A collaborative approach to transitions in Dannevirke

Lisa Bond, Jo Brown, Jenna Hutchings, and Sally Peters

In this article we present some initial findings from a Teacher-led Innovation Fund study undertaken in a kāhui ako based in the small community of Dannevirke. Teachers from the eight early childhood education (ECE) services and six schools have worked together to explore teacher practice and research the impact of teacher pedagogy on the transition, wellbeing, and academic engagement of tamariki in their community. The findings demonstrate that while, initially, there was little understanding or use of the other sector’s curriculum, teachers have been shar­ ing their knowledge and expertise across sectors, leading to deeper understandings of children’s learning and the links between curricula. Using knowledge gained, each setting has been working on its own goals. Two trends in these goals have been to enhance the confidence and independence of tamariki in ECE and offering play-based pedagogies in the new entrant classrooms. The study shows the power of teachers working across sectors and the possibilities when teachers come together to work for the benefit of tamariki across their whole community.

Introduction Pathways section make specific links between the learn­ he role of teachers working across sectors to support ing outcomes of Te Whāriki and the school curriculum children’s transition to school has been a key focus documents, The New Zealand Curriculum (Ministry of Tnationally and internationally. For example, the Education, 2007) (NZC) and Te Marautanga o Aotearoa Organisation for Economic Cooperation and Develop­ (Ministry of Education, 2008). Similarly, a principle of ment (OECD) Starting Strong V report indicated that “qual­ NZC is coherence, and includes the expectation that the ity transitions should be well-prepared and child-centred, curriculum “provides for coherent transitions and opens managed by trained staff collaborating with one another, up pathways to future learning” (p. 9). and guided by an appropriate and aligned curriculum” Both Te Whāriki and NZC draw attention to the child’s (OECD, 2017, p. 1). New Zealand’s draft Strategic Plan for holistic experience. Holistic development / kotahitanga is a Early Learning 2019–29 noted that collaboration between principle of Te Whāriki and taking account of “the child’s early childhood education (ECE) services, schools, and kura whole experience of school” forms part of the transitions supports positive transitions and can also ensure greater information in NZC (p. 41). In line with this holistic understanding about how the national curricula comple­ focus, there is strong support in the literature for taking ment each other (Kōrero Mātauranga, 2018, p. 41). Kōrero account of children’s wellbeing and engagement as part Mātauranga (2018) also highlighted that when children of a successful transition to school (see Peters, 2010), and experience “good transitions” within ECE and to school the OECD (2017) report noted the impacts for children’s or kura this is one aspect of meeting the goals for quality. wellbeing and learning outcomes where teachers created The New Zealand ECE curriculum Te Whāriki (Minis­ alignment and coherence between sectors leading to less- try of Education, 2017) makes links to school within disruptive transitions. each of its principles. It also includes a detailed section on A recommendation from the New Zealand Education Pathways to School and Kura that highlights the value of Review Office (ERO) (2015), based on research into how teachers in ECE and school working together “to support well early childhood services and schools were support­ children’s continuity as they make this crucial transi­ ing children’s transitions, was for early childhood services tion” (Ministry of Education, 2017, p. 51). Tables in the and schools to:

18 EARLY CHILDHOOD FOLIO VOL 23 NO 2: 2019 https://doi.org/10.18296/ecf.0066 • review the extent to which their curriculum there was a consistent approach. As a team of knowledge of the two curricula, how there can and associated assessment practices support teachers we used both ECE and school curric­ be a pedagogical shift that benefits children. The all children to experience a successful transi­ ula to create a list of information that would innovation is looking at current practices, what tion to school be beneficial for teachers to share across sectors the teachers could change, and what new things • establish relationships with local schools and about tamariki transitioning to school. We used they could incorporate. In this article we share services to promote community-wide under­ the “Pathways to School and Kura” section of Te some of our initial findings in relation to our standing and sharing of good practice (ERO, Whāriki (Ministry of Education, 2017) to begin inquiry question: 2015, p. 3). to explore the connection between the strands What effect will changes in teacher peda­ This article presents some initial findings from in Te Whāriki and the key competencies and gogy have on the transition, wellbeing, a Teacher-led Innovation Fund (TLIF) project, learning areas in NZC. and academic engagement of the tamariki based in Dannevirke, where as a community we Once this information was gathered, it was in Dannevirke? want to explore how to enact these intentions. placed into a transition document that all early childhood services would send to school before Methods Background to the project the tamariki started. Through the discussions This project is based in Dannevirke, a small Historically, the Dannevirke ECE teachers and and work this team of teachers underwent it was rural community in the Tararua District, new entrant teachers have had some attempts apparent that each sector had little to no under­ with a population of 5,301. Being a small at working together around transition. In 2006, standing of each other’s curriculum and more community allowed us to involve the Dannev­ early learning services and new entrant class­ work would be needed before we could put our irke Kāhui Ako ECE centres and schools in a room teachers worked together on a project transition goals into action. There was a burn­ community approach to transition. We view that focused on literacy and transition to school ing desire to continue building relationships our project as action research, which McNiff practices. The Massey University Centre for and knowledge across the sector, and the deci­ (2013) described as “learning in and through Educational Development was contracted by sion was made to put a TLIF research proposal action and reflection” (p. 24). It includes think­ the Dannevirke Joint Schools Initiative Funding together around transition to school. This ing carefully about the actions we are taking project (JSIF) reference group to gather infor­ would provide the platform and financial abil­ to enhance transitions, and researching these mation about transition to school and literacy ity for the ECE sector and new entrant teach­ actions through data gathering, analysis, and practice in ECE settings and new entrant/Year ers to work together with a focus on positive reflection as we seek to understand the influ­ 1 classes in the Dannevirke area. outcomes for the tamariki of Dannevirke. An ences of the teacher changes in knowledge and When this project was completed there was inquiry question was established and funding pedagogy on outcomes for children. no further work, and relationships diminished. approved by the Ministry of Education’s TLIF. Time frame In more recent years, Tararua Rural Education Having the children of Dannevirke see that Activities Programme [REAP] began a network the teachers who care for them have a vested This project is taking place over an 18-month group for ECE and new entrant teachers. This interest in their future is something we strive (six-term) period, with the majority of work formed the basis for the beginning of meaning­ for. As a kāhui ako we wanted to create an taking place in 2019. The project team felt it ful relationships between sectors. effective transition process across our learning was important to go slowly in the beginning to The Dannevirke Kāhui Ako was formed in community. We know from our own experi­ ensure a deep understanding around the project 2016. An achievement challenge based around ence and from reading literature (see, for exam­ was held by all participants. We are currently National Standards was approved, and official ple, Education Review Office, 2015; Ministry halfway through the data collecting journey. work began in 2017. The Dannevirke Kāhui of Education, 2017; Peters, 2010) that rela­ Over this year, deep collaboration has developed Ako was one of the first within New Zealand to tionship building is paramount for develop­ within our kāhui ako and, as a project team, ensure that ECE services were part of the team. ing effective transition pathways. As a small we are already working out ways in which this The kāhui ako welcomed ECE into the group, community we are exploring the possibilities can continue well past the end of the project and an ECE representative was appointed to for children when all ECE services and schools in 2020. the management group by the early childhood work together to enhance transitions. Participants sector. We are committed to supporting positive As a kāhui ako, it was decided there were four transitions for tamariki and their whānau. Our There are eight early childhood services and six important strands to work on to potentially innovation is to explore how to build the knowl­ schools collaborating in this project. We made raise the achievement of tamariki within the edge and capabilities of our teachers. We are it available for three ECE teachers to be signed community. These focuses were Pedagogy and researching both this process and the impact on from each setting and 17 ECE teachers chose Teaching as Inquiry, Engagement and Cultural that a change in teacher practice makes for to participate. Some of the schools have more than one new entrant teacher and, in total, eight Responsiveness, Assessment, and Transitions. children’s learning. ERO (2015) found that, new entrant teachers signed on to the project. When looking into the transition process where teachers and leaders understood the links In addition to exploring the pedagogy of that ECE services and new entrant teachers between ECE and school curricula, they were these 25 teachers and the general impacts on the followed there was huge variation across the able to provide a curriculum that was meaning­ wellbeing and academic engagement of the chil­ community. As a group, it was decided that it ful for tamariki. We want to explore how that dren they teach, we are tracking 11 case-study would enhance the transition for tamariki if knowledge can be developed and, having the

19 EARLY CHILDHOOD FOLIO VOL 23 NO 2: 2019 tamariki and their whānau as the tamariki academic engagement of the tamariki within evident in the interviews and we will then track move from ECE to school. The 11 tamariki their settings. We see this as a cycle of inquiry, to see if this changes after school entry. The inter­ and their whānau come from a wide range of observing, focusing, learning, taking action/ view “1 week before school” provides an oppor­ ECE settings and are transitioning to different creating goals, and checking the impact this tunity to see how tamariki and whānau feel about schools. We were careful to select tamariki with work is having. leaving their ECE service and moving into the diverse cultures, family size, and backgrounds Reflections on professional development. new school setting. The project team felt that, so that we could see trends across the commu­ Shared professional development opportunities after 6 months of school, tamariki and whānau nity. Two of the tamariki are identified by their were provided in response to initial findings would have had the opportunity to build strong whānau as Māori/NZ European, one as Māori, from the observations, especially aspects teach­ relationships with their new teachers. This will and the others all NZ European. ers had noticed during visits and had further give us an indication of whether we are heading questions around. Some of these have been led in the right direction with our current transition Data gathering by teachers in the project and others by our practices, or, if not, why this hasn’t happened. The project utilised a range of methods in Expert Partner. Teacher reflections were gath­ Interviews were completed by an early child­ order to collect rich data: observations; action ered on each of these in relation to the goals they hood teacher with whom the tamariki and plans; reflections on professional development; had developed. whānau had an already established relation­ surveys; and interviews. We have provided a Surveys. To begin, we surveyed all the partic­ ship. All interviews have been recorded and brief overview of each of these. ipating teachers to find out their knowledge transcribed for the project team to analyse. A set Observations. Each educational setting around Te Whāriki and NZC. We wanted to find interview template was made to ensure consist­ was allocated 3 release days per term to visit out how well they knew these two documents ency of questioning across the kāhui ako. and observe pedagogical practices in another and how often they referred to them. This gave Findings and discussion setting. Each teacher had a strict protocol to us a starting point and initial data for us to be follow and an observation template to complete able to track changes in teacher knowledge and Teacher pedagogical understandings are being after their visits. This not only allowed for teach­ capabilities. tracked through observation documents, ers to reflect deeply on what they had seen, but Interviews. Next, we looked at how we could teacher reflection and goal-setting sessions, also gave them a focus on goals around tran­ track tamariki and whānau expectations and initial and final survey results, and evidence produced in relation to teacher goals. Our first sition that they would work on within their experiences around the transition process. We findings came from the initial teacher survey. own settings. Teachers used these observation decided to interview these key people at four templates when sharing the pedagogical prac­ points across their transition journey. Teacher survey tice they had seen at our end-of-term reflection • 2 months before school Of the 25 participating teachers, 18 completed sessions, allowing for deep and focused profes­ • 1 week before school the first survey; 12 were ECE teachers and four sional dialogue around our key work. • 6 weeks after school from schools (with two not stating which sector Action plans. To document what is happen­ • 6 months after school. they worked in). Initial findings when surveying ing for teachers we created action plans that These four interview points were chosen to give teachers showed us that there was variation in allow us to collaborate, monitor, and change the project team a deep picture of how tamariki how well teachers knew each other’s curriculum. our practice. The action plans were created and whānau felt during the transition journey. Teachers rated themselves on a scale of 1–5, with during the end-of-term reflection sessions The first interview of “2 months before school” 1 being “little knowledge” of the curriculum and and each educational setting was then able to is when school visits are starting and the whānau 5 being “a confident user”. Figure 1 shows that go away with a focused goal to work on. Each is just beginning to step into the world of school there appeared to be greater confidence with Te term they worked on these goals and looked with this child. This time was also chosen to see Whāriki (50% of teachers rating themselves 4 or for evidence of impact on the wellbeing and if a positive connection to the ECE setting was

FIGURE 1. TEACHER SELF-RATINGS OF THEIR KNOWLEDGE OF TE WHÅRIKI AND NZ

20 EARLY CHILDHOOD FOLIO VOL 23 NO 2: 2019 5), compared with NZC (only 22.3% of teach­ FIGURE 2. TEACHERS WHO REPORTED may all view the transition to school differently ers rating themselves 4 or 5). This was perhaps THEY ACTIVELY MAKE LINKS BETWEEN and 20 years later this remains an important not surprising, given the majority of respond­ TE WHÅRIKI AND NZC consideration. If we take time to understand ents were from ECE; however, it seemed there the feelings and experiences of tamariki we will were a number of teachers possibly not feeling be better equipped to support them. confident with their own curriculum, let alone Although some tamariki were not as posi­ one from the other sector. tive about starting school as their whānau, only Figure 2 shows there was also variation three tamariki (27%) made a negative comment around the links that teachers were making about their transition to school. For example: between these two curriculum documents in I am shy when I talk to Mrs ______[new their practice. At the start of the study, 61% of entrant teacher]. (C8 NZ European) teachers reported that they were not making Only two whānau (18%) made a negative links between the two curriculum documents. comment about the transition of their tama­ We hope to be able to see over the project period riki. For example: that these data change, that there is a growth in I think she is a wee bit nervous going understandings, and a growth in the links teach­ into an environment with no friends. ers make between the two curricula. (Whānau C3, NZ European) Our initial survey findings aligned with our Drawing on the work of van Gennep These comments were consistent with earlier experience before the project and indicated (1908/1960), Fabian (2002) and Garpelin research that highlights the importance of rela­ that more work was needed to help teachers if (2014) described transition as being on the tionships in transition to school (Peters, 2010) they are to develop an understanding of both threshold (limen) between the familiar and the and suggests these tamariki do not yet have a Te Whāriki and NZC and to use this knowl­ new. We can see that 2 months before starting sense of belonging or a relationship with their edge in practice to make links between the two, school the tamariki seemed engaged and settled new entrant teacher or peers. We will be able to which ERO (2015) identified as important for in their current context/status/position at ECE. supporting transitions. The Pathways section in track and see if this changes over time. Just under half of the whānau described this in Te Whāriki (Ministry of Education, 2017) has Sometimes a negative comment showed the terms of their tamariki having a real sense of provided a place to begin this exploration but child’s mixed emotions: belonging to their early childhood setting. For our experience has been that teachers valued Child: “My sister gets a little bit sad when example, this parent noted the knowledge that support to begin this process. We have held a she goes to big school. And I get nervous teachers had of her child: number of professional development sessions on when I’m going to big school.” I remember when I first started here, and both curricula and noted at a recent workshop Later in the interview that the teachers now showed greater confidence you’d tell me things about my child, and Interviewer: “How do you feel about in using both documents to collaboratively I was blown away by how well you knew starting at [name] school?” analyse the learning in some Learning Stories. her, because I would look around at how many kids, and I’d think how could you Child: “Happy. Nervous … and then I Tamariki and whānau interviews possibly know really intimate stuff about get sad when I’m nervous.” (C1, Māori/ The tamariki and their whānau were all inter­ who she is as a little person. (Whānau C1, NZ European) viewed before the children started school. In Māori/NZ European) The liminal phase of a transition is a time both this first round, 100% of tamariki and whānau While they were settled in ECE, the tamariki of challenges and of possibilities (Garpelin, shared comments that suggested positive were aware of the move to school ahead. There 2014; Peters & Sandberg, 2017) so anticipat­ engagement with their current settings: appeared to be a slight disparity between how ing it with a mix of nervousness and excitement Coz it’s my favourite time when I’m tamariki felt about their transition and what might be expected. However, we want to ensure coming to preschool. (C1, Māori/NZ their whānau said. Almost all the whānau (91%) that the sense of nervousness is not so great that European) spoke positively about their tamariki transition­ it impacts negatively on the children’s wellbeing Playing with the cars. I like playing on the ing to school, compared with 64% of tama­ and engagement. swings. [Another child] likes me to push riki who spoke positively about transitioning Overall, these initial interview findings high­ him on the swing. (C9, NZ European) to school: light the importance of building relationships [We love] everything, you guys, the teach­ Excited, a little bit nervous, School and connections with tamariki during the tran­ ers, the whole system. (Whānau C8, visits make him aware bigger school, sition process. The wellbeing of these tamariki Māori) bigger kids, he seems to be pretty keen. will be looked at closely when analysing further (Whānau C5, NZ European) interviews. There were some examples of negative engage­ ment but these tended to be quite specific, such She’s very excited ... most, mostly every­ one is happy she’s going to [name of Teacher observations and goal as: setting I don’t like playing with balls. I don’t like school] too. (Whānau C10, Māori) playing on the spinny tyre. It makes me Early research by Dockett and Perry (1999) So far, there are positive interactions from teach­ dizzy. (C3, NZ European) highlighted that children, parents, and teachers ers regarding the project. Teachers’ knowledge

21 EARLY CHILDHOOD FOLIO VOL 23 NO 2: 2019 around transition practices and what works as, through the observations, they were able to practice, but the elements of working together best in our community is being shared between see the potential value of making their environ­ on shared goals, drawing on each other’s exper­ teachers. Teachers are creating achievable goals ment and teaching pedagogy more familiar to tise, and thoughtful exploration of curriculum to work on throughout the term and are able the tamariki who were transitioning to school. are pedagogical practices that can apply in any to find new skills to support these goals when Before making this change there seemed to be community. Teachers working together in this they head out for their next observations and more of a jump into formal learning: kāhui ako has led them to a commitment to through the reflection and professional-devel­ Play is culturally responsive. The children developing their knowledge and understand­ opment sessions: are relaxed and happy. They feel confi­ ings and they have a desire to see learning from It’s great to see the passion and respect dent to interact with the teachers, parents a different perspective. between schools and early childhood and other adults in the room and wider In addition, our early findings indicate that and vice-versa. There is a lot of strength school. The transition from ECE for the tamariki are potentially facing the move to and communication being developed. children in this class would be very fluid school with a mix of fear and excitement, and (ECE teacher) and they are given opportunities to play it is important for adults to recognise that chil­ I like how everything is linked, how we and some activities involve using sounds, dren may not be feeling quite as positive as their have the ability to discuss new obtained numbers etc. which they can participate whānau. The importance of the relationships knowledge, and challenge pedagogy. (NE in when they wish or when they are ready tamariki have with teachers and friends has been teacher) to. (NE teacher) a feature of earlier research (see Peters, 2010) and was reiterated here. Knowing that relation­ Great to see the genuine and honest shar­ These teachers have changed how their new- ship building is paramount for developing effec­ ing between ECE and NE teachers. I have entrant classroom environment is set up to allow tive transition pathways (ERO, 2015; Ministry increased my understanding and knowl­ and create opportunities in play. Some teach­ of Education, 2017; Peters, 2010), we can safely edge of Te Whāriki but need more knowl­ ers have also changed timetables to allow for say that, at this point, the Dannevirke Kāhui edge in this area to use it. (NE teacher) free play when tamariki arrive at school. They noted how relaxed tamariki are on arrival to Ako is working towards building relationships I have learnt a lot about how both the school and how the teachers’ relationships with in an extremely positive and proactive way. NZC and Te Whāriki complement each tamariki are much stronger having spent time Relationships across the sectors have moved other and how to use these effectively interacting with them during play. Davis (2015) from surface contact to deep and meaning­ for planning and documentation. (ECE also documented similar findings from a play- ful pedagogical discussions and practices. This teacher) based learning time at the start of the school means that the tamariki within the Dannevirke The goals are those that the ECE services and day where the NZC key competency relating to community have a team of people behind them schools are collectively working towards rather others was focused on. Given the OECD Start- who have a vested interest in their transition, than individual teacher goals. Looking across ing Strong V report indicated that “the more age- wellbeing, and academic engagement. We know the community, we have noticed trends within and child-appropriate the pedagogical practices, this project will continue to develop and teach­ each sector. ECE teachers have identified the the greater the benefits for children’s social and ers will continue to make changes to their peda­ potential value of improving tamariki self-help cognitive development” (OECD, 2017, p. 16), gogical practices and classroom environments. and independence skills, as these will assist we are exploring further what this might look We hope the learning of tamariki within our the children by making them more confident like in Aotearoa New Zealand classrooms. community will glide seamlessly on from early in their new environment, and 50% of early childhood into primary school. childhood settings have chosen to focus on Conclusion Acknowledgement these key skills. This included tamariki look­ This project’s initial findings have highlighted ing after their own belongings, finding shoes, that, despite a range of research and policy We are very grateful to the Ministry of Educa­ putting on jackets/jumpers, and taking respon­ recommendations regarding the value of work­ tion Teacher-led Innovation Fund that is fund­ sibility for themselves. Their focus has clear ing together across sectors and having a strong ing this project. Our thanks also go to all links with participating and contributing as a understanding of both ECE and school curric­ those involved as colleagues, researchers, and key competency in NZC. Some services also ula, teachers may feel they do not have sufficient participants. advised parents that these were key skills that knowledge to put this into practice. Our project References tamariki were working on so that this could be has demonstrated that it is possible for teachers supported at home: across a community to work together collabo­ Davis, K. (2015). New-entrant classrooms in We want children to be more confident ratively to deepen their curriculum knowledge. the re-making. Christchurch: Core Educa­ at doing things for themselves. (ECE The initial findings indicate the power of teach­ tion. Retrieved from https://www.academia. teacher) ers working together across sectors for the bene­ edu/33447412/New_Entrants_in_the_re-making For teachers of new entrants there has also fit of the tamariki and whānau and to enhance Dockett, S., & Perry, B. (1999). Starting school: been a trend noticed, with 50% of schools work­ wellbeing and engagement in learning both What matters for children, parents and educa­ ing on establishing how play-based learning can within ECE settings and within schools and as tors? Early Childhood and Care, 159, 107–119. be used within their classroom setting. This tamariki make the transition into school. The https://doi.org/10.1080/0300443991590109 goal was picked up by new-entrants teachers TLIF funding has made it possible to research Education Review Office. (2015).Continuity of

22 EARLY CHILDHOOD FOLIO VOL 23 NO 2: 2019 learning: Transitions from early childhood services OECD. (2017). Starting strong V: Transitions from B. Perry, & A. Garpelin (Eds.), Pedagogies of to schools. Retrieved from https://www.ero.govt. early childhood education and care to primary educational transitions: European and antipo- nz/publications/continuity-of-learning-transi­ education. Paris, France: OECD Publishing. dean research (pp. 223–237). Dordrecht, tions-from-early-childhood-services-to-schools/ https://doi.org/10.1787/9789264276253-en Netherlands: Springer. https://doi. Fabian, H. (2002). Children starting school. Peters, S. (2010). Literature review: Transition from org/10.1007/978-3-319-43118-5_14 London, UK: David Fulton. early childhood education to school. Wellington: van Gennep, A. (1960). Rites of passage (M. B. Garpelin, A. (2014). Transition to school: A rite Ministry of Education. Retrieved from https:// Vizedom & G. L. Caffee Trans.) Chicago: of passage in life. In B. Perry, S. Dockett, & www.educationcounts.govt.nz/publications/ The University of Chicago Press. (Original A. Petriwskyj (Eds.), Transitions to school— ECE/98894/Executive_Summary published in French in 1908) International research, policy and practice (pp. Peters, S., & Sandberg, G. (2017). Bridges, 117–128). New York, NY: Springer. https://doi. borderlands and rights of passage. In N. Ballam, org/10.1007/978-94-007-7350-9_9 Kōrero Mātauranga. (2018). He taonga te tamaiti— Every child a taonga: Strategic plan for early learn- ing 2019–29. Draft for consultation. Retrieved from https://conversation.education.govt.nz/ Lisa Bond is the manager of First Years conversations/early-learning-strategic-plan/ Preschool, one of the early childhood services McNiff, J. (2013). Action research: Principles and attached to the project. Lisa is also the ECE rep on the practice (3rd ed.). Abingdon, UK: Routledge. Dannevirke Ka-hui Ako management group. https://doi.org/10.4324/9780203112755 Ministry of Education. (2007). The New Zealand Jo Brown is the early years’ co-ordinator at Tararua REAP. She also - curriculum. Wellington: Learning Media. represents ECE on the Dannevirke Kahui Ako management group. Ministry of Education. (2008). Te marautanga o Jenna Hutchings is one of the across-school teachers in the Dannevirke Aotearoa. Wellington: Learning Media. Ka-hui Ako. She works primarily with ECE and the junior end of primary Ministry of Education. (2017). Te whāriki: school. Jenna is also the assistant principal and one of the new entrant He whāriki mātauranga mō ngā mokopuna o teachers at Dannevirke South School. Aotearoa—Early childhood curriculum. Welling­ ton: Author. Sally Peters is an associate professor at Waikato University and head of school, Te Kura Toi Tangata School of Education. Sally is the Expert Partner working with the Dannevirke Ka-hui Ako Teacher Led Innovation Fund Project.

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