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__Utopia Presentation – ‘Can We Fix It’__ Maybe a picture of Bob the Builder - //Here's one - what do you think?// Hi Team I have added in any pictures people have sent me through, so attached is the latest version of our powerpoint. click on the inserted link to view. Also suggestion - add the link to here in your favourites for easy of access http://bastow-presentation.wikispaces.com/

__Types of Leadership (Frank Crowther)__ Picture of models from Crowther Host – Shaun Trouble maker – Simon Broecker · StStrategic leaders (Ghengis Khan) Joanne, Julie · TTTransformational leaders (Martin Luther King) “The biggest challenge we face as leaders today is changing mindsets.” Bho, Emma · AdAdvocacy leader (Mother Theresa) Deb, Leanne · OrOganisation wide (Hockeyroos)Simon, Cathy __Engagement and Wellbeing__ Students working with their teachers should set goals and when achievement milestones are met whether small or large, should be acknowledged in a variety of formats. || Mother Teresa
 * **Question** || **Leadership Type** || **Response** ||
 * 1) Should we celebrate effort rather than success? || Strategic (Ghengis Khan) || "Success is the sum of small efforts, repeated day in and day out - Robert Collier.
 * ^  || Transformational (Martin Luther King) || "Success is the good fortune that comes from aspiration, desperation, perspiration and inspiration." - Evan Esar ||
 * ^  || Advocacy (Mother Theresa) || We must focus on all our children and all their efforts. "Be faithful in small things because it is in them that your strength lies".

Of course we should celebrate success, but do so for every little bit of success along the way. All efforts, from all students, regardless of their ability and standing, should be celebrated. "In this life we cannot do great things. We can only do small things with great love" - [|Mother Teresa] ||


 * Organisation wide (Hockeyroos) || Success needs to be celebrated wholeheartedly and absolutely, but success needs to be carefully measured. It can manifest itself in subtle ways; these tiny successes are as worthy of celebration as the big celebrations. A lot of small celebrations of success can be as powerful, if not more powerful than one big celebration of success. ||
 * Troublemaker ||  ||
 * 2) HHow do we develop a shared vision at Utopia? || Strategic (Ghengis Khan) || Strategically, we should collect data showing what the school community values. We need to get data from parents, students and teachers. We can collate this data to determine what the community values and its future direction. ||
 * ^  || Transformational (Martin Luther King) || "The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy." - Martin Luther King. ||
 * ^  || Advocacy (Mother Theresa) || "Life is an opportunity, benefit from it. Life is beauty, admire it. Life is bliss, taste it. Life is a dream, realize it. Life is a challenge, meet it. Life is a duty, complete it. Life is a game, play it. Life is a promise, fulfill it. Life is a song, sing it.Life is an adventure, dare it. Life is luck, make it" We can give our students a wonderful life of many opportunities at Utopia **Mother Teresa**
 * ^  || Advocacy (Mother Theresa) || "Life is an opportunity, benefit from it. Life is beauty, admire it. Life is bliss, taste it. Life is a dream, realize it. Life is a challenge, meet it. Life is a duty, complete it. Life is a game, play it. Life is a promise, fulfill it. Life is a song, sing it.Life is an adventure, dare it. Life is luck, make it" We can give our students a wonderful life of many opportunities at Utopia **Mother Teresa**

We must all work together for the benefit of staff and students. We must come together as 'one'. "I can do things you cannot, you can do things I cannot; together we can do great things." — [|Mother Teresa] ||


 * Organisation wide (Hockeyroos) || Likewise, with our blue team, we would believe that to develop a vision we need to gather important informaiton from the school community. It needs to be a shared belief. If there is mismatch between student vision and staff vision, how do staff say they are meeting student goals if they are not sharing their vision. It is also something that will take far longer to develop than a year. a vision will come from developing a relaitonship between teachers, students and the community. SHARE = COMPROMISE  Non-individualised way of being. One must be enthused by the thought of being a part of something, as a collective. Not as the light that shines for others to blindly follow. The path must be set by more than simply one, and to allow others to think that only one can lead is dangerous and disempowering of the ability of all.  ||
 * Troublemaker ||  ||
 * 3)H How do we link DEECD policy to student engagement and wellbeing? || Strategic (Ghengis Khan) || Use e5 to develop a uniformed language to guide teaching and learning. ||
 * ^  || Transformational (Martin Luther King) ||   ||
 * ^  || Advocacy (Mother Theresa) || "Being unwanted, unloved, uncared for, forgotten by everybody, I think that is a much greater hunger a much greater poverty that the person who has nothing to eat... We must find each other....."
 * ^  || Advocacy (Mother Theresa) || "Being unwanted, unloved, uncared for, forgotten by everybody, I think that is a much greater hunger a much greater poverty that the person who has nothing to eat... We must find each other....."

Yes, policies are important, but our students should be at the centre, that is what we are in the business for...teaching and learning. Students are engaged and happy when we show that we care for them and we value them. If these beliefs fit with DEECD policy, then great. The miracle is not that we do this work, but that we are happy to do it. [|Mother Teresa] || __Transitions and Pathways__
 * ^  || Organisation wide (Hockeyroos) ||   ||
 * ^  || Troublemaker ||   ||
 * 1) Name one way we can develop a shared identity? || Strategic (Ghengis Khan) || Let’s create a new uniform to create a shared identity. This uniform will unite the two communities ||
 * ^  || Transformational (Martin Luther King) ||   ||


 * Advocacy (Mother Theresa) || The new uniform for all students must be paid for from the surplus of funds we already have. Some parents cannot afford a new uniform. If we truly want to develop this shared identity, then we must buy the uniforms for all the students.

If you judge people, you have no time to love them.
 * Mother Teresa** ||



[|Mother Teresa]
 * Organisation wide (Hockeyroos) || By asking the students what they want from their education. Empowering staff with capacity building practices, and with the shared responsibility questions arise and solutions can come more readily. Saturday Night Live reference. ||
 * Troublemaker ||  ||
 * 2) How do students get to know each other at different grade levels? || Strategic (Ghengis Khan) || Let’s have several multi-age days where the students work together in a variety of activities. Include activities that will demonstrate the strengths of individual students such as sport, reading, craft. The Commonwealth Games would be a good starter. This is an excellent opportunity for students and teachers to get to know each other ||
 * ^  || Transformational (Martin Luther King) ||   ||
 * ^  || Advocacy (Mother Theresa) || We shall never know all the good that a simple smile can do.
 * ^  || Advocacy (Mother Theresa) || We shall never know all the good that a simple smile can do.

Just simply allowing children to be together. Put the curriculum aside for a bit, and allow the children to get to know each other, both through structured activities, like what blue group have mentioned, but also through activities that the children would like to do together, their own suggestions.

I want you to be concerned about your next door neighbor. Do you know your next door neighbor? [|Mother Teresa] || * Explain essential policies and procedures needed such as student management policy, duty of care, rolls, first aid and the role and expectations of the teacher. <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">* Introduce key personnel, explain their roles and contact details. || ntroduce "Nothing great was ever achieved without enthusiam." - Ralph Waldo Emerson ||
 * ^  || Organisation wide (Hockeyroos) || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">With shared responsibility and a caring envirnonment where everyone looks out for each other, we would hope that the this filters through staff to the students. Staff will be open to flexible groupings and be confident in sharing knowledge and seeking assistance from a range of staff, as they’re aware of their responsibilities in the OW theory. Students will have opportunities to have input into how they can get to know each other, through playground rules/social skills programs, an across school representative group. ||
 * ^  || Troublemaker ||   ||
 * 3) How do we transition new staff into Utopia? || Strategic (Ghengis Khan) ||  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Each staff member will be part of an induction program and will be provided with information on the context of the school and its community
 * 3) How do we transition new staff into Utopia? || Strategic (Ghengis Khan) ||  || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Each staff member will be part of an induction program and will be provided with information on the context of the school and its community
 * || Transformational (Martin Luther King) || "Faith is the first step even when you don't see the whole picture." - Martin Luther King.
 * || Transformational (Martin Luther King) || "Faith is the first step even when you don't see the whole picture." - Martin Luther King.
 * ^  || Advocacy (Mother Theresa) || The biggest disease today is not leprosy or tuberculosis, but rather the feeling of being unwanted. We need to make sure all transitioning staff and students have a sense of belonging.
 * Mother Teresa**

We need to be available to new staff, chat with them freely, make them feel at ease, allow them time to ask you questions. Only then will they feel at 'home' and 'belonging' to Utopia, that they can then move on to read through policies and procedures. The 'person' must come before the 'policies'. ||




 * Organisation wide (Hockeyroos) || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">After the formal DEE&T requirements of an induction program, we would hope that the staff will step in and ensure that new staff are on a constant induction program that last well past their early years at the school. Then, over time, as their experience develops and they grow in their role, and become more entrenched in our environment, they will then gradually progress to step in and usher in new staff to the school. ||
 * Troublemaker ||  ||

__Student Learning__ <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Research has shown that the education system need to move with the times because they have not changed since the industrial revolution. Not learning to do but learning to think ||  || that studetns from disadvantaged schools can achieve amazing results with time and effort. ||  || information and they will make the right choice.
 * 1) Why should we have open classrooms? [|no_movement.gif] || Strategic (Ghengis Khan). <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">2. I think we should look at the Annual Implementation Plan to see what direction we are going.
 * ^  || Transformational (Martin Luther King) 3.The data from the KIPP school in New York shows
 * ^  || Advocacy (Mother Theresa) 1. Everyone has a choice - give people enough

We need to break down the walls so that we work together to find answers and feel that we truly belong to a group. No one classroom should belong to one group. All classrooms should be available and used by everyone. We are on this journey of learning as one, as a team, and together, in an open classroom, we can do just that. ||  || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Why not work together - there are some excellent teaching practise going on that we could utilise. Team teaching is a real goal of organisation wide theorists, as open classrooms mean that we are hoping that openness and sharing of ideas will naturally progress into team teaching in an informal. Not being forced from top down, but to be enthused from the bottom up. ||  || wrong with that. I don't want everyone telling me what to do. ||  || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Let's look at the data. We have the opinion surveys, the online numeracy data... What are they saying? ||  || that there will be benefits for all students regardless of their background. ||  || teaching and learning practises will benefit all our students.
 * ^  || Organisation wide (Hockeyroos) 4.
 * ^  || Troublemaker I've always had my classroom to myself, what's
 * 2) How does data impact upon on student outcomes? [|data_or_no_data.jpg] || Strategic (Ghengis Khan) 1.
 * 2) How does data impact upon on student outcomes? [|data_or_no_data.jpg] || Strategic (Ghengis Khan) 1.
 * ^  || Transformational (Martin Luther King) 3.The effective analysis of the data will show us
 * ^  || Advocacy (Mother Theresa) 4. We can achieve fantastic results.Improvement in

Every child is important and can achieve. Yes, data is important, it can provide a focus, but let's not get bogged down entirely about data, and let us develop ILPs for each and every student in our school. ||  || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Yeh, Let's get the staff working together to look what the data means to us. Sharing of ideas and what works, in the open and org wide approach we drive, data sharing ideas will be a natural progression of what we’re trying to achieve. ||  || doing alright. ||  || what's best for them.
 * ^  || Organisation wide (Hockeyroos) 2.
 * ^  || Troublemaker Data Smerarter - We don't need data. The kids are
 * 3) Is a quiet classroom the most effective learning environment? [|quiet.gif] || Strategic (Ghengis Khan) 1. Why don't we do some investigating to see whether a quiet classroom is the most effective learning environment ||  ||
 * ^  || Transformational (Martin Luther King) 4. "Tell me and I forget. Show me and I'll remember. Involve me and I'll understand." - Confucius. ||   ||
 * ^  || Advocacy (Mother Theresa) 2. I think it's up to each staff member to choose
 * ^  || Advocacy (Mother Theresa) 2. I think it's up to each staff member to choose

"Speak tenderly to them. Let there be kindness in your face, in your eyes, in your smile, in the warmth of your greeting. Always have a cheerful smile. Don't only give your care, but give your heart as well".

A lot can be achieved in a quiet classroom, however, a quiet environment does not suits all students. Some of our children are boisterous and move around and need to do hands-on activities. Some children need to talk through concept. Sitting passively does not suit all children, and should not be enforced in Utopia. ||  || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Open classrooms, shared responsibilities, students sharing their own knowledge, teachers sharing, there will be more talking and communicating, and that will be a good result. ||  || too much talk. What impression is it going to leave with visitors if the classroom is too noisy. ||  ||
 * ^  || Organisation wide (Hockeyroos) 3.
 * ^  || Troublemaker Quiet is best. You allow the kids to rule the grade if their is