The PLD Team
Dr Howard Youngs
firstname.lastname@example.org, (09) 921 9999 ext 9633
Facilitator – Leadership, Collaborative Inquiry and Team Development
Ministry of Education profile
The Minister of Education announced 28 June 2017 changes influencing the Digital Fluencies curriculum in New Zealand: $40m digital fluency package Ensuring young people are digitally fluent for our nation's future Digital curriculum changes connect young people to the future.
This is the biggest curriculum change that New Zealand has seen in the last decade. It is an opportunity to upskill staff and update existing school processes. AUT can provide expert advice through our accredited Ministry of Education PLD facilitator who has worked extensively with schools and with staff to initiate positive changes to digital policies, engagement, and pedagogies.
Please contact us to find expertise and support. We can develop bespoke PLD packages, based on your school's unique needs and we can help you adapt to what the introduction of the Digital Fluencies curriculum might mean for your school or Community of Learning. Kāhui Ako.
The digital environment has the power to transform teaching and learning in New Zealand schools. Learners in this changing world need to be more than just digitally literate, they need to be digitally fluent.
While a digital literacies are important because they mean a person knows what to do with a technology, and how to use those technologies, the digitally fluent person is making conscious choices about when, where, and why they're utilising a technology. The digitally fluent learner is aware of more than just the tool and the content, they're aware of digital contexts and operate in these contexts effectively.
Some skills involved with digital fluency development include:
Leanne Lamb has worked as an eLearning specialist in schools (Year 7-Year 13) since the turn of the century. She has extensive knowledge of the pedagogies than support and enable young people to become digitally fluent, as well as extensive experience working with staff to redefine their digital practice.
The shift in emphasis to more collaborative work practices means the traditional view of emphasising an individual as a leader who motivates others (followers) to 'get on board' to achieve goals is no longer adequate.
Given most schools have organisational structures around such individual roles and layers (such as senior leadership teams and middle leaders), assumptions around what leading in practice is surfaced and challenged. At the core of this is establishing a school-wide culture of critical inquiry where inquiry goes beyond, and is still inclusive of, the student(s)-teacher(s) space.
In parallel to these learning space inquiries, other inquiries between adults also emerge, so the practice of leading is an intentional trigger and outcome of collaboration, critical reflection and inquiry.
The implication for professional learning and development is that it becomes co-constructivist, rather than rely on a pre-determined 'off-the shelf'package 'sold' to schools. This approach is central to how Howard works with schools where he focuses on:challenging our assumptions about leadership.
Leadership coaching is based in relational trust and can involve many intertwining foci. Maggie coaches those in senior leadership positions and teacher-leaders to:
Maggie facilitates workshops for teachers within and across schools to increase their coaching knowledge and skills to support their colleagues.
According to NZC, the purpose for learning science in school is to develop students'capabilities to "participate as critical, informed and responsible citizens in a society in which science plays a significant role." (p 17) This means that it is important that students not only know about the natural world and science itself but that they are "ready, willing and able" to use want they know. Programmes need to nurture curiosity and be relevant to students' lives.
Ally Bull has deep knowledge of the science curriculum and many years of experience in developing assessment items and other science resources. She also has experience in mentoring and coaching, and working with teachers to apply theory to practice.
Last updated: 29-Jun-2017 1.17pm
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