The HPS National Strategic Framework · 1 day ago · Learning objectives: (what participants should know or be able to do at the end of the session) Participants will have a better

The HPS National Strategic Framework

Webinar:

Effective engagement with

School Communities

17 and 23 April 2012

Effective engagement with school communities requires:

• An understanding of the current school context and inquiry processes happening at all levels

• A clear understanding of the HPS national strategic intent and the Inquiry Process

• Interdependent relationships based on trust and challenge

• Sharing of evidence around how the relationship between health and education improves outcomes for students

Learning objectives: (what participants should know or be able to do at the end of the session)

Participants will have a better understanding about:

• School community context:

> Self-governing schools

> Key school drivers

> Maori, Pasifika and those with special needs

> School charters

> National and local curriculum

• Relationships with school communities

• HPS Strategic Intent and Inquiry Process

• Importance of articulating relevant evidence

Health Promoting Schools National Leadership Service

Objectives

• to provide national direction and support for HPS in New Zealand

• to develop an approach for delivery of HPS in New Zealand that supports national consistency and evidence-based best practice

• to increase the effectiveness of HPS in achieving student health and educational outcomes.

The Ministry has required in this 6 month contract that Cognition:

• communicate, discuss and unpack the framework with health, education and social service agencies working in schools

• support the development of regional inter-agency collaboration

• provide blended learning opportunities including online forums

• gather evidence of already existing practices and case studies that align with the framework

This National HPS National Strategic Framework is based on:

• a literature review of international and national best evidence and practice

• a sector needs analysis conducted in May 2010

• comprehensive consultation with the New Zealand HPS and education workforce and stakeholders, including feedback received at the National Hui in August 2010

• feedback and guidance from a number of strategic advisory groups and an extensive consultation process in multiple contexts

International models cannot be cut and pasted into the New Zealand context

NZ has a unique context...

1. Geographically isolated, national clusters and networks

2. Diverse school communities

3. Treaty of Waitangi

4. Self governing (Tomorrow’s Schools), evidence-based inquiry, develop own curriculum

Enabling people to take “control of their own lives and

taking control of their children’s schooling”

Former Minister of Education Wyatt Creech

Big Picture Policy – Health and Education

• Emphasis on value for money/evidence of impact

• More targeted government spending

• Considerable central direction

• Emphasis on ‘front-line’ delivery

New Model of Support Provision by MoE

• Contestable

• Targeted: underperforming schools

• Targeted: Maori, Pasifika and children with Special Educational Needs

• Culturally responsive pedagogy

• Evidence of impact – data driven

Health is a determinant of Education

Education is a determinant of Health

and the same can be said for

social context….

Bi-cultural partnership between Maori and the Crown

Te Tiriti o Waitangi

Government Goals

Economic growth that delivers greater prosperity security and opportunity for New Zealanders

Developing skills enabling citizens to reach their potential and

contribute to the economy and society

Ministry of Health Strategic Direction

Ministry of Education Strategic Direction

New Zealand economic growth is

supported

New Zealanders live longer, healthier and more independent

lives

Good health and independence are

protected and promoted

More unified and improved health and

disability system

Health and disability systems services are trusted and can be

used with confidence

Health Priority Outcomes

A world leading education system that equips all New Zealanders with the knowledge , skills and values to be

successful citizens in the 21st century

Increased opportunity for

children to participate in quality

Early CE

Every child achieves literacy and

numeracy levels that enables success

Every young person has the skills and qualifications to

contribute to their and New Zealand’s

future

Māori enjoy educational success

as Māori

Education Priority

Outcomes

•The New Zealand Health Strategy •He Korowai Oranga: Maori Health Strategy •Ala Mo’ui: Pathways to Pacific Health and Wellbeing

•The New Zealand Education Strategy

•Pasifika Education Plan

•Kahikitia Education Strategy

Participation in health and disability

sectors

Effective health services

Working across sectors

Presence Engagement Achievement

through quality relationships

Health

Promoting

Schools Long

Term Outcomes

Improved educational outcomes

Accelerated equity Improved Whānau

wellbeing

Nationally consistent HPS services

Development of Whānau and communities

Health is a

determinant

of education

Education is

a determinant

of health

Health

Promoting

Schools values

and principles

Partnership between Maori and the Crown

Government Goals

Economic growth that delivers greater prosperity security and opportunity for New Zealanders

Developing skills enabling citizens to reach their potential and

contribute to the economy and society

Ministry of Transport Strategic Direction

Ministry of Education Strategic Direction

•A strong and continuing focus on economic growth and productivity •Value-for-money •Road safety

Improvements in the provision of infrastructure and services that enhance transport efficiency and lower the cost of transportation

Reductions in road deaths and serious injuries

Contributions to positive health outcomes

Transport Priority

Outcomes

A world leading education system that equips all New Zealanders with the knowledge , skills and values to be

successful citizens in the 21st century

Increased opportunity for

children to participate in quality

Early CE

Every child achieves literacy and

numeracy levels that enables success

Every young person has the skills and qualifications to

contribute to their and New Zealand’s

future

Māori enjoy educational success

as Māori

Education Priority

Outcomes

•Safer Journeys Strategy and Safer Journeys Action Plan “A safe road system increasingly free of death and serious injury” Safe System Approach

•The New Zealand Education Strategy

•Pasifika Education Plan

•Kahikitia Education Strategy

safe speeds safe vehicles safe road use Presence Engagement Achievement


Health

Promoting

Schools Long

Term Outcomes

Improved educational outcomes

Accelerated equity Improved Whānau

wellbeing

Nationally consistent HPS services

safe roads and roadsides

Health and

safety is a

determinant

of education

Education is

a determinant

of health and

safety

Health

Promoting

Schools values

and principles

1. What 3 strategies have the MOH and 3 plans

the MOE have put in place to accelerate

equity?

2. Looking at those strategies, what groups are

they aimed at? What do you notice?

3. What 3 outcomes is HPS working to achieve

that support both the health and education

sector?

4. What are MSD and transport strategies? Are

they aimed at the same groups in our society?

No silver bullet!

• International and national research shows there is no one action that will improve health, educational and social outcomes…

• It is a combination of actions that accelerate equity in health and educational outcomes!

Ministry of Education valued outcomes

• Purpose of the governments initiatives are:

> to accelerate achievement of Maori, Pasifika and vulnerable groups

> student engagement

> students gaining qualifications they need to succeed

• Promotion of good health and independence

• More unified and improved health and disability system

• Health and disability services are trusted and can be used with confidence

Ministry of Health valued outcomes

At a local level...

Schools and boards are focused on

raising student achievement

The Governance - Management Partnership & Interface

Management

Governance

Operational

Planning

Intentional Strategic

Planning

Governance

Policy /

Procedure

Operational

Policy /

Procedure

Charter

Strategic

Plan and

Annual

Plan

Student /

school

performance

priorities and

targets

Achievement Outcomes

The role of the Board is to ask questions so that they can make evidence based decisions

Trustees and schools ask key questions about

how...

do we know what we want for our students?

well are our students doing?

do we check that all of our students are learning?

do we know if our curriculum meets the needs of students?

do we know if our staff are doing a good job?

do we know if our school is a safe and healthy place?

are we managing our assets wisely?

are we keeping in touch with our community?

Trustees & schools evaluate

evidence/data in the following areas of responsibility:

Plans & policies

Student achievement

Student engagement

Learning programmes

Employment

School climate & environment

Asset management

Community consultation & reporting

The data is from:

Planning & policy documents

Achievement reports

Student databases

Curriculum reports

Appraisal reports

Health & Safety reports

Financial & property reports

Community feedback reports

Summary: Inquiry informs planning for improved student achievement

Targets

Annual Plan

3-5 Year Strategic Plan

Vision, mission, values, special character General

Specific

A basic strategic planning cycle (inquiry) at all levels in a school - Board, management, syndicate, department, subject

Planning

Design / Development

Implementation

Evaluation

Mission statement

Values statement

Vision statement

Strategic section

3-5 year plan

Annual targets

Annual report

The Charter

Legislation

Government

requirements

(submitted to MoE annually)

• National Education

Guidelines (NEGs)

• National

Administration

Guidelines (NAGs)

• National Curriculum

Statements

New requirement

BOT’s submit their charter to the MOE annually

• Report on targets in annual plan

• Particular interest in reporting on progress of actions taken to accelerate achievement for Maori, Pasifika and vulnerable communities

No silver bullet – no one thing will solve inequity

Needs targeted, prioritised, co-ordinated approach in

schools

Ka Hikitia, Pasifika Education Plan and Special Education Plan (PEAR) valued outcomes (HPS measures?)

• Presence

• Engagement students and whanau’ s attitudes towards schooling (sense of belonging) and their participation in school activities

• Achievement through the development of quality relationships between students and adults and adults and adults in the community

NZARE Te Kotahitanga -Russell Bishop

• Time phases 1-4 in 49 secondary schools in NZ since 2001.

Discursive

Relationships scale

Discursive =prior knowledge, feedback,feedforward, co-construction,

students in charge of their own learning

High level of teaching skills high level of caring =success for Maori

students

But wait there is more…

• Relationships should be Whānaungatanga • Participation, leadership and empowerment of staff, students,

parents/Whānau and the wider school community

• Respect collective and individual rights

• Equity and social justice

• Places the disempowered first

• Involves democratic processes

• School community owned and driven

• Uphold self determination

• Embrace partnership and diversity

• Obtain informed community consent

• Regularly celebrate successes

• Increased cross-agency support and collaboration in schools

• Student voice and leadership

• Paulo Freire “The opressed”

What process works in NZ schools to improve outcomes for students

• Use a range of evidence to inquire into the effectiveness of everyone’s practices

• Decide what should stay because it is working

• Decide what needs to change and how

• Provide opportunities for the school community to plan actions to address the changes

• Check the effectiveness of everyone’s efforts

• Identify new challenges that form a new cycle

(BES, Timperley and Parr, 2010)

The road map for teaching and learning is the New Zealand Curriculum at

National

School

Classroom

National New Zealand Curriculum

Mission statement

Values statement

Vision statement

Strategic section

3-5 year plan

Annual targets

Annual report

The Charter

Legislation

Government

requirements

(submitted to MoE annually)

• National Education

Guidelines (NEGs)

• National

Administration

Guidelines (NAGs)

• National Curriculum

Statements

School curriculum

Classroom curriculum

Inquiry into teaching-learning relationship

The New Zealand Curriculum

•Teaching as inquiry (Teacher)

•Inquiry based learning (Student)

•Board and school self review-curriculum

What we believe vision, values, principles, strategic and annual plans and

targets The bi-cultural bridge

How we practice our

beliefs Students, Staff and Whānau

how we understand our beliefs




do we know if our curriculum meets the needs

of students?





Plans & policies

Student achievement

Student engagement

Learning programmes

Employment


Asset management



Achievement reports

Student databases

Curriculum reports

Appraisal reports




drive & reflected

in

Trustees & staff evaluating

evidence/data in the

following areas of

responsibility:

The data is from:

Trustees and staff asking

key questions about

how……

For example; • Treaty of Waitangi:

• Te Tiriti o Waitangi

• Whanaungatanga: • Manulauti o So'otaga i Gafa ma Va-

fealoaloa'I (strengthening relationships)

• Kotahitanga:

• So'otaga Vavalalata i A'oa'oga (partnership in learning, reciprocity)

• Rangatiratanga:

• Tomatau / Si'itia Tulaga/ Limata'ita'ina ai (uplifting, growing, leadership, digital citizenship)

drive & reflected

in

monito

r & re

vie

w

monito

r & re

vie

w

School Community Developed Charter (vision, values, principles, strategic and annual plans and

targets that align with NZC)

Attitudes and

Behaviour Students, Staff and Whānau

Practices and

Processes




do we know if our curriculum meets the needs

of students?





Plans & policies

Student achievement

Student engagement

Learning programmes

Employment


Asset management



Achievement reports

Student databases

Curriculum reports

Appraisal reports




drive & reflected

in

Trustees & staff evaluating

evidence/data in the

following areas of

responsibility:

The data is from:

Trustees and staff asking

key questions about

how……

For example; • Treaty of Waitangi:


• Whanaungatanga: • Manulauti o So'otaga i Gafa ma Va-

fealoaloa'I (strengthening relationships)

• Kotahitanga:

• So'otaga Vavalalata i A'oa'oga (partnership in learning, reciprocity)

• Rangatiratanga:

• Tomatau / Si'itia Tulaga/ Limata'ita'ina ai (uplifting, growing, leadership, digital citizenship)

drive & reflected

in

monito

r & re

vie

w

monito

r & re

vie

w


how...









Trustees & schools evaluate

evidence/data in the following areas of responsibility:

Plans & policies

Student achievement

Student engagement

Learning programmes

Employment


Asset management


The data is from:


Achievement reports

Student databases

Curriculum reports

Appraisal reports




Acce

lera

ted

eq

uity

in:

Wh

an

au

we

llbe

ing

, Pre

se

nce

/p

artic

ipa

tion

, En

ga

ge

me

nt,

Ach

ieve

me

nt -re

latio

nsh

ips

Plans & policies

Student achievement

Student engagement

Learning programmes

Employment


Asset management


The data is from:

HPS support school communities to use

a health and well being lens to evaluate their areas of

responsibility


Achievement reports

Student databases

Curriculum reports

Appraisal reports




utilising to achieve


how...









Trustees & schools evaluate evidence/data in

the following areas of responsibility:

Plans & policies

Student achievement

Student engagement

Learning programmes

Employment


Asset management


The data is from:


Achievement reports

Student databases

Curriculum reports

Appraisal reports




HPS inquiry based processes

adopted in school communities

Long Term

Outcomes

HPS school community logic model

Medium Term

Outcomes

Short Term

Outcomes

Health Promoting Schools inquiry based learning in action stages 1-6

Health

Pro

motin

g S

chools va

lues a

nd p

rincip

les

HPS I______ process

embedded in school culture

Ultimate

Outcomes W____ O__ Equity

School communities achieve at levels that enable

success

Improved Whānau W________

A__________ equity Improved e__________

outcomes

Increased p_________

and collaborationin

school community

School community

has improved access to health,

education and social services

Supportive school

community policies,

practices and environments

School community

has improved knowledge,

skills, attitudes and

behaviours

School community has

improved p_______,

e__________ achievement

through quality r___________

Quality r___________

and engagement in the school community

Shared i_____________ understandings, partnerships and

learnings

Quality HPS e_________ and systems in the

school community

HPS inquiry based processes

adopted in school communities

Long Term

Outcomes

HPS school community logic model

Medium Term

Outcomes

Short Term

Outcomes

Health Promoting Schools inquiry based learning in action stages 1-6

Health

Pro

motin

g S

chools va

lues a

nd p

rincip

les

HPS Inquiry based process embedded in school culture

Ultimate

Outcomes Whānau Ora Equity

School communities achieve at levels that enable

success

Improved Whānau wellbeing

Accelerated equity Improved educational

outcomes

Increased partnership

and collaboration

in school community

School community

has improved access to health,

education and social services

Supportive school

community policies,

practices and environments

School community

has improved knowledge,

skills, attitudes and

behaviours

School community has

improved presence,

engagement achievement


Quality relationships and engagement in

the school community

Shared intersectoral

understandings, partnerships and

learnings

Quality HPS evaluation and systems in the

school community

NZMA

Mix and match so far….. Word Definition

Equity Operates at every level of a school; students, teachers, SMT and Board.

Engagement Absence of disparities

Presence Close the gap between the lowest achievers and highest achievers in your school at a faster rate

Accelerating equity Staff, students and whanau’ s attitudes towards and their participation in school activities

Board of trustees The vision, mission, values, principles strategic plan, annual plan and strategic targets/analysis if variance

Equality describes "the task of decision-making and the process by which decisions are made and implemented.”

Inquiry Attendance at school

Governance All receive the same opportunities

Charter Make evidence based decision and ask strategic questions. Student achievement is their focus

HPS strategic vision

“Whānau standing in any world confidently”

The purpose of HPS is to improve equity, Whānau well-being, and educational outcomes through evidence informed practice.

HPS purpose/mission

HPS values

The values underpinning HPS include:


• Whanaungatanga - Manulauti o So'otaga i Gafa ma Va-fealoaloa'I

(strengthening relationships)

• Kotahitanga – So'otaga Vavalalata i A'oa'oga

(partnership in learning, reciprocity)

• Rangatiratanga - Tomatau / Si'itia Tulaga/ Limata'ita'ina ai (uplifting, growing, leadership)

5Transformation

(Evaluation)

2Inquiry/ Needs

Assessment

1Engagement

3Planning (Decide)

4Action

Cycle 1

21

3

4

Cycle 2

1. Engage

2. Implement

3. Embed

6

Cycle 3

5

Leve

l 1Le

vel 2

Leve

l 3

6Identify new

challengeNew cycle begins

HPS Inquiry

Cycle

The HPS inquiry cycle at school community level

The HPS inquiry cycle supports the school community to collectively identify and prioritise the greatest health need that is hindering members of the school community from achieving outcomes.


• In this new framework the HPS workforce are partners in learning: building bridges so that a network of interdependent relationships exist at a variety of levels in a school community context: child, Whānau/family, education, health and social service organisations. All are working collaboratively to provide solutions to prioritised needs.


• The cycle involves supporting the school community to identify strengths and resources (including other services, agencies and programmes) that are utilised to develop and implement solutions to meet the prioritised need. This process is monitored and reviewed to inform on-going and future actions.

• In this framework school community refers to staff, students, parents/Whānau and the board of trustees

Role of the HPS Facilitator is to: • Establish partnerships across education, health and social service providers

in their area

• Support a school community to identify and prioritise the greatest health/health related need that is hindering members of the school community from achieving outcomes (valued outcomes that have been identified in the school charter –strategic and annual plan targets).

• Support a school community to implement an on-going cycle of inquiry. This cycle identifies the school community’s strengths and the resources that can be utilised to develop strategies that are most likely to meet the prioritised need. (included in the school charter –strategic and annual plan targets).

• Support a school community to monitor and review the inquiry process so as to inform on-going and future actions. ( as part of the school strategic and annual planning cycle).

• Support the school to report the inquiry process to the school community and retain the successful practices( as part of the school strategic and annual planning cycle).

3 level guide

• The purpose of this activity is to look at the HPS Strategic Framework at 3 levels:

> Level 1 –clearly true/false

> Level 2 – inferred/implied

> Level 3 – make own judgement based on info and perceptions

What does it look like in practice?

1. Read your section of the example as a group

2. Highlight the key words or phrases. Make sure your group have a shared understanding of these key words or phrases

3. As a group, come up with one sentence /diagram that summarises what is happening in your portion of the example

Collecting best practice examples Describe partnership example Which agencies which school what the project was? Contact?

Improve equity?

Improve whanau wellbeing?

Improve educational outcomes?

Outcomes sought?

Indicators?

Indicators

• Process indicators

> Levels of integration (engage, implement and embed)

> Stages within the inquiry cycle

• Outcome indicators

> Presence

> Engagement

> Achievement through quality relationships

• Volunteers to trial

Upcoming webinars…

• April-June 2012:

> Values and Principles and the literature review

> NZ school communities and the HPS inquiry process

> Building evaluation and critical review processes into all HPS actions

> Sharing case studies

The HPS National Strategic Framework · 1 day ago · Learning objectives: (what participants should know or be able to do at the end of the session) Participants will have a better

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