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Education Innovation Down Under

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Education Innovation Down Under Education Innovation Down Under COSN DELEGATION TO NEW ZEALAND: OCTOBER 19–28, 2017 Education Innovation Down Under COSN DELEGATION TO NEW ZEALAND | OCTOBER 19–28, 2017 he Consortium for School Networking Thanks to HP for the support that made this “As a leader in advancing (CoSN) is committed to advancing a delegation possible. information and commu- global dialogue focused on the strategic nications technology, New T Why New Zealand? Zealand has demonstrated use of technology for the improvement of Over the last decade New Zealand has been teaching and learning in elementary and how to positively invent among PISA’s top performers with a high secondary schools. As part of that commitment, and advance modern proportion of its students scoring in the upper CoSN has led delegations to Europe (2002), education practices. We segments of the performance scale. Investments Australia (2004), Scandinavia (2007), Scotland will use this opportunity in education have paid off in economic terms to see how the country and the Netherlands (2009), London and Paris with significant growth in GDP per capita and is successfully offering (2011), South America (2011), Portugal (2013), a low unemployment rate. students a sense of Singapore (2015), India (2015) and Ireland autonomy while achieving (2016). In addition, CoSN co-hosts with Shortly before our departure for New Zealand, high standards.” UNESCO an International Symposium to explore The Economist issued a report, Worldwide global ICT issues during our Annual Conference. Educating for the Future Index evaluating the —KEITH KRUEGER, CEO OF COSN extent to which education systems in 35 To continue our international learning, CoSN countries instill “future skills.” New Zealand was organized a senior level delegation to New named as First in Class in terms of its curriculum Zealand from October 19–28, 2017. The dele- framework for future skills, the effectiveness of gation was structured to provide the participants its policy implementation system, teacher with the opportunity to discover, learn and education, government education expenditure, experience the innovative ICT policies and career counselling in schools, collaboration practices being implemented in New Zealand between universities and industry, and cultural and explore its applicability to US education. diversity and tolerance. EDUCATION INNOVATION DOWN UNDER | COSN DELEGATION TO NEW ZEALAND | OCTOBER 19–28, 2017 | 1 With this as background the delegation hoped One week cannot provide all the answers to the to find answers to the following questions: questions of how and why New Zealand has reached such a high standard in international y How did New Zealand achieve its ‘best in comparisons. But we came away with a renewed class’ status? sense of what is possible when there is inspired y What are the policies and practices that leadership, strong foundations for learners and prepare students for future success ? policies that support this journey. y Are there lessons that US educators can learn Education Innovation Down Under represents the from their approach and experience? collective insights, thoughts, discoveries and observations of the delegation and identifies y What are the underlying policies that are important lessons learned. We hope that transforming learning? Education Innovation Down Under will be a valu- During our limited time in New Zealand we able and informative resource to North American traveled to Queenstown, Christchurch and policymakers and educators as they continue Auckland to meet with dedicated policymakers, their journey of educational transformation. committed private sector leaders and dynamic educators and visited inspiring schools that are taking learning to new levels. The agenda afforded rich opportunities for engagement and first hand observations. The blog posts captured the shared impressions of the delegation. At the end of our visit to New Zealand, we were able to look back on our experiences and identify significant takeaways. y The New Zealand model of governance maximizes the opportunity to create a high performing system by striking a balance between central and local authority. y The learner-centered approach is supported by innovative designs for physical spaces. y Technology is present, accessible, and ubiquitous, being used seamlessly as a tool to enhance the learning process and inspire creativity. y There is a shared commitment to putting students first with a focus on personalized learning and collaboration. y Strong school leadership allowing for flexibility and growth is critical for the success of student learning. EDUCATION INNOVATION DOWN UNDER | COSN DELEGATION TO NEW ZEALAND | OCTOBER 19–28, 2017 | 2 I. NEW ZEALAND: EDUCATIONAL CONTEXT he education system in New Zealand is secondary schools, one student trustee elected a four-tier model that includes primary by the students. SCHOOL MEETINGS and intermediate schools, followed by AND VISITS T Over the last twenty-five years Māori language secondary schools (high schools) and tertiary and culture have been increasingly incorporated Shotover Primary School, education at universities and polytechnics. into schooling for all learners. In the early twentieth Queenstown century government policy discouraged the use Lemonwood Grove School, NEW ZEALAND EDUCATION of Māori language resulting in a sharp decline in BY THE NUMBERS Christchurch the number of Māori who could speak their native Rolleston College, language. In recent years there have been ongoing Population » 4.8 million Christchurch efforts to raise the availability and visibility of National Education Budget » $13,183 Māori language, the establishment of more Māori Rāwhitie School, billion (NZ Dollars) immersion schools with greater recognition of Christchurch Māori as an official language. Under New Zealand’s Te Pa o Rakaia Total K12 Enrollment » 762,683 current education laws, Māori language education (Māori-language immersion is available in many locations throughout the schools), Christchurch Number of elementary and secondary country, both as a subject in a English-medium Stonefields School, schools » 1,951 (primary), 368 school and through immersion in a Māori-medium (secondary) Auckland schools, Kura Kappa Māori, where teaching is Attainment » 88% achieve their based on Māori culture, values and language. secondary diploma At the elementary and secondary level state As the indigenous people of New Zealand, Māori play a critical role in the (public) and state-integrated (those with some culture of the country. Their language and customs were evident to us religious affiliation) schools educate 95 percent throughout our visit. It is common to receive a greeting or welcome first in the of the students. All state and state-integrated Māori language, followed by an English translation. The traditional Māori schools follow the national curriculum, The New greeting—which we heard often—is the phrase, “Kia oar,” which literally means Zealand Curriculum (NZC) for English-medium “have life be well/healthy.” That greeting is used much in the way we might say schools and Te Mātauranga o Aotearoa (TMoA) “Hi.” Kia oar is also used to say “thank you.” for Māori-medium schools. State schools are Our visit included a stop at the Te Pa o Rakaia, a Māori “immersion” school. government funded, offering education at no The shared vision for the school is based on the belief that it takes a village to cost, but families are expected to pay for raise a child. Therefore, family engagement is a strong component of many of stationery, uniforms, textbooks and school trips. the functions within the school. There are approximately 100 independent (private) schools throughout New Zealand. We were treated to Haka performances by both students and adults that reflected ancient Māori customs and traditions. Haka is a general term for Māori As part of the Tomorrows Schools reforms (see dance, originally used by Māori warriors to intimidate other tribes. Today the below) each state school is governed by an most recognized Haka is the “Ki Mate,” which is now a standard pre-game ritual elected Board of Trustees, consisting of the of New Zealand’s national rugby union team. Haka is also performed for special school principal, a number of trustees (usually guests and our delegation was honored to be considered special guests with two five) elected by the parents of the students, one private performances coordinated by our hosts, CORE Education and HP. staff trustee elected by the school staff, and in —ANN MCMULLAN, EDUCATION CONSULTANT EDUCATION INNOVATION DOWN UNDER | COSN DELEGATION TO NEW ZEALAND | OCTOBER 19–28, 2017 | 3 Centralization vs. Decentralization students to meet these standards is the New Zealand balances a highly decentralized responsibility of the school and faculty. It was after attending the education system with an expectation that all 2008 CoSN event that I There have been missteps along way particularly students reach high standards specified by the returned to NZ with the idea in the late 1990's and early 2000's when the state. Responsibility for the delivery of education of a “National Education responsibility for network connectivity and is highly devolved to local schools and educational Network.” That concept infrastructure devolved to the schools. This did institutions. The Tomorrow’s Schools reforms and came to mind after talking not prove to be successful and the network is introduction of the Education Act 1989 shifted to various people at the now centralized at the national level. All schools responsibility for the administration and CoSN event. The “problem” have had their internal LANs and Wi-Fi systems management of individual schools to local Boards I had was then convincing upgraded over the past ten years, along with of Trustees. These elected Boards of Trustees the naysayers at the MoE as provision of fiber-based connectivity for NZ’s have the authority to hire (and fire) principals, the devolved, Tomorrow's approximately 2,300 schools. Less than 40 decide how to best meet the needs of its students School's schooling model lack fiber connectivity generally because of and involve the surrounding community. was not designed for (would their extreme remote location.
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