SANDRA JENKINS BLOG

Joining the dots between Space and Pedagogy

2021-04-29T19:10:00.000-07:00

Over the last year I have been facilitating in Oranga and Grey Lynn Schools. Both schools are in process of improving their learning environments and were looking for support with the process of change. Both in terms of space and pedagogy.

Both schools had the opportunity to pilot a series of workshops delivered by the Planning Learning Spaces team and based on the framework in the best selling book, Planning Learning Spaces. You can find out more about the Planning Learning Spaces process in this presentation.

There is now significant body of research which gives evidence to demonstrate that learning spaces that are purposefully designed to support teaching and learning organization linking to the school vision for learning has positive impact on student achievement.

The Planning Learning Spaces framework, includes a series of workshops or discussions with the principal and school staff provided the opportunity to reframe the school vision for learning into learning space design principles enabling staff to refresh both their new and existing learning spaces to actively support organization of teaching and learning in their collaborative spaces.

The workshop framework provided a reflective process for teachers to develop their learning environment and how to strengthen collaborative ways of working in their spaces. The last series of meetings with the principals and leadership teams focused on developing a strategy for change which drilled down to an action plan to support sustained change with a focus on collaborative teaching and the ongoing relationship between pedagogy and space.

Following the strategy for change meetings with the principals, both schools successfully applied for Professional Learning Development hours which enabled staff to have a deeper dive into fully understanding the education spaces they were moving into and the collaborative teaching models that these spaces could support. These transition plans will support both schools to continue to reflect and review the effectiveness of their new collaborative spaces.

The workshops provide opportunity for schools embarking on creating schools and spaces within schools, investment in time and practice to define and evolve their approach. They facilitate developing a common belief of what actual practice will look like in the new learning spaces. By following the PLS Framework, both schools have redesigned their learning spaces in the most effective ways possible and now we are working on ensuring that they have continued sustainability going forward. The schools have also identified the next steps that they wish to work on through their strategy for change plan.

This PLD provides opportunity for schools embarking on creating schools and spaces within schools, investment in time and practice to define and evolve their approach. They facilitate developing a common belief of what actual practice will look like in the new learning spaces. They have successfully utilized PLD support to continue to reflect and review the effectiveness of their new collaborative spaces. It will be great to see the changes being implemented at Oranga and Grey Lynn Schools over the next 12 months.

Grey Lynn School Strategy for Change

2021-02-13T14:44:00.001-08:00

Excellent news! Check out this weeks blog entry on the Planning Learning Spaces in Practice website which detail the case study at Grey Lynn School progress on their strategies for change to make their vision for learning in their ILE fly!

planninglearningspaces.com/2021/02/12/wee…

Look out for weekly snippets of the case study updates in NZ & Cambridge UK by following the PLS in Practice website

Learning Space Design Lab™️

2021-02-13T14:37:00.004-08:00

I was delighted to utilise Learning Space Design Lab™️ developed by @LeneJensbyLange with this team of teachers at St Joseph School in Matamata. The teachers were exploring possibilities on reimagining their ILE space linked to their school vision. The use of the models and the process is a highly effective way to support teachers to re-imagine and to make sense of their ILE Space.

You can find more information about the Learning Space Design Lab™️award winning innovation here:

PLANNING LEARNING SPACES IN PRACTICE LAUNCHED

2021-02-05T21:16:00.003-08:00

Super stoked to see https://planninglearningspaces.com/planning-learning-spaces-in-practice/ launched which show cases the #planninglearningspaces case study at Grey Lynn School, Auckland which I was proud to facilitate.

Over the last year I have been working with Terry White, who is the UK Project Director of Planning Learning Spaces. I spent my time in lock down in New Zealand doing research and development around co-creating a series of workshops that could be facilitated to support the PLS Design Framework.

These workshops were facilitated as a trial to develop a prototype in two Auckland New Zealand Schools: Grey Lynn Primary and Oranga Primary in Auckland and in Trumpington Park School in Cambridge.

Having completed the PLS framework through my role as a Professional Learning Facilitator I am now able to implement the professional learning needs identified in the "Project Implementation Review" workshop in these two schools.

Teaching teams are now building on the PLS framework and digging deeper to develop collaborative practices in their learning hubs through my work as a Ministry of Education Professional Learning Facilitator with Momentum Learning.

In New Zealand the next round of MOE PLD funding applications closes on 19 February, 2020. I am happy to speak or facilitate workshops online around my areas of expertise.

Both streams are exciting work and anyone interested in exploring futher can contact me if you wish to explore options. sjconsultnz@outlook.com

Co-teaching, Collaboration and Organising learning in super classes

2020-06-29T00:53:00.000-07:00

In large flexible learning environments with anywhere between 3 or more teaching staff, there needs to be clarity around how the teachers will organise and deliver teaching and learning. Initially it is important to dedicate more planning time until you establish routines. It is a good idea to write down the agreements from the team discussion, to ensure everyone has clarity on how the organization of the learning hub is going to work.

Teaching Block Curriculum Focus:	Team Agreements
Adults in the Learning Hub in this block: Teachers: Learning Support Staff: Volunteers: Other:
Roles of Teachers:	Lead: Help: Stretch: Learning Support:
Number of Learners each staff member will be responsible for?	Lead: Help: Stretch: Learning Support:
Where will the staff be positioned for the workshops? Check the line of sight of all zones.	Lead: Help: Stretch: Learning Support:
How will learners identify the Roles of staff?:	Hats? Jackets? Bands? Sash?
When will we swap roles?	This is important to discuss to ensure that each knows all the learners, and ensures variety and that the work load is shared fairly
Signal	It is important that systems are in place to ensure that the learners are at the workshops / learning support otherwise those staff waste time looking for learners. What will be the transition / notice signal. Eg Handbell?
Behaviour Expectations	Clarity on what is acceptable and what is the behaviour management plan. Ensure the learners have clarity around the behaviour plan and expectations.
Learners Must Do Activities	These are activities that the Learners must complete before they have choice of “Can Do” activities in the learning zones
Review	When will review the teaching block?

ROLES

Collaboratively develop Clarity around the teaching roles.

· Discussions with the teaching team needs to take place to define the roles of the teaching block. This will clarify who is doing what Each person must have a clear role:

· Some roles take more time and energy, so It is a good idea to swap the roles around and to take turns at the different roles. This shares the workload and provides variety

· Wear coloured jackets, badges or hats so the learners know which adult is doing what. Clarify with the learners what the roles are and develop the learning hub vocabulary around the roles.

· All take responsibility ensuring that the learners required in the workshops get there quickly

· Ask 3 then me” type rule helps children to seek help from up to 3 peers first).

· The team needs to have a discussion in the number of learners who will be with the “stretch” teacher at the beginning of introducing the model.

· It might be useful to have all of the groups that the “lead” teacher, and the “help” teacher are going to take in the session, sitting in line of site in zones close to them. Eg if they were taking three groups of ten each they would have up to 30 students in their line of site. Give the learners pre and post activities- effectively a tumble of activities associated with these workshops.

· This would mean that in a team with say 90 learners – that the “stretch” teacher would initially have 30 learners to be “stretching”. The numbers in this zone could increase as the learners become more agentic. It is useful initially if the “Stretch” teacher takes a lesson with that group for the first 40 minutes of the teaching block, before the learners more to activities in that zone.

· If the teaching block has a focus on literacy – reading and writing, recommend that the “Stretch” teacher starts off with a 40 minute writing lesson with the group they have. Once the learners have completed their writing task they can move on to choosing other activities in the zone. Same lesson plan format would apply:

Lead Teacher	· Facilitate the collaborative organization of learning & pllanning agreements. · Agree to timing of teaching block section · Complete planning for own groups · Set up workshop area · Put timetable on whiteboard · Put workshops / participants on whiteboard · With the workshops – include the ‘at risk” learners in the first two groups · Identify with the team the learners “Must Do” tasks and the “Can Do” activities · Check with other staff that they are clear about their role/ discuss any queries · Facilitates the review of the teaching block
Help Teacher	The teacher supports the lead teacher. · Complete planning for own groups · Set up workshop area · With the workshops – include the ‘at risk” learners in the first two groups · Set up workshop areas / books / resources · Help to Set up resource table for the session · Have timer ready and signal system
Stretch Teacher	This third teacher is focused on differentiation · Plan a guided lesson or workshop to take with the whole group or groups in the first 40 minutes · Stretching those who are only just coasting along, · Have the learners with less agency close, support them to be on task Sets up shared resource table · Be cognoscente of any “Must Do” learning activities that learners need to complete · Label the zone area and any activity areas (On folded card each with a number, designating how learners at this activity / or in this zone) · Help to Set up resource table for the session
LEARNING SUPPORT	Learning Support: Complete planning for groups Set up workshop area and resources

Lesson Structure

Collaboratively organising the needs of learners in the defined learning zones

To support the system bedding down, structural routine of the lesson is important. The structure needs to be tight when the system is introduced- this gives the teachers and learners confidence as it is bedded down. Inititially it could be useful to have all activities around the key curriculum area of the workshops, but as the learners develop more agency and the teachers more confidence this can be much more flexible. This way learners can be encouraged to take more agency over their learning.

The structure of this collaborative model is as follows – noting that this is a place to start with the shift from Me to We!

It will become more fluid as time goes on – but this structure will be a place to start, provide learners with a routine, develop the teams confidence and provide opportunity to iron out any challenges.

· Short introduction (no more than 10 minutes)

· Transition to spaces ( 5 minutes)

· Workshops and activities (20 minutes)

· Transition to next workshop and activities / and reminders (5 minutes)

· Workshops and activities (20 minutes)

· Transition to next workshop and activities / and reminders (5 minutes)

· Workshops and activities (20 minutes)

· Plenary (Reflection) (10 minutes)

o In final group

o Eg Teachers complement on specific learning that has happened

o Learners turn to partners (threes) and talk about what did they work on today in their learning, what was tricky, what they need to work more on.

o Share a few

· Re- set the room (10 minutes)

o In the last group area: Lead, Help, Stretch, Learning Support. Have the resources needed for the lesson set up on a central table or tables – these get returned during reset time

o Everyone takes responsibility and pride in re setting the last area they are in.

· After the area is reset – that teacher reads a story and then gives out any notices and dismisses learners in small groups from this area. (15 minutes)

NEW ZEALAND HONOURS - REFLECTIONS AND APPRECIATION OF THE JOURNEY

2020-06-13T20:37:00.003-07:00

NEW ZEALAND HONOURS

REFLECTIONS AND APPRECIATION OF THE JOURNEY

Since moving into level one and post Covid lockdown, my husband Philip and myself have been on a road trip and spending time with family and friends, This has been an opportunity for reflection and time has been spent thinking about those I would like to acknowledge since I received the Member of the New Zealand Order of Merit in the Queen’s Birthday Honours.

My first thought and indeed that of Philip’s and my sister Rhonda was of my parents who would have been delighted by this award and recognition. Mum and Dad were born in 1930 and 1931. Mum was unable to complete primary school as she was ill for quite some time with pernicious anemia. Getting to school was also difficult as she lived with her mother and sisters in a boarded tent on the banks for the Waipoa River in Gisborne during the depression years while her father was away working on building railways. Mum, was one of the youngest of ten girls and became an accomplished seamstress, making tailored clothing for the upper crust of Hawkes Bay community. She was both creative and determined, instilling values of diligence and hard work to achieve your goals. Dad, the youngest of eight children worked as a farm labourer and became a self taught builder who eventually specialised in designing and building woolsheds in New Zealand. He had many passions, including hunting, fishing, flying and a love of the outdoors. He was incredibly creative and competitive. He had an uncanny ability to calculate complex mathematical problems in his head, and able to beat those doing the same on a calculator! He became a self made millionaire and sold up his business at the age of 40 to pursue his passions. The values Mum and Dad gifted us was the drive to continue to strive, to be determined, work hard, focused and to take on new learning and challenges. My parents also enjoy family and friends and offered support to others where they could. I know that my parents would have been very proud that one of their daughters had appeared on the New Zealand Queens Birthday honours list. Particularly as I had not been a successful student at school!

My own education was not an easy journey. At aged 14, my Colenso HighSchool form teacher wrote on my school report that “Sandra should leave school as soon as she turned 15 as school certificate was beyond her ability!” I was determined to prove her wrong, and sort tuition from Clark Nicol who was a neighbour and taught special needs students at Napier Boys Highschool. I babysat for him and his wife in exchange for tuition and just scraped through school certificate with 3 marks to spare!

I was a rebellious student who didn’t really fit the education system. I was often in trouble and got through to becoming a teacher by the skin of my teeth. However my own experience in education made me determined to support those students who were defined as at risk and disengaged, to ensure that learning was relevant and authentic for them.

While at Ardmore Training College in Papakura, I met and had many discussions with an education lecturer called John Wood, who was a friend of A S Neil who had started Summerhill School in UK. John was involved with establishing Bedales School which also had a philosophy of developing curriculum based on student interests. We had many discussions, often held sitting on his verandah at the teachers village, drinking Spanish Sherry, considering the merits and constraints of education policy and practice. This fueled my desire to one day build my own school.

Although I never have had the priviledge of building a school from scratch, while principal at Freemans Bay Primary I did lead the demolish and rebuild of this education facility. This gave me the opportunity to influence the design of a school that was future focused and to develop a curriculum that did allow the learners to develop and explore their own passions.

In the 1970s I was seconded to the Auckland Advisory Team, working in the field of Māori and Pasifika education. This exposed me to many amazing leaders in education who were challenging the system that was essentially racist and victimised the poor. I started my post grad study with Professor Bray’s papers on issues of Māori and Pasific Education, and a journey advocating for policy change in education. When I completed my Masters in Education Leadership, I was the first person in my family to have a Uni degree at this level. The fact that it was awarded with first class honours is something that I am very proud of, given my own shakey journey at school.

It is very humbling experience to be recommended for such an award by your peers. On receiving the news of the “Royal” honour I did struggle with the fact that I had been chosen when I know there are many who have demonstrated far greater services to education in New Zealand. When you are following your passions you don’t do it looking for awards, however when such a award is given, it is very special. A special thanks to those who nominated me for this honour and wrote letters of support.

It would like to acknowledge and thank those who have supported my journey in education – and who have challenged the system and stood up for those most at risk in our education system.

I have to say it was very difficult for me to keep the announcement secret, and did let my immediate family know over Queens Birthday weekend. My two youngest girls here in New Zealand put on a great party, with a mad hatter tea party theme, complete with British bunting and cocktails served in royal china. I was invited to make some royal decrees to the family with the odd pardon issued during the fun filled evening.

Since retiring from principalship in January 2020, I have set up my own consultancy specialising in linking school design with future focused curriculum and supporting schools to achieve their vision, ensuring that the most at risk learners are engaged and empowered. Thanks to those who are supporting this new work and I look forward to the challenges and highlights of this new journey and where it goes.

Thank you to those who have reached out and sent emails, made calls and sent messages. I was amazed by the range of those who made contact, from former pupils, teachers, community members and colleagues. I appreciate every message received and look forward to seeing you again soon.

Planning Learning Spaces Pathway Project

2020-05-31T22:45:00.002-07:00

https://planninglearningspaces.com/

I retired as principal of Freemans Bay School and am now embarking on a new and exciting project with Terry White who is co-editor of Planning Learning Spaces.

We are supporting schools to reimagine their learning spaces and how learning is organised in these spaces. The take schools through a series of workshops that look at their learning vision, organisation of learning in the spaces and how learning is delivered, ensuring the design space is aligned with the learning intention.

This process supports both learning design and learner led curriculum. It facilitates a collaborative process to rethink the way education is delivered. There are several schools across the globe participating in this project and the interesting thing is that we have been facilitating through Zoom and Google Meet Up and realise that we could continue to do that and utilise our facilitators across the globe.

I am looking forward to how this journey, supporting schools to re think and redesign learning to be relevant to the lives of students today.

Queens Birthday Honour

2020-05-31T21:57:00.000-07:00

Published NZ Herald 1 June 2020

Sandra Jenkins, MNZM, has been recognised for her services to education in New Zealand and abroad. Photo / supplied

Sandra Jenkins, Coopers Beach

Member of the New Zealand Order of Merit for services to education

It's not quite true to say that Sandra Jenkins has fully retired after more than 45 years of work in education.

She is no longer a teacher or principal, but continues to work on an international project in learning space design, albeit while supposedly putting her feet up with Philip, her husband of 47 years, in Coopers Beach.

The honour was exciting and humbling, she said.

"Being recognised by your peers is a most incredible thing. It's quite emotional really. It's something that happens to other people."

Jenkins entered teacher training at Ardmore at the age of 16, and at 19 was teaching.

Her first school was in Napier, where the father of MP Anne Tolley, with whom she went to school at Colenso College, was the headmaster, but it was a school "out the back of Waikaremoana" that provided some of her most vivid memories.

She met her future husband in Napier and the couple duly moved north where she taught at several schools in South Auckland. In her fourth year she was seconded to the Education Department, which exposed her to people who would become leaders in education, contributing to her developing skill-set, particularly in terms of teaching at-risk children, and the philosophy that would continue to evolve over her career.

Her move north began at Kohukohu, where she was the principal for almost a decade, followed by a similar stint at Mangonui, "both lovely schools".

With her four children having flown the coop, she returned to Auckland, ending her career at Freemans Bay, where she was told that a new hall was needed but set about building an entirely new $19 million school.

She has presented at various international conferences and discussions around the world, including in Australia, China, Denmark, India and the United Kingdom, between 2012 and 2019.

She was a Fellow of the Auckland Primary Principals' Association, chaired the Far North Principals' Association from 1993 to 2005, had been a representative or an appointed member of the New Zealand Educational Institute, the Principal Council, Rural Teaching Principal Network, APPA and the Auckland City Centre Network. She was a volunteer NZEI industrial advocate for schools in the Far North from 1993 to 2005, and became an Associate of NZEI in 2005. She was a foundation member of the Global School Alliance from 2012 to 2020.

She received the School Library Association of New Zealand's Principal's Award in 2019 and received a Waitemata Good Citizens' award in 2019 and was a Kiwi Bank Auckland Local Hero earlier this year.

Freemans Bay School Case Study

2020-05-31T20:45:00.010-07:00

This is a recent case study of the key principles of design at Freemans Bay School.

https://www.furnware.com/en-nz/articles/freemans-bay-school-case-study