May+20th


 * __Agenda for May 20th at National Library__**
 * __9:30am start__**

Please bring
 * NZC
 * Any videos, feedback from Student Voice Forum at Pomaria
 * Any relevant information or references for Student Voice related to learning.

Morning tea is arriving for 10:30am Lunch 12:30pm

Review of Student Voice Forum at Pomaria in Term 1
 * Positive response to mixing with students from other schools, sharing a similar enthusiasm for learning
 * Liked being split up with all schools; maybe mixing the groups a couple of times during the day - colours and numbers
 * "I wonder if anything is going to change as a result of this?" So what.....
 * Create a timeline - end point in mind - What we want to achieve?
 * Was our role facilitation or were we leading conversations? How much was what the students thought we wanted to hear?
 * Chn's wiki - chn feeding in examples of student voice for students from other schools to feed into, comment on. Expanding beyond the buddy thing with no teacher intervention. Would need to establish a language and genre for expression. "Code of Conduct" for operation on the wiki. Posing questions about student learning?
 * songs: http://folksong.org.nz/e_toru_nga_mea/index.html
 * http://tereomaori.tki.org.nz/Reo-Maori-resources/Hei-Waiata (Mihi Mai)
 * Catherine to bring the sheets of childen's repsonses on the day
 * Sharing of any videos, photos etc... (please bring if you haven't uploaded onto wiki)
 * What worked? What would we do differently next time?
 * Need to ensure that the focus around student voice links directly to learning. See NZC pg 9 - Learning to Learn; pg 12/13 - KCs - Thinking Participating; pg 34 Pedagogy Reflective Thought and Action
 * Notion that learning is something that happens to them, rather than the idea that they are partners in the learning journey
 * Limited contributions around the role of technology - maybe because they realise the limitations that schools are under
 * If we are expecting students to use technology efficiently we need to teach the skill of using a keyboard accurately and quickly
 * Dimensions/indicators - role of the learner/teacher in the learning process. Include the teachers in the information collecting process around what an ideal school would look like - teachers perceptions of students
 * Student voice becoming more evident around the need to celebrate successes/progressions/achievement of steps along the journey
 * Need to be taught how to use student voice - shift in the locus of control - involving students in developing progressions for learning
 * Trust and respect is the foundation for student voice - relational trust
 * How do we shift the practice of teachers who believe they are listening to student voice, but in reality may not be
 * Underpin student voice component with pedagogy eg Locus of control, creating communities of learners - SS BES/Leadership BES
 * Titirangi - key to success is to shift the locus of control, and value the voice of the students, both in the class and in the wider community
 * Can talk about lots of formative assessment, but the bottom line is how is the teaching shifting the learning - really important because it will give huge credibility to the work of this PLG - evidence based
 * Many of the comments from the student are about the locus of control the teacher does or doesn't have, and there is a continuum for both teachers and students around this
 * Progressions are a starting point, but not necessarily effective without the co-construct between teachers and learners.
 * How does teacher practice impact student voice?
 * For some teachers in some schools, student voice could start with choice for students; then safely voicing an opinion in a classroom....

Buddy Schools to work together - 30min
 * Time to share what has been done to work on the student task set at Student Forum (design a school that would encourage and excite students about learning)
 * Organise ways for buddy schools to work together
 * Share with group what has been done so far

Action Plan Use the framework for measuring student voice eg Students articulate their learning - what they are learning, why and how they will use their new learning, reflect on their learning, identify next steps NZC pg 34,
 * Review the revised and updated plan
 * Define Student Voice in learning specific to NZC - principles (Learning to Learn - pg 9), Key Competencies (Thinking and Participating and Contributing - pg 12-13)
 * All students and teachers will have a knowledge of student voice framework - will be working with it along a continuum

Student voice for students will look like:


 * 1) I know what I am learning
 * 2) I know why I am learning this
 * 3) I know how I will use my new learning
 * 4) I can gather information from lots of different places
 * 5) I can reflect on my learning and set goals
 * 6) I can create a plan to implement my goals
 * 7) I can give my ideas and opinions
 * 8) I can listen respectfully to the opinions of others
 * 9) I am safe to take risks with my learning
 * 10) I am confident in attempting the task again
 * 11) I am open to new ideas
 * 12) I am encouraged to influence and question decision-making about my learning
 * 13) I can articulate why the learning is not working for me


 * Student voice for teachers will look like:
 * 1) I will listen actively to my students
 * 2) I will encourage risk-taking
 * 3) I will give my students opportunities to make evidence-based decisions

Student voice in the class and school will look like:
 * 1) A solution based relationship between the student and the teacher
 * 2) Disposition of empathy

Framework
 * Using NZC, Adam Fletcher's Ladder of Student Involvement begin to develop our framework/rubric for student voice in learning.



__Possible reference points.__ Attached above is the Adam Fletcher Ladder of Student Involvement: This can also be found on the Sound Out site: http://www.soundout.org/ladder.html I know we have discussed this before but I have uplaoded it as I think it makes for an interesting starting point when we think of a rubric for the development of student voice.

Below I have listed possible prompts for discussion but of course the actual outcomes of the day may lead to more worthwhile directions for discussion and development.

__Possible questions for discussion and consideration__
 * How would/could we utilise his thinking to develop our own rubric or visual and related strategies for developing student voice?
 * How would we know we were successful?
 * How will what we are learning from the student group interactions between schools inform our process?
 * What are our expectations?