Good Teacher Magazine Term 1 2011 1 New Zealand’s teachers magazine Term One 2011 “The best teachers don’t give you the answers They just point the way and let you make your own choices.” 2 Good Teacher Magazine Term 1 2011 Priority Code: GT110 Are you concerned about the risk of violence in your school? Are you prepared? Since 1980, CPI has been teaching professionals proven methods for managing difficult or assaultive behaviour. To date, over six million individuals—including thousands of teachers and other education professionals—have participated in the highly successful CPI Nonviolent Crisis Intervention® training cour se. This course not only teaches staff how to respond effectively to the warning signs that someone is about to lose control, but also addresses how staff can deal with their own stress and anxiety when confronted with these difficult situations. For further details on the CPI Nonviolent Crisis Intervention® training course, call us toll-free at 0800 44 9187, visit crisisprevention.com, or email us at info@crisisprevention.com. International Headquarters: 10850 W. Park Place, Suite 600 • Milwaukee, WI 53224 Toll-free: 0800 44 9187 (Please ring before 11:00 a.m. Tues.–Sat.) Fax: 001 414.979.7098 Email: info@crisisprevention.com • crisisprevention.com Agitated, Disruptive – Even Aggressive Students? We can help! Join us at an upcoming training course: 29 March–1 April 2011 Auckland (Otahuhu) 11-CPI-ADS-GT110_ED VIEWS AUSTR 1/17/11 10:07 AM Page 1 NZ Glass Environmental Fund Attention Teachers Expressions of interest to make application for a grant from the NZ Glass Environmental Fund are invited. Up to $25,000 will be available in total for suitable environmental projects. For application forms and guidelines see our website www.recycleglass.co.nz or contact: NZ Glass Environmental Fund PO Box 12-345 Penrose, Auckland 1642 Phone: 09-976 7127 Fax: 09-976 7119 Deadline for expression of interest is 31 March 2011. Sponsored by O-I New Zealand. 0690-Good Teacher 1 14/12/10 3:09 PM Good Teacher Magazine Term 1 2011 3 Independent publishers of quality education media. Advertising enquiries and bookings: info@goodteacher.co.nz Submitting material for publication: barisa-holdings@xtra.co.nz enquiries: 021 244 3244 or info@goodteacher.co.nz mail: ed-media publications PO Box 5531 Mt Maunganui 3150 ISSN: 1175-5911 Index 3 Your Soapbox Dr John Edwards 4 Creative emergence or planning studies Bruce Hammonds 5 A Student’s Voice for the 21st Century Anna-Rose Davies 8 UK approach to degrees supports productivity 11 Taking Strategic Steps Towards a Focus on Learning 12 School’s in for finances Anneli Knight 16 Tools 4 Talent Development Elaine Le Sueur 18 Talent Spotting & Creativity Elaine Le Sueur 19 Big bang or slow burn Laurie Loper 20 Richerd Crypt’s Crossword 25 The History of St Valentine 26 Competition: You Can Win This book! 27 Responding to a Child in Crisis Gary Weber 28 Using Irrational Behaviour to Your Advantage Michelle LaBrosse 30 Changing Lives Bernie Hiha 34 Books and Things 36 Mark Wolfe Music Mark Wolfe 38 books and things 43 The amusing Mini story 43 Roger’s Rant 46 Education Resource Centre 48 Teacher Magazine Good is produced in the first week of each school term and uploaded to http://www.goodteacher.co.nz The magazine is freely available both in New Zealand and Internationally. ed - media publications Layout and Design: barisa designs® Please keep a duplicate of text and illustrative materials submitted for publication. ed-media accepts no responsibility for damage or loss of material submitted for publication The opinions expressed in Teacher Magazine Good are not necessarily those of ed - media publications or the editorial team. Cover Picture: Welcoming in the New Year in a time honoured and traditional manner is captured for us. 4 Good Teacher Magazine Term 1 2011 If you want to haveYOUR SAY please email your offering to: soapbox@goodteacher.co.nz Your Soapbox! “ ” If I am always the one to think of where to go next If where we go is always the decision of the curriculum or my curiosity and not theirs. If motivation is mine. If I always decide on the topic to be studied, the title of the story, the problem to be worked on If I am always the one who has reviewed their work and decided what they need. How will they ever know how to begin? If I am the one who is always monitoring progress. If I set the pace of all working discussions. If I always look ahead, foresee problems and endeavor to eliminate them. If I swoop in and save them from cognitive conflict. If I never allow them to feel and use the energy from confusion and frustration. If things are always broken into short working periods. If myself and others are allowed to break into their concen- tration. If bells and I are always in control of the pace and flow of work How will they learn to continue their own work? If all the marking and editing is done by me. If the selection of which work is to be published or evaluated is made by me. If what is valued and valuable is always decided by external sources or by me. If there is no forum to discuss what delights them in their task, what is working, what is not working, what they plan to do about it. If they have not learned a language to discuss their work in ways that are intrinsically growth enhancing. If they do not have a language of self-assessment. If ways of communicating their work are always controlled by me. If our assessments are mainly summative rather than formative. If they do not plan their way forward to further action. How will they find ownership, direction and delight in what they do? If I speak of individuals but present learning as if they are all the same. If I am never seen to reflect and reflection time is never provided. If we never speak together about reflection and thinking and never develop a vocabulary for such discussion. If we do not take opportunities to think about our thinking. If I constantly give them exercises that do not intellectually challenge them. If I set up learning environments that interfere with them learning from their own actions. If I give them recipes to follow. If I only expect the one right conclusion. If I signify that there are always right and wrong answers. If I never openly respect their thoughts. If I never let them persevere with something really difficult which they cannot master. If I make all work serious work and discourage playfulness. If there is no time to explore. If I lock them into adult time constraints too early. How will they get to know themselves as a thinker? If they never get to help anyone else. If we force them to always work and play with children of the same age. If I do not teach them the skills of working co-operatively. If collaboration can be seen as cheating. If all classroom activities are based in competitiveness. If everything is seen to be for grades. How will they learn to work with others? For if they have never experienced being challenged in a safe environment. - have had all of their creative thoughts explained away. - are unaware what catches their interest and how then to have confidence in that interest. - have never followed something they are passionate about to a satisfying conclusion. - have not clarified the way they sabotage their own learning. - are afraid to seek help and do not know who or how to ask. - have not experienced overcoming their own inertia. - are paralyzed by the need to know everything before writing or acting. - have never got bogged down. - have never failed. - have always played it safe. How will they ever know who they are? The Things We Steal From Children Dr John Edwards One evening, on returning from lecturing to my students, my wife asked me: “And what did you steal from your students today?” The question rocked me, and as I examined my practice under her skilful questioning, I realized how much of the processes I kept for myself. So we sat down and together we wrote the following: http://motivationalmagic.wordpress.com/2009/08/25/ Good Teacher Magazine Term 1 2011 5 Creative emergence or planning studies Bruce Hammonds Independent Education Adviser The very young and adult artists and scientists have the attributes of ‘life long learners’ - to be ‘seekers, users and crea- tors of the own knowledge’ as the NZC states. As Professor Brian Cox , the UK Governments Science Adviser, says , ‘ the point of science is to be comfortable with the unknown’. Explorers of all ages, to ‘ fly’ like an eagle, need to be both open to new ideas and skeptical of authority. The other day I was asked by a princi- pal a of a small school if I had ‘any links to research or examples of institutions delivering a school curriculum over a set number of years? By that I mean a policy of integrated studies areas be- ing comprehensively covered over maybe 2-3 years rather than attempt- ing to cover everything in one school year.I would love to see any examples of such a programme or even have links to any research you may know of’. I guess I was the wrong person to ask because I believe such planning does more harm than good because it discounts the questions and concerns that emerge from any group of curious children. As a result students see school as something that is done to them rather than some- thing they learn to do for themselves. The teaching profession has always been full of ‘experts’, in the various subject areas, who determine what content young people should learn. Recently we have had imposed on schools the idea of na- tional standards that all students have to achieve. As yet they have not ‘morphed’ into national tests but one doesn’t have to have crystal ball to see what will evolve. National Standards withstanding current education is already infected by pre-planned intentional thinking. Even the most child centred classroom is really students having fun doing what teach- ers think they need to do. Literacy and numeracy the two worst offenders. No student, it seems, would ever learn to read or do maths if teachers didn’t set about testing and teaching them . Socrates, two thousand years ago, worked our what teaching was all about about; listening to his students, their question, and asking questions of them. He believed his peasant boy Memo already had all the geometry in his head - his role was to help him clarify his ideas. Even his ‘mate’ Plato Can life be planned or, in an ever evolving world, do we need to be equipped with the condence and the dispositions to learn from whatever experiences we encounter? Traditional school people seem to believe that, without teacher planning, their students would learn little. In contrast creative educators believe that it is all about creating the conditions necessary for students to develop their innate talents. The teachers who hold the second view, of course, do need to have considerable knowledge (or know where to point their students) to ensure their students potential is realized. 6 Good Teacher Magazine Term 1 2011 Bruce Hammonds has revised and added to his previous resources to develop a new 240 page book ’Quality Teaching and Learning’. In this new book Bruce shares the practical ideas gained from crea- tive teachers he has worked over the years. Also included are ideas and quotes from educationalists that contrib- ute to what Bruce calls ‘A More In- formed Vision for the 21stC’. Simply this is a book that values the ‘artistry’ of classroom teachers and the need for students to ‘do fewer things well’. The ideas in the book align well with the intent of the New Zealand Curriculum. To order book Quality Teaching and Learning wrote that ‘the task of the teacher is not to place knowledge in where it does not exist, but rather to lead the minds eye that it might be see for itself’. And for two thousand years we have ignored their advice. Experts, who know better than creative teacher, have no faith in students innate ability to make sense of their own experiences. They have pushed their lists of content , or learning objectives, or standards, on teachers. And too many teachers, believing in planning, have gone along with them. So back to the query from the teacher. All I could do was share a few (diconfirming) ideas with him. I wrote: ‘I have never believed it is important to define an integrated inquiry program over a number of years.Just too complicated and inflexible. The important thing is to develop in students the dispositions, attitudes and competences they will need to continue their life long learning quest. These key competencies are outlined in the NZC and are similar to the ‘habits of mind’ of Art Costa , or the ‘powerful learning ‘ of Guy Claxton. With this in mind it is vitally important to develop the ‘seeking, using and creating knowledge’ asked for in the NZC in the literacy block and, where possible, in the numeracy block. All too often these are developed as stand alone areas of learning. And worse still take up much of the whole day! So the challenge is to ensure all students ‘learn’ through a series of experiences how to ‘seek’ knowledge ( using their own questions) to ‘use’ it ( not just cutting and pasting but showing students ‘voice’ and opinions) and to ‘create’ ( products of originality in writing, art and project work). To achieve such self motivated resourceful learners requires them being involved in rich, real, relevant and rigorous challenges. Some of these challenges might be part of self contained language or maths topics but the best are integrated and generative inquiry studies that spin out into all sorts of curriculum areas’. My advice to him was to, ‘each year to cover ( two a term usually) a range of content area studies. These can be developed by looking the various strands in the learning areas ( excluding maths and language) and developing eight or so themes to cover each year. The next step is to ask the students themselves what they would like to learn more about and the issues and concerns that worry them? From such a process a teacher could co-develop a curricu- lum involving their students. Any topics or questions that ‘emerge’ (‘teachable moments’) should be also be taken advantage if - it is the dispositions that teachers need to always keep in mind and the talents their students are developing’. ‘As for the themes that need to be covered the ones that come to mind are: Environmental studies ( mainly natural science); heritage study - European history; Maoritanga; Science technology - physical science; a creative arts theme ( visual art, drams or music in-depth study) etc. Make up your own list by combining strands from various areas. Another thought is a Communication ICT theme. A great idea is in term four, for year 3 and above, for students to select and do their own individual research study. This is a great way to assess if students can use all the various skills you have hopefully taught them during the year’. ‘Three points to keep in mind’. ‘At the beginning of the year plan out the eight or so studies. Leave room for studies that just emerge. At the end of the year make a record of what studies were actually under- taken -as plans might have changed during the year. Use these to see what areas have been missed to plan for the next year and to ensure that students do not get involved in repetition. It is important to cover a range of themes to give every learner a chance to find out what they like - their own particular set of interests or talents ( multiple intelligences) For each study plan three or for major outcomes to encour- age depth of thinking and to encourage students to do fewer things well. Each outcome will indicate skills that will need to in place or to be taught to achieve quality results in literacy time. Good Teacher Magazine Term 1 2011 7 Outcomes could be: a research presentation where students answer three or four open questions (this might be a PowerPoint but usually involves research language work); a piece creative or expressive writing based on the theme; and a piece of creative art work’. Finally ‘The studies selected must become the driving motivation for the whole day as much as is possible - and the reason to teach reading and comprehension and presentation skills in the literacy time (and as much as pos- sible numeracy time as well)’. The teacher thanked me for my advice and said he would think about it. I think it was probably both the wrong question and the wrong answer. Most teachers these days are avid planners and data collectors - to concerned with proving achievement to really trust them- selves or their students. Technicians teaching by numbers - imposing their intentions on their students Teachers in such a formulaic and dysfunc- tional system are no longer creative. NZ Glass Environmental Fund Attention Teachers Expressions of interest to make application for a grant from the NZ Glass Environmental Fund are invited. Up to $25,000 will be available in total for suitable environmental projects. For application forms and guidelines see our website www.recycleglass.co.nz or contact: NZ Glass Environmental Fund PO Box 12-345 Penrose, Auckland 1642 Phone: 09-976 7127 Fax: 09-976 7119 Deadline for expression of interest is 31 March 2011. Sponsored by O-I New Zealand. 0690-Good Teacher 1 14/12/10 3:09 PM This magazine can be accessed by educators both in New Zealand and Internationally Would YOU like to advertise with us? Contact Good Teacher Magazine: email: info@goodteacher.co.nz 8 Good Teacher Magazine Term 1 2011 Hello, my name is Anna-Rose Davies and I have attended Taupo Nui a Tia College since year 9. I am a year 12 student, and I enjoy subjects like History, English, Economics and Photography. I have also just gained my Grade 8 Classical Piano with 84%. I play cricket and football. I would consider myself a fairly academic person who enjoys a wide range of activities and I try to be well rounded and not single focused. Learning of any kind is to me, the greatest thing anyone can ever accomplish. I love the fact that I can go to the library or go on the internet and learn about something that I’ve always wanted to. Whatever knowledge we desire is right at our ngertips in the Modern World and we should take advantage of this. The abundance and range of information in the world today is astounding, and I want to be one of those people who can talk and discuss anything with anyone. I want to learn about ancient Greece and the dark ages but also computer programming and atomic physics. I want to be uent in 4 languages and be able to tell you what kind of weather is desirable for hot air ballooning, and I’m not the only one that does! The world out there is so fascinating and I want to come into contact with as much of it as possible. These days, there’s so much on offer in the way of sport, education, travel and more for students and most of us want to experience it to the full. Most people have a natural affinity with some subjects, like math, or the sciences, or like me with the social sciences, and I find that the subjects that I enjoy most are the ones where I get along best with the teachers. The teachers that are the most successful with my learning are the more humorous ones, the ones that are easy to get along with, whom with classroom banter is not uncommon, the teachers who can laugh and see the lighter side, and who are truly passionate about their subjects. The vibrant, full of life teachers are those who teach most effectively, and who students enjoy the classes the most. Students of today need teachers who are lively, animated, and passionate about their subjects, who can tell you about supply and demand curves with zeal and obvious enthusiasm. We don’t want teachers to come in, yell and scream at those who Late last year a large group of education advisers met. One of the presentations was speeches from secondary school students who were asked to talk about what they want from teachers and how they ‘see’ learning. One of the amazing, condent, erudite and perceptive speeches was by Anna-Rose Davies and Good Teacher Magazine appreciates her permission to repeat her speech here. Remember that Anna-Rose was just starting school at the turn of the century. How often do teachers or those who advise them actually remember to listen to student voice? How often is that then translated into meaningful changes to what and how we expect our 21st century learners to learn? A Student’s Voice for the 21st Century “ Good Teacher Magazine Term 1 2011 9 Learning needs to be engaging, it needs to shake my emotions, make me think. It can’t be something I can sit through and not pay attention to. What would happen if you asked students what they wanted to learn? What a wide range of answers you would get. From classical literature to rock n roll to physics to woodwork. What would happen if every student pursued their own learning and learnt what they wanted to? What if we had a class where we could study what we wanted to at that very moment in time, like great white sharks or photons or soil? What would be the result if students were encouraged to learn what they wanted, how they wanted, when they wanted? What would happen if school was more flexible and less structured? What would happen if school were even more structured? These questions can and will be answered within years, and that’s a good thing because we need to find out what works best for the students of today, the students right now, not the students of 100 years ago. A Student’s Voice for the 21st Century are misbehaving, and then proceed to write up a plethora of notes on the board that students are, let’s be honest, not terribly interested in, and then yell some more. The point of school is not to be yelled at; it’s to be helped. These days, it’s so easy for students to say “I’m not academic so I don’t try in school’ or ‘I can’t do math so I just talk in class’ because most of the time, our teachers will let us do so. It’s so easy to just switch off and text under the desk if we’re not interested in a class and the material just goes in one ear and out the other. Sometimes I feel like teachers don’t engage students enough or involve them in the class enough, so they just switch off. At the end of the year, some people can honestly say they have not listened in one class, and walk in and out of their exams with no study and no preparation simply because their teachers have not engaged or involved them enough in class and not included them in this wondrous thing that we do at school, called learning. These students fail their exams and move on, having wasted their time at school, thinking that they’re dumb or stupid, simply because they have not been interested in what their teachers have to say. These people need teachers who are eager to teach and eager to share their knowledge, and share their passion for the subject. The subjects best taught are those taught with charisma and involvement of students in the lesson, we need to be a part of the teaching. Estrada once said ‘if children can’t learn the way we teach, then maybe we should teach the way children learn.’ Each student is different, and needs to be catered to accordingly. It’s not simple, but everyone always emphasizes how everyone is different, yet as students we get treated exactly the same in our schools. We’re told to be individuals but we’re treated as a mass, and maybe that’s something that needs to be changed. There are so many things to distract students these days, like the internet, cell phones, and doodling. Or maybe we should look at that differently. Maybe those things that are supposedly distracting us are really capturing our interest better than our teachers are. There’s no reason that my English class can be any less exciting than what happened last night on Friends, it’s just that last night’s episode of Friends surprisingly interests me more than the complexities of torque that my Physics teacher has been waffling about for the last 45 minutes. 10 Good Teacher Magazine Term 1 2011 any problem-every problem, and learning that there can be infinite answers, and it’s okay to come up with something different. It’s important to do well now and succeed in exams and what have you, but the point of school is not only to succeed in the academic side of things but come out of it being a better and well rounded person. One of the main points of school is to prepare us for a life fraught with difficulty and heartbreak, to make sure that the we are prepared for the real world, which is ultimately the bigger picture. The picture never stops getting bigger, as we grow up. We may be learning economics and math now but who knows, we may be on a completely different track in 5 years and we need to learn how to handle that too! That is what I call effective learning; learning that sets you up for life. Another way I see effective learning is learning that creates passion. For example, if a student walks into a class at the start of the year knowing absolutely nothing about that subject, and walks out knowing that they will pursue that subject in a career, then I would see that as effective learning because that is learning that encourages more learning. That is learning how to love knowledge. And that is what I think should be a priority in schools, not perfect results, but instead creating an atmosphere where it is encouraged to love to learn. Imagine if the majority of our schools were so interested and passionate about education that most of the students went to higher levels of education, pursuing those subjects that they love and achieving, not because they are forced to but because they want to? And of course it’s not all what is generally accepted as ‘academic’; we have trade teachers at school for a reason. Everyone likes different subjects for different reasons and that includes metalwork and woodwork too. Our students should be inspired by their teachers and desire to learn as much, if not more than they did, because the world they live in is dynamic and filled with change, and knowledge helps us deal with that. At the moment there is knowledge being discovered at a faster rate than any other time period in the history of mankind, and our students need to be prepared to face an ever changing world when they leave school; a world where growth is explosive. The world is changing everyday and we need to too. We are fast approaching an age where blackboards, white board, pens and paper are desolate in education. That’s the reality we face and the reality we need to embrace. Yeats once said, ‘education is not filling a bucket, but lighting a fire’ and I think that eloquently sums up what effective learning should be. Students are not at school to be stuffed full of knowledge, and then when they’re at the limit are useless. We, as people, have changed, we’re different now, we live differently than we did when this particular education system was created, and that change that is so obvious in every aspect of our lives except in our schools. This obvious change needs to be acknowledged in the form of a revamp of the way we learn. Our teachers make all the difference. I truly believe that whoever teaches you has a huge impact on what you do later in life. At the start of school, I had a huge passion for science, but in year 10 I had a bad experience with a teacher who would not allow me to ask questions. My interest in science was all but quashed, and I don’t blame her because I could have persevered and stuck with it, but now my love for science is all but diminished. It’s the teachers who I can see love their subjects with all their heart, love their students and love teaching in general are the teachers who I learn most from. I look forward to the classes that I can attend and have fun with my teacher. The most memorable teaching is fun and full of energy, and lasts a lifetime. I may not remember what I learnt two months ago in Economics but I do remember that my teacher is someone whom I admire, and like, and look up to. Students don’t want to be part of a pointless class with a teacher who we can’t relate to and don’t get along with. We want a dynamic, interesting, structured, and flexible curriculum where learning is desired by the students and that desire is fulfilled. We want a teacher who is full of new ideas and isn’t afraid of change, who is not afraid to share their enjoyment of their subject with us. That is someone who we could truly learn from. Another way that some people see learning is memorizing facts and figures, dates and formulas. I, for one, am certainly guilty of panicking and cramming on the night before an exam and frantically learning how to calculate electric field strength using final and initial velocities. But what we have to remember is that there is a bigger picture! There is more to life than this one exam. Maybe exams shouldn’t be the most important thing in schools, because the material we’re learning now is most likely going to be irrelevant in ten years. Fifty years ago, they were learning about electricity for the first time, now we have whole subjects devoted to the matter. Our younger siblings have grown up with iPods and computers and do not find them daunting in any way. My mother struggles to operate a Sky remote, because she grew up with record players and walkmans, so imagine what we’re going to deal with when we’re your age! Instead of rote learning, we need to learn processes and thought patterns. It’s not about knowing the answer to a very specific problem, it’s about knowing how to find answers full stop, to [...]... for Learning Toolkit call Isabel du Toit at Fieldwork Education at 02 0-7 53 1-9 696 or email Isabel@greatlearning.com or visit www lookimgforlearning.co.uk St Hilda’s Oldham collaborative learning 14 Good Teacher Magazine Term 1 2011 Collaborative Learning Looking for learning Observing learning progress Good Teacher Magazine Term 1 2011 15 ASCD Worldwide Edition SmartBrief: School’s in for finances Anneli... not be passed up   Given the motherhood-and-apple-pie appeal National Standards has for some people, what might detract from that enough to see a greater call for it being discontinued, would be a public education campaign showing that the backbone to it just happens to be a very ineffective learning process  Once that’s more widely 22 Good Teacher Magazine Term 1 2011 understood, supporting it would... and will be rolled out across a range of subjects during the next three years 16 Good Teacher Magazine Term 1 2011 Maya Moses is about to start year 10 at her high school in northern NSW and says she hasn’t learnt much about managing money at school “I have a bank account that I save my money from work in,” says the 14-year-old, who has been working in her parents’ cafe in the school holidays and saves... learn, any learning process adopted surely has to be capable of delivering near-even and high-ended achievement levels for virtually all of them  Nothing else is going to ensure the delivery of those significantly improved across-the-board learning outcomes everyone’s crying out for  Nothing else is going to make our near world-worst achievement gap disappear  What’s pressing the urgent button here is... structured action-research process for teachers to help each other identify the learning that is taking place in their classrooms This empowers teachers with information they have never had; immediate feedback on how their teaching is influencing their children’s St Hilda’s Oldham pupils learning with staff Good Teacher Magazine Term 1 2011 13 learning as it happens These powerful, non-threatening results... children in any setting to become more effective as active constructive readers and writers Good Teacher Magazine Term 1 2011 35 The general theory (literacy processing theory) is common to classroom practice as well as Reading Recovery but the difference in Reading Recovery is that the help is intensified, one-to-one and short term Effective processing, she stressed, has a generative power; it’s about... staff meeting - At the beginning of each meeting, nominate one person to talk for no more than five minutes about some learning that has take place in their classroom over the past week Plan learning-focused targets - Learning improvement plans should have targets that are explicitly about learning If this happens, a successful outcome will also be about learning So when writing your learning-focused targets,... school St Hilda’s Oldham staff training 12 Good Teacher Magazine Term 1 2011 wards a Focus on Learning The Toolkit for Leaders The Looking for Learning Toolkit was developed by Fieldwork Education as a leadership toolkit for school improvement focused entirely on improving learning and relevant for schools throughout the world As a fully comprehensive, action-oriented guide to improvement, the Toolkit... comprehensive, action-oriented guide to improvement, the Toolkit provides Headteachers with practical help and advice to lead their teachers, step-by-step towards delivering learning-focused lessons In addition, it gives Headteachers recommendations on how to incorporate a learning-focus throughout every aspect of school life; from classroom displays, assemblies and reports to staff meetings and parents’ evenings... students from year 10 to year 12 advice on managing money The free DollarSmart CD can be ordered through the Financial Planning Association website: fpa.asn.au January 26, 2011 Sydney Morning Herald Good Teacher Magazine Term 1 2011 17 The tools in the Tools 4 Talent Development manuals are designed to give teachers a range of strategies that will support able students in the regular classroom but . Box 1 2-3 45 Penrose, Auckland 1642 Phone: 0 9-9 76 7127 Fax: 0 9-9 76 7119 Deadline for expression of interest is 31 March 2011. Sponsored by O-I New Zealand. 0690 -Good Teacher 1 14/12/10 3:09 PM Good. 1 2-3 45 Penrose, Auckland 1642 Phone: 0 9-9 76 7127 Fax: 0 9-9 76 7119 Deadline for expression of interest is 31 March 2011. Sponsored by O-I New Zealand. 0690 -Good Teacher 1 14/12/10 3:09 PM This magazine. YOU like to advertise with us? Contact Good Teacher Magazine: email: info@goodteacher.co.nz 8 Good Teacher Magazine Term 1 2011 Hello, my name is Anna-Rose Davies and I have attended Taupo