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26/7/2017

Thoughts on Learning

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Sometimes we can worry about change. We think about the way things were and how they worked for us. The world our children live in and one day will work in, is very very different from the one we grew up in. The speed of change is exponential, and we need to be changing with our world and preparing our children for a world of change.  Change  requires  an  evolution  of  thinking  that  can  offer  new possibilities for continued greatness ahead. 
One change we must emphasise is ensuring the focus is more than just on academic achievement, but rather on Whole Child growth and development.
When we state “Whole Child,” we are specifically addressing the development of the social, emotional, physical and academic development of each student.
A  Whole  Child  approach,  which  ensures  that  each  student  is  healthy,  safe,  engaged, supported, and challenged, sets the standard for comprehensive, sustainable school improvement and provides for long-term student success.
Whole Child Education Expectations: 
• Each child enters school healthy and learns about and practices a healthy  lifestyle. 
• Each child learns in an environment that is physically and emotionally safe for all. 
• Each child owns their learning and contributes to a close personal connection with our school         and their community.
• Each child has access to personalised learning and is supported by caring, qualified adults. 
• Each child is challenged academically and nurtured individually to prepare them for success  in life.
Skills for the 21st Century: 
“The rigour that matters most for the 21st century is demonstrated mastery of the core competencies for work, citizenship, and life-long learning. Studying academic content is the means for developing competencies, instead of being the goal, as it has been traditionally. "In today’s world, it’s no longer how much you know that matters; it’s what you can do with what you know.” -- Tony Wagner, The Global Achievement Gap 
The success of our children is dependent upon our ability to teach them 21st century skills: 
    Collaborative Team Member
    Effective Communicator
    Globally Aware, Active, and Responsible Student/Citizen
    Information Literate Researcher
    Innovative and Practical Problem Solver
    Self‐Directed Learner. 
“As educators, school leaders, and policymakers, we exist in a world where too often assessment equals high-stakes tests. This is a very limited view of assessment. The fundamental purpose of assessment is the improvement of student achievement, teaching practice, and leadership decision-making.” Douglas Reeves, Ahead of the Curve: The Power of Assessment to Transform Teaching and Learning. 

We believe all students should participate in Music. This year we have implemented a school-wide music programme that has given every child a taste of how engaging and empowering participation in music can be. Mark McLay our Marvellous Music Maestro describes it as opening their eyes to a world of challenging fun. The value in their participation goes far beyond the act of playing any specific instrument. The value lies in the skills they learn in performance, practice, and participation in a group. Playing an instrument activates both sides of the brain. It teaches the value of effort and achievement. It teaches appreciation for the arts. I want to publicly thank Mark for the magnificent job he has done with this programme, it has added a wonderful new dimension to learning at WHS.

Our Vision is for our children to Love to Learn to Lead. This is a whole child vision. 
We want our children to Love themselves, to be strong in themselves, resilient and confident in what they can do and what they can learn.
We want our children to Love each other - to be a part of a caring and contributing family. Bucket-Fillers who make a difference in their world by Paying It Forward. One of the most important ways we show our love for our family is by listening - a skill for the ages.
We want our children to Love our world. It’s the only one we’ve got, there is certainly not another in the Universe that we are aware of or could reach, so we must look after it with love and care.
We want our children to Love to Learn. Learning gives us power over our world, our circumstances and our future. It offers us options and opportunities that we would not have without it. Learning is for life.
We want our children to Lead. 
With our WHS values, our children are well set to lead - in their own lives as they set goals, develop action plans, identify what success looks like and reflect on how they went and where they go next. 
In the lives of others as they set the standard for others to aspire to. In their world as they live leadership through what they do rather than what they say.

“As educators, our responsibilities are to support our children in pursuit of their learning, to support our children in pursuit of their dreams, and to support our children in pursuit of imagining successes not already conceived. 

We must do all we can to meet our responsibility to develop the “Whole Child, Every Child.” 
Therefore, we will continually reflect on all that we do to ensure we meet all the needs of these wonderful young people entrusted into our care, and support them to the best of our ability in order that they will Love to Learn to Lead.

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1 Comment
codybecth link
26/4/2022 01:19:22 am

Great article! Awesome content.I Loved this post and I’m definitely pinning it to share!

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    Greetings to all the families and friends of Western Heights school.
    I am truly excited at the prospect of coming to work at this wonderful school each day.
    Family:
    My wife Jacqualene is the Principal of Mangere Central. She has outstanding skills and talents in administration, curriculum design and integration of ICT into the teaching and learning programme.
    My son Tiaki is a bright boy, very keen on technology, a bit of a musician, and a very talented footballer and softballer. Tiaki was the youngest footballer to make it into the National Talent Centre, and was MVP at the South Island Softball Champs.
    I also have two adult children and two grandchildren - all in Australia.

    Western Heights school is a wonderful school, staffed with exceptional teachers and support staff; led by an outstanding Board; and supported by an enthusiastic and committed parent community.

    Career:
    I began teaching aged 19, some 41 years ago, and began my 20th year as a principal at this wonderful school in 2014.

    Principal of Tareha School                              - Napier 2 years
    Deputy Principal Prospect School                  - west Auckland 7 years
    Principal Pomaria School                               - west Auckland 7 years
    Principal Te Akau ki Papamoa School           - Bay of Plenty 3 years
    Principal Kaiapoi Borough School                 - Canterbury 8 years

    President of Waitakere Area Principals Association 2003 - 92 schools 
    Apple Distinguished Educator Award - 2009. Sponsored to Apple Headquarters in Cupertino, USA.
    Secretary Auckland Computers in Education Society
    Primary Principals’ Representative - Primary Sector Education Advisory Committee
    Waitakere City Council - Award for Outstanding Contribution to Education, 2003.
    Presenter at UNESCO Conference on Values in Education, 2002.
    Guest speaker - International Principal's Federation Conference, Auckland 2002.
    Ministry contracted trainer - Implementation of New National Administration Guidelines
    First Time Principals’ Mentor for Ministry of Education in Auckland and Christchurch.
    Mentored new principals of four Canterbury schools.
    University of Canterbury School Curriculum Development Facilitator - e- Learning, ICT in 2011 and 2012. Worked with 70 schools.
    Post Grad Studies at Mindlab 2016

    Personal Achievements
    Sportsman of Year - Christchurch College of Education 1978 
    Canterbury Colts Softball representative
    National League football with Woolston FC
    Waimakariri Football Club Junior Coach of the Year - 2011, 2012, 2013

    Philosophy
    I believe passionately in all learners becoming independent.
    My Vision has always been of “Growing Great Kids” who are self managing, self motivating, self moderating, independent leaders of their own learning.
    This has been achieved through “Dream. Grow. Shine. Reflect.” 
         Children choose appropriate goals. 
         They develop an effective action plan to achieve those goals. 
         They identify success criteria - what we can expect to see when success is achieved. 
         They reflect on their goals, their plan and their outcomes and make decisions in light of this.

    We know that positive relationships are the key to success, not just in learning but in all aspects of life. Positive relationships are built on trust, honesty, respect, and genuine concern, and nurtured through active listening and time spent together.
    Whanau (Family) Relationships are the basis for all I do and the way I teach, coach and lead. For this reason, I set great store in being open to and available to children, staff and community.
    As examples of this, we now have a presence on Facebook, a Twitter account, a revamped web site, an Open Door policy for access to me, and my personal email and cell phone number available to you all.

    My door is open, my cell phone switched on and email launched - feel free to contact me any time.

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HENDERSON
​AUCKLAND 0612

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  • Home - Kāinga
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    • Bush Classroom
    • Learning Philosophy >
      • Four Original Languages
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    • Deputy Principals
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  • Contacts - Whakapā
  • Strategic Plan - Mahere Rautaki
    • KCs and KTs >
      • Foundation Stones
      • Whakatauki
    • Financial Reports - Mahere Pūtea
  • Porotaka Pounamu
    • WHO
    • WHY
    • HOW
    • WHAT