Remember to Set a Date for the Next Steps Planning Meeting!

3.1 Building and Sharing an Understanding of the Enviroschools Holistic Reflection Process

Key Points Roles Facilitator/Key Teacher notes Essential understandings of: Facilitator

- The Enviroschools Guiding - Lead staff and Principles and the Whole tamariki/students and Centre/School Approach community through selected activities - The Action Learning Cycle - Ensures Enviroschool - The Enviroschools Holistic understands the process Reflection Process and importance of the essential understandings - The types of strong, quality evidence Key Teacher – Support and - The Bronze, Silver and facilitate aspects, make sure it Green-Gold paragraphs and happens centre/school wide key words

Tools and Activities What we’ll do Who When

Holistic Reflection Folder Section 3.1 3.1.2.i Building an understanding of the Guiding Principles and/or Whole School/ Centre Approach using words/ photos 3.1.2.ii Building an understanding of the Guiding Principles using the Big Picture (Doughnut activity) 3.1.2.iii Building an understanding of the Guiding Principles and Whole School/ Centre Approach (Waka Activity) 3.1.2.iv Building an understanding of the Whole School Approach 3.1.4.i Exploring the Enviroschools Holistic Reflection Stages 3.1.4.ii In-depth Exploration of the fit with the appropriate Descriptive Paragraph 3.1.5.i Unpacking the Enviroschools Holistic Reflection Process 3.1.5.ii Reflection Pool Picture 3.1.6.i Building an Understanding of Evidence 3.1.6.ii What Constitutes Effective Evidence of Depth of Practice? 3.1.7.i Reflection for Progress Workshop Outline 3.1.7.ii Holistic Reflection Process Workshop Outline

3.2 Reflecting on the Journey and the Current Situation

Key Points Roles Facilitator/Key Teacher notes - Reflecting on and Facilitator – Guidance and recording the journey support, assisting with - Developing initial processes to ensure the impressions - Gathering and recording journey and current situation evidence from a range of is presented people in a variety of ways about the journey and the Key Teacher – Support and current situation facilitate aspects, make sure it - Gaining clarity around the happens centre/school wide Enviroschools fit with the relevant Descriptive Paragraph

Tools and Activities What we’ll do Who When

Holistic Reflection Folder Section 3.2 - 3.2.3.i Using Questions for Enviroschools Reflection (the Matrix Questions)

- Relevant activities/tools listed in Section 3.1

Enviroschools Website:

- Facilitator Tools section

- Examples of Reflection Workshop Outlines

- Photos of Enviroschools journeys

Enviroschools Kit: Reflect on Change section

- p263 Matrix Sort

- p258 What’s Like Our School/What’s Not?

- p258–267 Reflection Activities 3.3 Reflecting on the Journey and the Current Situation

Key Points - Connect as a Sharing and Decision-making Team to confirm the teams’ role as decision-makers who are representing the centre or school community - To share and affirm the journey the Enviroschool is on - Suggest some Next Steps. The centre/school Facilitator ensures these are recorded during the Session, for example, a visiting Facilitator could be assigned this role - Check that there is a close fit with the relevant Descriptive Paragraph and so affirm that we are a Bronze, Silver or Green-Gold Enviroschool - Agree upon a process for where to from here.

Well-before checklist  Who needs to be there? (See p293 – 297 Enviroschools Kit)  What kind of welcome is appropriate for the Enviroschool and the occasion? What responses might be needed? e.g. waiata, speeches, koha.  How will already-gathered evidence and Next Steps be presented in meaningful/achievable ways during the Session?  Decide upon the space. What does it need to be set up and ready?  Which projects/areas will be focused on to share?  Who are the appropriate tamariki/students to take groups around and to talk at the tour stops?  What are appropriate ways for the tamariki/students to share their ideas e.g. are they comfortable brainstorming, or might group work and writing down ideas be more appropriate?  Who is responsible for running each part of the Session? This includes planning, resource-making and ensuring smooth running.  As part of the collaborative nature of the Process, it is important that the centre or school is given opportunities to lead some aspects, for example, the welcome and the tour. The Facilitator/s will lead some parts of the Session especially the Reflecting on what we have seen and heard part.  Check before the day whether any community members who are not attending the session would like to contribute (capturing community voice).  Reflection image/symbol is agreed upon, all parts are made and ready e.g. tree or waka/leaves and hoe  Image/symbol for recording Next Steps e.g fruit/water droplets is also prepared and ready Immediately-before checklist  All resources made and ready for the Session (Facilitator and centre/school)  Koha organised and onsite  p292 Enviroschools Kit Sharing and Decision-making Session Chart – to be displayed throughout the Session  Facilitator and Key Teacher in contact the day before to check that all is ready – includes technology, charts displayed, all parts of the Session planned fully  Is the space clean and inspiring?  Facilitator to arrive well before Session starting time  Kai prepared and ready Sharing and Decision-making session notes and reflections

Remember to set a date for the Next Steps Planning Meeting! 3.4 Next Steps Action Planning

Key Points Led by Considerations - Who will attend, who will lead which parts of the meeting - Where will these Next Steps - Who is recording the meeting? Who will draw up the plan? be displayed? They need to be - What are the actions, and who is/are responsible for prominent. progressing each one? - How will they be used for - How will the Enviroschool action these Next Steps? What Term/Curriculum planning? processes will be used? - Who checks frequently to see - Check Enviroschools Kit p218 – 226 for Planning Templates that momentum is being and action tools maintained? For example, - Which Guiding Principles/Ngā Mātāpono are the focus? who ensures that the non- - How will the Next Steps maintain/broaden/deepen the immediate Next Step actions Enviroschools sustainable practice? are attended to? - How is deepening intentional learning included (curriculum - Who reflects on and planning)? How do these new focuses connect with existing celebrates the completion of learning and action? various tasks/stages? - Are new avenues being explored? How will this influence - How are the small and larger planning for classroom learning? steps on the Enviroschools - How could this lead to a more sustainable community? deepening sustainable - What is the communication plan for ensuring management, journey named, discussed and students, staff (including the caretaker), relevant off-site celebrated? partners, the wider community, the Regional Coordinator are informed of these carefully considered Next Steps?

Next steps Notes/Actions 3.5 Celebrating

Celebration Planning Checklist First Steps Key teacher/s, Who decides the make-up Facilitator of the planning team? Consult with tangata whenua if appropriate.

Facilitator Discuss with your RC – what is your role as Facilitator? Is the RC is attending and if so what is their role.

Check out the Enviroschools Kit p268–70 for great ideas on planning a Sustainable Celebration

Planning Team: Roles:

Preparation Checklist: This is a suggested list of things to consider:

1. Purpose of celebration – Presentation of certificate/sign and/or stickers, Celebration of sustainable practices and Enviroschools journey, Affirming/developing community partnerships…

2. Invitations – who will be invited? Key supporters/ stake holders, including whanau, BoT/ community, funder representatives (including councillors/ mayor), the RC and partnership organisations. MPs, local dignitaries, support people, e.g. past pupils and caretakers). Who will design the invitations – a class? The Envirogroup? Contact media and send them a press release.

3. Preparation and Practices – e.g. deciding who speaks about what, who takes responsibility for various aspects - the mihi whakatau, waiata, karakia, kai preparation, sustainable practices with kai, materials used. Also, looking after special guests, leading any brief tours. Prepared notes for specific speakers.

4. Celebration space – make sure the chosen space, outside or inside, is suitable for the numbers attending and is inviting and inspiring. Is there a Plan B if it’s planned for outside?

5. Plan for the celebration’s ending – will it be formal, or will people leave as they choose after kai? Make sure all participants know.

6. Enjoy the planning process as well as the celebration! Enviroschools Holistic Reflection Process - Personal Reflection

What went well?

What was empowering for the tamariki/students?

What would we do differently next time?

What was surprising?

Other thoughts: