
  • How does self directed learning help students to build a sense of belonging with other students, the school and with our local community?
  • How might the full extent of the front end of the NZC be delivered with one dominant pedagogical approach?
I think that there is an element that is needed in our programme to engage students in self directed approaches to their own learning. I think it is necessary to ensure that the students themselves are engaged as critical decision makers in their own pathways and futures. The teacher as a 'guide on the side' to help the students navigate their journey through the senior years is critical. I think we must ensure that the teachers are provided with the time and skills to ensure that they can provide the best possible support for students to help them make key decisions for their futures in a supportive yet structured way. 

Self Directed Learning is one piece of a larger  pedagogical jigsaw puzzle that will assist us to ensure that we "empower our people to be connected, collaborative community-minded learners inspired to soar".

Tuesday, 13 September 2016

Specialist Curriculum Leaders Induction Day

10 September 2016

On Saturday afternoon we met with our Curriculum Leaders to share our Senior Leadership Team perspectives on the Rototuna High Schools vision and the emerging curriculum for the Senior High School. It was a great day for getting to know our leaders and a fabulous opportunity for the leaders to bond in informal way prior to our official start day of 10th of October. At the end of the day we welcomed in our families to meet and share kai with Megan Campbell our BOT Chair and the leadership team from the Junior High School. A great way to end a day of building positive professional relationships.

Rocking our hardhats and Fluoro vests for safety during our site visit of the Senior High School.

Wednesday, 17 August 2016

Community evening number 3. It is all coming together!

Last night we hosted a meeting in Tunawhakpeke for anyone interested in attending the Senior High School. We were able to share our overall plan for the curriculum and how we intend to transition students through from Year 10 both from the Junior High School and students new to the area.
It was a fantastic turnout and we appreciate people taking the time out to be there and provide us with feedback.

We want to provide the best opportunity for all students to excel here at the Rototuna High Schools.

Here is the presentation from last night: