John Fenaughty - Digital Citizenship

What are the Key Concepts relating to Digital Citizenship

Responsible Use - providing opportunities for responsible use 

Peoples rights in all spaces

Respects rights of society

Respectfully

Filters and monitoring within a school

Reducing risks

BYOD - Bring in an environment to a school. - needs rules and guidance

Think strategically about the change  - Schools plan for potential 

Whanau/Staff need good guidance and direction

What can we do about it in our practice 

Need an advocate for Digital Citizenship to be effective in your school 

Think about how and who teaches this

We need to build capacity to create staff confidence 

Needs to be a living activity within the school environment where everyone, staff, parents etc are on the same page and giving the same message 

Linking their Responsible use agreements to the school vision and values 

Focus on a values approach to Digital Literacy and Competencies 

Does information overloading change behaviour or does building responsibilities 

How can we create the behavour change in digital Citizenship. We need children to think critically in classroom practice

What does effective citizenship look like, feel like etc   

Swimming Pool

If a child might drown, take away the pool

When applied to Digital devices - need to foster and engage, and play around, learn from the mistakes when they are young before they are let go

Children are in charge of their behaviour, living the beliefs every day

Use mistakes as learning opportunities in a school setting 

What does digital Digital Citizenship mean to me. 

To be a Digital Citizen we need to develop responsible users with use links to our school values and vision, while linking in the NZC Key Competencies

Educational Leadership

Pauline Scanlan 

"Wherever you are in your leadership career, you should find information and ideas that help you to solve day-to-day problems and support your professional learning"
http://www.educationalleaders.govt.nz/ 
http://www.educationalleaders.govt.nz/About-this-site/Sitemap 

Problem solving
Problem-solving activity can be routine, or in response to a crisis, or part of strategic efforts to address an endemic issue. Middle and senior leaders contribute to problem solving by working collaboratively and using an evidence-based approach – identifying, testing assumptions, analysing, and solving. If there are new insights, or situations that have not arisen before, solutions may be innovative and involve a level of risk taking. Whole teams may be involved. Solutions should align with the school’s vision and policies.
To develop problem-solving capabilities within the school, effective leaders look for opportunities to solve problems collaboratively and mentor new leaders with problem-solving responsibilities. Collaboration extends to managing risk by anticipating problems and agreeing on strategies.

When problems relate to student progress, middle and senior leaders collaborate with family, whānau, and caregivers to agree on and implement solutions.
If changes in practice are needed to address disparity in student outcomes, middle and senior leaders may need to negotiate with teachers or teams who are reluctant to change.
Crisis management in schools is primarily the responsibility of experienced senior leaders. They develop strategies for handling confrontations, fights, aggressive intruders, and other crises. Effective leaders invite feedback on their strategies and take time to reflect on their handling of incidents. 

Manaakitanga: Leading with moral purpose
Manaakitanga embodies the leader’s moral commitment to improving educational and social outcomes for all students. It is the quality of leading with integrity and ensuring that decision- making is ethical and consistent. It contributes to building a school culture of trust, respect, and openness.
Middle and senior leaders draw on manaakitanga in their dealings with colleagues, students, and the wider community in both professional and social matters. They are sensitive to the differing cultures and worldviews of those they work with, and they look for ways to make a difference by identifying what is right and best for both students and the school.

Manaakitanga commits leaders collectively as well as individually to being responsible for effective school-wide practices (Bezzina 2007). It involves middle and senior leaders as advocates (he kaiarataki) in working to realise the potential of all students, including all Māori students, Pasifika students, and students
with special education needs. This is also emphasised in Tū Rangatira: Māori Medium Educational Leadership (2010).
When current practices need to change, manaakitanga means that middle and senior leaders may need to engage in difficult professional conversations with colleagues comfortable with the status quo and reluctant to change (Robinson, Hohepa, and Lloyd, 2009; Cardno, 2007b; Hattie and Timperley, 2007). 

Pono: Having self-belief
Pono embodies the conviction, confidence, and self-esteem that come from self-belief.
It enables leaders to be clear about their values and goals. Leaders with pono have high levels of self-awareness – they confront their own assumptions, learn from their mistakes, and seek a healthy work–life balance. They persevere in the face of challenges and have the emotional and spiritual resilience to bounce back after setbacks. Their self-belief, energy, and commitment provide inspiration for others.

Pono is especially important for new middle and senior leaders – they need it in order to become convincing leaders. It is also very important for senior leaders who are responsible for dispute and crisis management, mediating between groups, and responding to unpredictable events. 

Ako: Being a learner
Ako encompasses both teaching and learning – it is a reciprocal relationship in which students and teachers learn from each other (Pere, 1983).
Leadership is a complex set of skills, and effective leaders accept that there is always more to learn. While they bring knowledge and expertise to their roles, they are also constantly gathering information and wanting to improve. They seek feedback on their leadership from colleagues, students, and the students’ families, and they research how others have handled problems or improved their teaching practices. Middle and senior leaders may seek further educational opportunities, and also invite external experts to work with them as mentors.

Where ako is practised, a school culture is characterised by teachers, leaders, and students “sharing knowledge and expertise with each other to produce better mutual outcomes” (Ka Hikitia, 2008, page 20). By being open to learning, middle and senior leaders increase the collective knowledge available to the school.

Āwhinatanga: Guiding and supporting
Āwhinatanga is guidance and support for colleagues and students that is respectful and caring. It involves developing a high level of awareness of the needs and perspectives of staff and students and then taking action to care for others based on this awareness. Middle and senior leaders who embrace āwhinatanga recognise and respond to the strengths and needs of those they lead, ensuring they feel appreciated and supported.
This enables teachers to focus on improving the learning outcomes of their students. For teachers who have been encouraged to take on leadership roles, āwhinatanga in the form of mentoring from middle and senior leaders is important for development and success. 

School context

Different contexts can present different challenges for school leaders. As educational leaders, principals need to adapt or adjust their leadership practices to meet the particular demands of school context.

Manaakitanga, pono, ako, and awhinatanga

Effective school leaders demonstrate these four qualities. They are essential for school leaders who are focussed on educational leadership.

Leading change and problem solving

Leading change and problem solving are key activities of effective educational leaders.

Culture, pedagogy, systems, partnerships, and networks, bounded by relationships

School leaders work across these four interconnected areas of practice. In order to be effective, they must be knowledgeable and capable in all. Quality relationships are pivotal to effectiveness in all four areas.

The Importance of building relationships
Building trusting and learning-focussed relationships within and beyond the school is central to the leaders role (Bryk & Schneider, 2002). Relationships built on trust are developed when leaders respect and care for others and consistently “walk the talk”.
Leaders can benefit from personal reflection, sharing ideas and initiatives with their peers, and working with others to clarify situations and solve problems. 
Integrating staff considerations in the development and implementation of school practices is central to making significant shifts.
Actively lead and participate in professional learning with staff
Manage the delicate balance between supporting and challenging others
Teachers to share expertise and strategies that improve student learning
Manage dilemmas when the needs of the students and those of other members of the school community are in conflict
Encourage giving feedback to teachers through regular and documented classroom observations.


The Power of Context 
Our system requires that principals work as chief executives of their boards of trustees to support the development of policy, then take responsibility for carrying policy into practice. This includes setting the direction for the school in ways that reflect the needs and values of the local community.

Principals and teachers are faced with developing the school’s capacity to identify, understand and meet those learning needs.

Context has major implications for leadership and management arrangements, professional development, shaping the curriculum, developing learning environments, managing resources, and engaging with communities.

Knowing and understanding what is valued by the local community. 

Using skilful relationships and communications, the principal leads thinking around how the school and community might work together to provide students with the best learning opportunities.

How can we use this resource in our own school?

- Looking both ways. leading a team while being part of that team. We have the Power to make the school work or not work. (Depends where you are, what you are doing, School vision etc) 
- Problem Solving Attitude - Leading Change 
- Building sustainability though staff learning, agreement, shared vision, engaged, Paddeling the same direction
Meeting 1-1, Asking what they need and believe in http://www.educationalleaders.govt.nz/Media-gallery/Ako-in-action-NAPP/Louise-Anaru-building-relational-trust 
- Builds capacity of leaders, Grows leaders, distributive leadership 
- Building a school culture. What is important, what do we believe in, where do we want to be, what do we want children to know, see, share and do. 
- How can we use leaders to connect to middle leaders, how can we adapt what we are doing now, what are new areas of leadership and a range of resources that could be useful. 

Leading from the middle: educational leadership for middle and senior leaders

Great Resource!

http://www.educationalleaders.govt.nz/Leadership-development/Key-leadership-documents/Leading-from-the-middle 

Key leadership qualities
The educational leadership model (ELM) identifies four qualities that underpin a leader’s ability to improve teaching and learning outcomes in their school:

• manaakitanga – leading with moral purpose;
  
• pono – having self-belief;
  
• ako – being a learner;
  
• āwhinatanga – guiding and supporting.