It would be great if you could send this e-zine to interested friends.

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Theme - 'Surfing the learning Wave - from the creative teacher to the creative country.

Wayne and Bruce were both invited to present workshops at the 2003 New Zealand Primary Principals Conference held in New Plymouth our home town. Bruce was also asked to give the conference 'wrap up'.

This e-zine reflects on the main messages presented by a range of speakers. Conferences have almost become away of life - a kind of modern day crusade. As successful as this conference was the real proof of the ideas will only be seen by the actions taken back at school.

'He who is not busy living is busy dying.'
Bob Dylan quoted by Tom Scott.

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What is in this e-zine: from creative teacher to creative country.

1. Rediscovering the power of the individual teacher.
2. Living on the Future Edge - Windows on the Future.
3. The Journey to Prison - who goes and why!
4. Creating the 'Intelligent School'
5. Schools working together - the next challenge.
6. The Learning Community/Creative Country.
7. Feedback from our members.

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1. Rediscovering the power of the individual teacher

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The Minster of Education, in his presentation, said that the most exciting thing to pass over his desk has been the Report on Literacy which stated that it is the quality of the individual teacher that is the key to student progress. This stunningly obvious idea evidently replaces the Ministry's previous faith on imposed standardized curricula and obsessive assessment of learning objectives. Ideas it seems take along time to reach to the surface.

This 'magic' of powerful teachers has been known by any sports coach, artistic director or perceptive parent. Perhaps the lack of exiting ideas reaching the Minister's desk is because the past decade has seen too much 'CRAP' coming the other way! 'CRAP' meaning Ministry 'Continually Revising All Procedures!

Research, also it seems, is catching up with common sense a last. It seems obvious that teachers, aligned behind a shared vision and agreed teaching beliefs, including focused feedback, will ensure student success. If teachers are the most important factor then every one else should focus on creating the conditions to capitalize on their energy.

The most powerful teacher is a teacher with a love of learning.'
Kate Myers

The next decade will focus on the 'art and craft' of the creative teacher but we must be careful we don't blindly follow 'cherry picked' research. The current simplistic worldwide emphasis on literacy ('back to basics') may itself become a barrier to developing more important future attributes. In the US and the UK the demands of imposed literacy and numeracy procedures are a pushing out more creative activities. One UK commentator calls them the 'evil twins that are gobbling up all the other curriculum areas'. This is already happening in some NZ schools.

Teachers want you to peak too soon! Learning is not peaking, not arriving; it is enjoying every step on the way.'
Tom Scott

What students need most of all is to keep the joy of learning alive. It is the uncovering of students passions and dreams where the real 'magic' of teachers lies. An over emphasis on basics has the potential to develop schools without creativity and spirit - ideas to hard to measure and graph in our objective world!

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2. Living on the Future Edge - Windows on the Future

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If the Minister seemed we would all be saved by complying with researched processes then Ian Jukes, a future orientated Canadian educator, took us into the future with a quantum jump!

'I have come not to educate you but irritate you'
Ian Jukes

Technology, Jukes demonstrated, is rushing ahead exponentially changing the shape of student's brains as it goes. Students in this media age learn differently than in the past, while many schools and teachers remain locked into the linear learning processes that started with the printing press 500 years ago. Teachers too often are strangers in this new world; a world that our students were born into and accept as natural.

Unless schools structures change dramatically they may become irrelevant. There are already many technologically aware students (once called 'geeks') who can't cope with the current fragmented transmission system.

The message given by Ian Jukes was not new. How long do we delude ourselves that all our secondary schools need is a bit if fine tuning? A recent ERO Report states that year 9 and 10 students are not given a fair go. As well about 25% of students still leave secondary school with little to show for their 12 years of compulsory schooling. How long can we turn a blind eye to these failings? The Minister could really get 'exited' and establish some innovative secondary schools in every centre instead rather than telling teachers 'his' school aren't working!

Read Ian Juke's presentation 'New Visions for Teaching & Learning in the 21stC'. at www.ianjukes.com and while there join Ian's 'Committed Sardine' e-zine.

For an exciting comprehensive insight into future education, recommended by Ian, download the 'Learning for the 21st C' report at www.21stcenturyskills.org This report put together by a public-private organizations including: AOL Time Warner, Apple, Dell, Microsoft, Cisco etc is pertinent to all educators... All schools (and the Ministry if they really want to assist schools enter the 21stC) should run of a hard copy of this. Also check out Jamie McKenzie's excellent site as well www.fno.org Great articles and free e-zine.

'Our doctors don't treat patients using 19th Century medicine and out teachers shouldn't educate students with 19th C models'
'Learning in the 21st C' June 2003

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3. The Journey to Prison - who goes and why!

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This was a powerful presentation about issues many of us would prefer to ignore. Celia Lashlie is dedicated to developing interventions that keep young people from following a path to prison.

'Pick up what sets these kids on fire- reignite their dreams - have faith in kids. Validate their lives. Teachers count!'
Celia Lashlie

We all know too many students continue to fall through the cracks between and within schools. What these 'at risk' students need is for schools to validate their voices, their needs and their identity. We need to face up to the reality of 'dysfunctional schools' - it is far too easy to blame the students. We certainly don't need research to point out that a growing number of students leave school alienated and angry, with nothing to show for their time.

'How did we create these tough kids - where did they come from?
Celia Lashlie

The dramatic story of possibly the most 'unlovable' young 14 year old girl Celia worked with pointed out the power of personal creativity even in the most distressing situation - an adult prison.

The arts are most important - they supply what life can't.'
Tom Scott

No child is beyond redemption. Celia challenged teachers to be empathetic to the deep concerns and cultures of the students who do not fit in. Perhaps the need for students to feel personal pride though creativity may well be more basic than the current technocratic obsession with literacy and numeracy. Tapping into student felt needs and concerns, utilizing their interests and passions, and most of recognizing student's creative 'voices' are the skills needed by all teachers. All students have the right to live their dreams and to have their talents and passions realized.

If we are in the business of 'healing' our social problems then we ought to spend time nationally exploring how things can be fundamentally changed. This will no doubt be too much for the cautious hands of public servants who are distracted by short term contractual solutions that change little. In the meantime we can't keep patching it all up. Things are getting no better! Our own mindsets may well be the problem - too over concerned with our own school's reputation to worry about the common good.

'Only those who risk are truly free' 'Life is like a yacht trip you do your best to control what you can.'
Quoted by Jenny Earl NZPFF

The solution will as always depend on passionate people like Celia Lashlie forcing us to see things in new way, challenging the 'business as usual' ; 'not in my backyard' climate'.

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4. Creating the 'Intelligent School'

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The variation within a school more important than between schools'
Minister of Education.

The concept of the 'Intelligent School' was introduced by Kate Myers from the Leadership for Learning Network at Cambridge University.

Kate outlined a number of points to develop an Intelligent School.

1. The need to unleash the intelligences of all learners. Schools that haven't introduced Gardner's Multiple Intelligences into their curriculum planning may be limiting their student's life chances. Developing student's talents is vital for their success.
   
   
2. Learning is our core function. We need to recognize the emotional element involved in any new learning. Learning is not a simple linear process. It involves emotions before, during and after any learning experience. Learning is messy, and often painful, and to succeed student need to be resilient, resourceful and reflective. Many students learn not to learn - not to take risks.
   
   
3. Teachers need to develop a 'learning pact' with their students by developing relationships of respect, trust and by valuing individual learning styles so as to personalize learning. Such teachers assist students in their search for personal meaning and identity.
   
   'Everyone needs a great teacher.' Tom Scott
   
   
4. Students need to become 'life long learners'. Teachers who understand the learning process provide the necessary 'feedback' and 'scaffolds' to assist students grow from tentative 'novices' to experts. Teachers need to encourage students to reflect on their actions to self assess their own progress and to set future goals.
   
   
5. Teachers (and Principals) need to be seen as 'lead learners', modeling enthusiasm, always on the search for new ideas to try. They need to be continually excited and create a 'culture of enquiry'. Learning is contagious.
   
   'I was born excited'. Mark twain
   
   
6. An Intelligent School is one where all involved work together to upgrade their skills. Such schools undertake continual 'action learning' and share their ideas with anyone interested. Intelligent Schools visit other schools and are extremely self critical. There is a sense of spiritual growth; an openness towards life while always staying true to their values. They have the courage to go 'against the grain'. They reflect the future and lead change. They are moving from a 'me first to we first' culture. Their leaders have visions and dreams. A love of learning pervades the atmosphere. They are concerned with the different world their students will inhabit. They worry about how there students will cope with the 'test of life'.

It is obvious that a school aligned behind a vision and shared teaching beliefs is more 'powerful' than schools sidetracked by compliance requirements. It is a matter of doing the 'right things' not 'doing thing right'. It is about leadership rather than management.

An example of a School Vision, Values and Teaching Beliefs can be found www.leading-learning.co.nz/download-files/te-ara-vision-and-beliefs-number2.doc

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5. Schools working together - the next challenge

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'We need to transcend our schools and work for a bigger purpose.'
Kate Myers

The themes of both system reform and schools working together were expanded by Bob Lyngard (Chair of Queensland Schools). Bob introduced the research behind the Queensland New Basics.

Those who wish to learn more need to visit the Queensland Education Departments site. www.qld.gov.au/corporate/newbasics/ There are also exciting curriculum developments to be gained from Tasmania. www.education.tas.gov.au Meanwhile our NZ 20th C Curriculum is away at the 'repairers' being 'stocktaked'!

Queensland has aligned the three 'message systems':

(1)  Productive pedagogy - powerful teaching strategies'
(2)  Assessment based around defined future literacies
(3)  Rich Topics - a selection of integrated studies.

Bob stated that the 'mountain' of current curriculum material makes it impossible to implement. Less may be more! There is a need to do 'fewer things well'. Those who follow our philosophy at Leading-Learning will appreciate our enthusiasm. Many NZ schools have introduced ideas from the New Basics approach. The approach is adapted for a NZ context, ion our site under 'A Curriculum for the 21st C'. See www.leadinglearning.co.nz/quality-learning.html

Bob outlined the philosophy behind the 'New Basics'. It is an attempt to connect to the student's worlds. Many of the suggestions will resonate with creative teachers. The project recognizes the centrality of teachers and is about supporting school differentiation and the various cultures and aspirations of the students. Bob introduced the concept of 'backward mapping' starting from the kind of students Queensland needs to develop to thrive in the future, to the need for school change, to focusing on productive pedagogy and then in turn to 'Rich Topics' with 'authentic' embedded assessment.

'Leadership is about making hope practical rather then despair convincing'.
Bob Lingard

Queensland New Basics asks students to question:

(1)  Who am I? Where am I going? My pathway in life?
(2)  How do I make sense of my experiences - utilizing multiple literacies?
(3)  What are my rights and responsibilities? ( Active citizenship)
(4)  How do I describe the world ( Multiple Intelligences)

'Great schools spread best practices'.
Bob Lingard

Bob encouraged members to value school wide and district synergy. Good schools spread 'best practices'. Best leaders develop school capacity and disperse leadership. They are seen as 'lead-learners'. They create aligned learning communities which value harmonious diversity.

'Teachers have been the absent presence in the education debate.'
Bob Lyngard

That there is a real need for school in geographical areas in NZ to work together will become the next challenge of school leadership. If the Ministry is not able to take up the coordinating role them someone else will have to - perhaps local government? Fragmentation of social and educational services is endemic in our current society, a product of an earlier industrial era. Ad hoc rules supreme - energy is wasted simply tying to comprehend it all.

'Schools need to work in clusters to utilize the talent of the region'
Minister of Education

Incoherence marks our current education 'system'. There is little coherence in the transitions between schools - primary /intermediate, intermediate/ secondary, and secondary to post school education. Too many schools are unwilling to face up to the fact that school are not able to cope with all the students they receive, blaming everyone but themselves. In the meantime students continue to 'fall between the cracks' and begin their 'pathway to prison'!

How long we turn a blind eye to this problem, so powerfully articulated to course members by Celia, will depend on how intelligent school and community leaders show themselves to be.

'Principals need to stick their heads up - be leaders'.
Minster of Education

The government needs to instigate a nationwide 'conversation' to debate the issues. What is the vision for NZ? Our schools?

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6. The Learning Community/Creative Country

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Brian Sweeney www.newzealandedge.com filled in for Kevin Roberts www.saatchikevin.com New Zealanders, Brian challenged, need to be 'ahead of the wave'! We are seen as a people who 'fight above their weight!' New Zealand has a long history of leading the world in a wide range of areas. We have always been strong in the 'e' and 'i' words - energy, emotion, and enterprise and imagination, inspiration, and ingenuity. As a country we need to look backwards to recognise past innovative New Zealanders, celebrate our current success and then look forward to future world class achievements.

Leading a NZ school is the most important of the leadership missions that remains in our society. Schools are vital to encourage and inspire the hope and dreams of all our citizens. The old certainties have dissolved .There is no clear rule book any more. It is an exhilarating time to be a leader. There is always a better way. We need to encourage young people to look for opportunity - to 'take it to the world'! We want entrepreneurs and imagineers! We all need to work together to create NZ as an innovative and creative country.

We are a passionate and restless people. Adventurers. We live at the 'edge of the world'. The 'creative edge'; the' learning edge'; the 'cutting edge' -where ideas are born! We have the freedom to think differently. The 'American Dream' did it for America - the 'NZ Edge' says any Kiwi can beat the world. We can do anything we choose. Nothing is impossible!

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7. Feedback - some of the e-mails we have been sent

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Please send any feedback about this newsletter (or our site www.leading-learning.co.nz ) to Bruce at bhammonds@leading-learning.co.nz we love feedback and promise to reply.

'Thank you for your website. I like it very much'.
Aixiang Mei /Chinese teacher in NZ

'I was delighted to find your site. It has certainly provided food for thought. I have recommended it to my colleagues. Thanks for your passion'.
Leone /Auckland

Thanks for the e-zine. Class teachers like me need inspirational folk like you to believe in our work'.
Lillian /Waihi

Congratulations. Your voices provide a refreshing anthem amongst the noise that continues to occur around education'.
Julie /Australia www.julieboyd.com.au

'Your website is fabulous. The pictures are wonderful. I recommend it to every one at school.'
Lillie/ San Antonio School for Inquiry and Creativity/USA

'I regret it had taken me until now to discover your wonderful site.'
Margaret/NZ

'A friend sent me a copy of your journal and I must say it is a welcome addition to the voices calling for a wiser, truer approach to school and learning.'
Jamie McKenzie/USA www.fno.org

'Great stuff as usual'
Jim /Rotorua (How was Edinburgh?)

Found your website fascinating. Thanks for the intellectual stimulation'
Alison/Doncaster/Aust

'There are a lot of teachers who know they need a lift - a new way. You have been holding a light for years so that others s can read the map and follow it to heaven for kids and themselves.'
Pennie /NZ

'I love what you are doing. Your innovative strategies and learning environments make a connection to what many of our teachers are doing. Awesome. You're on to it.'
Phil/USA

Thanks to all those who have taken the time to send us feedback. It is greatly appreciated and inspires us to continue. Kapai eh hoa ma - thank you our friends.

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I hope that the themes reflected at the NZ Principals Conference resonate with your own thoughts wherever you are in the world. It was great to catch up with people at the Conference - and to hear how valuable they feel our e-zine and site to be. It was a great conference socially and intellectually. All credit to the organizers who came from our own home town of New Plymouth.

Bruce and Wayne, Editors.
www.leading-learning.co.nz

Tom Scott's school Motto: 'Have courage be brave'