Pre-CoL meeting observation 

- recorded to foster facilitator learning

History:

The facilitator (CPL-L&A) shared that... 

This was the second meeting and it appeared that only the schools/centres genuinely interested in forming a CoL attended. 

The first meeting felt uncomfortable, there were twice as many schools/centres represented, with the 'egos' very much at the table.

The first meeting needed careful chairing, with lots of checking-in, thoughtful and deliberate acts of facilitation, and effective 'open to learning conversation' skill to minimise the tension.

Meeting environment:

Secondary school boardroom

Afternoon tea supplied

Friendly, collegial atmosphere – all the principals know each other

1x Sec, 6x Prim, 2x ECE (one cluster rep, one single centre rep)

Most know the meeting facilitator

Purpose and desired outcomes:

Agree

1.   To form a COL - identify which schools are committed to this CoL

2.     To what the ‘Community Achievement Challenge (CAC) steering group’ looks like

3.     To begin to identify a set of possible CAC target(s) EG mathematics, reading, writing, Maori learners, NCEA L2

4.     To a provisional timeline and when the next meeting will be and where

Deliberate acts of facilitation (those used in bright blue):

·       Navigate perceptions of risk

·       Use focused and deep inquiry

·       Focus on valued student outcomes

·       Surface and engage theories and beliefs

·       Use evidence critically

·       Co-construct meaning

·       Build deep knowledge

·       Provide appropriate support and challenge

·       Link to conceptual frameworks

·       Develop self and co-regulation

·       Engage leadership

·       Create commitment and taking action

·       Clarify purpose

·       Build coherence

Enablers:

§  Having and promoting agency

§  Using deep conceptual knowledge

§  Being metacognitive

§  Working systematically

§  Adopting an evaluative inquiry stance / Having an inquiry mindset

§  Being aware of cultural positioning-self and other

§  Holding an open-to-learning stance

Meeting facilitator

Ø  Clarified the purpose of the meeting

Ø  Checked

-       Closing point of meeting

-       Agenda item order

-       ‘Thinking beyond the room” by asking to agree on ways in which the meeting information could be honestly and transparently recorded and shared with those absent or not yet ready to join the proposed CoL and express an invitation to join when ready

-       The need to identify important items and make it explicitly known to the minute taker when a point should be highlighted in the minutes

-       Timeline discussed last time – 18 months – might get underway as a CoL sometime during 2017 only if CAC development is effective and approved by MoE smartly, otherwise more likely 2018 (as suggested by MoE Regional CoL co-ordinator)

Ø  Addressed agenda items by briefly outlining and asking for comment & discussion

Ø  Handed the ‘meeting reigns’ over to the participants on the whole but invited contributions from each and every participant, enabled those who were not as forthcoming as others

Ø  Summarised discussion and clarified any decision made

Ø  Invited all voices at the table to contribute

Ø  Checked understanding and level of sameness or difference

Ø  Posed relevant questions at certain points to promote thinking EG communication plan, secretariate role

Ø  Acknowledged difficulties with ECE attending these meetings, consistency of who depends upon the roster

Ø  Paraphrased where relevant

Ø  Provided positive feedback regarding the discussion contributions by the group

Ø  Provided examples of other CoLs from his experiences to date

Ø  Provided confirmation of MoE guidelines when asked and new knowledge where relevant

Ø  Kept the pace of the meeting going

Ø  At the end congratulated participants on their contributions and to achieving the desired outcomes, and invited any final comment

Ø  Acknowledged the idea and reassured group around using of words/language wisely

Notable points:

·      The secondary principal stated early on what he and his school saw as ‘what is in it for them’ i.e. PL funding and therefore why they are prepared to be part of the CoL – saw that their responsibility is for ‘leavers’ out the top end

·      The secondary principal stated that he can see working relationship between primary and secondary, to nurture the students’ transitions, makes sense and will be of benefit within the CoL, but there is probably not the same relationship with ECE

·      The secondary principal stated that the school would be very interested in a mathematics SAC because work already underway with some contributing primary schools

·      Agreed that the group should use words wisely if the conversations were to be transparent and reflected honestly in the meeting minutes that are to be shared with the wider community EG change ‘build a stadium and they will come’ to ‘build the waka with integrity, honesty and transparency and keep the invitation open to others’

·      Interested in a pragmatic and collaborative approach, acknowledged, the need for more information around the application, potential funding and leadership/teacher roles

·      Acknowledgement of the tension that exists regarding student enrolments but keen to strengthen the relationships between schools/centres and make this work for the children in their community

·      One of the ECE clusters had a rep present – keen to be a part of the CoL even if no funding – see it as beneficial for the children particularly through the ECE-primary transitions and the bigger picture pathways; a lot of work being done with the primary schools they feed into, don’t want to lose this relationship, keen to grow it

·      Primary and ECE talked of the benefits of reciprocity of observation

·      Agreed to checking the ‘message’ the minutes would be sending to those receiving them EG BOT, rest of school/centre and ensuring wording reflects a clear, transparent and honest message to them ** SIGNIFICANT AGREED OUTCOME

·      Agreed that it was about the ‘community raising the child’ and important for parents/caregivers considering purchasing a home and the education of their children through ECE, primary and secondary

·      ECE centre rep believed face-to-face communication is far more effective than email

·      Agreed that ECE centres should be seen and heard as individual voices not one collective voice

·      Agreed to forming this CoL – there are logical links between these schools/centres, most of the children attending the ECE and primary schools sitting around the table will attend the secondary school

·      Agreed to the steering group to be small but should include all voices of the schools/centres involved in the CoL

·      Agreed to the person who would contact the MoE and set up next meeting

·      Agreed to needing application template to outline the parameters, funding implications etc

·      Agreed to whom in the MoE the minutes would be sent to EG CoL co-ordinator and CoL Education Advisor

Outcomes:

Agreed

1.     To form a COL – it ill include all schools represented at meeting today and an invitation is extended to others EG primary school with a new principal who will need time to consider the CoL

2.     To each school having a representative on the ‘Community Achievement Challenge steering group’ to develop their CoL application

3.     To work with the MoE to develop the CoL application and CAC target(s) EG one on mathematics that incorporated other aspect such as Maori achievement

4.     To ‘crack on’ and organise the next meeting – Sept 14^th at MoE