Week 6 Term 3 - The Last Dance

There are series on Netflix that I like to watch over and over again. 'The Crown', 'The Fresh Prince of Bel Air', 'Modern Family' and 'The Last Dance'. The drama, the scandal, the comedy, the journey are just some of factors that I find attractive about each series. In particular 'The Last Dance' - a 10 part-documentary that follows the career of Michael Jordan and the last season he played with the Chicago Bulls (1997-1998) is a series that I have on rerun. The series follows the entire team as they go into their last successful campaign in the late nineties. Michael Jordan is the focus in the series, documenting the 'Jordan phenomenon' as well the team players and other associates who were part of the dream team. An aspect of the series that I was really drawn to was the leadership and direction of the head coach of the Chicago Bulls, Phil Jackson. Coach Jackson coached the Bulls from 1989-1998 and for each season he would use a theme or a concept to help drive his leadership. The theme would include the different plays and strategies that he would implement in the team but more importantly the theme would focus on the culture of the team. For his last season he used the concept of 'The Last Dance'. "I talked to the players about particularly how important it was for us to really be together in this last run that we were going to have,” Jackson said. “So I called it The Last Dance." (Sports Chicago 2020). This concept was adopted into the team dynamic, driving the team to really work together and to give their best in their last season with coach Jackson. 

The 'behind-the-scenes' interviews and footage that ESPN captured during the 1997 season highlighted the mass appeal of Michael Jordan but moreso the leadership of coach Jackson. He believed that everyone brought something special to the team and that the team culture was just as if not more important than the results, the championship. Winning was a bonus, the focus was to create a momentum and dynamic in the team that allowed everyone to contribute and succeed together. 

The most recent lockdown has been much easier than the first. What we learnt from the first time has now been reviewed and the approach to find a balance between work and family has been the focus. The English Department have met regularly in the last two weeks, focusing particularly on the achievement for our NCEA Level 1, Level 2 and Level 3 English students. Part of unpacking the achievement data is to review and reflect on the areas that need attention as well as celebrating the wins. We could easily focus on the victories that each cohort has shown in their achievement shift - which is a huge testament to the team and the work and commitment to their students. But we also know that our job is not done yet and that we need to understand WHO is not achieving, WHY are they not achieving and WHAT can we do to help. In the first lockdown during Term 2, this was a the immediate response to the data analysis. We identified the students who were at risk of achieving and then unpacked why. This was a vital part of the process as we had to take time to figure out the bigger picture for the student and see what we could do to support them. This approach was taken up again when we went into lockdown in Term 3. This approach has worked for the English Department in that it highlights the student's needs and it empowers us to think about our position and what we can do to support our learners. 

As we enter the last leg of 2020, our 'last dance' with our senior learners for the 2020 season - I am confident and super grateful that our team are committed to pushing through with our learners especially those who are underachieving. The approach is about facing the truth, designing a plan to move forward and taking the necessary steps to action it. Like the mindset of coach Jackson, our focus is about the work and the effort to try and minimize failure. It is about getting the team of teachers on board and to talk about what is going on. Building a culture in the team that is grounded in trust and respect. We certainly enjoy the wins and understand the work and time required, for that we are grateful to our department. It has certainly been an interesting learning journey and season for all learners in New Zealand. My hope is that all educators can use their position as leverage to build collaboration and work ethic not just within their classes but also with their colleagues. 

Week 3 Term 3 - Climate Change

 CLIMATE CHANGE

Climate change describes a change in the average conditions such as temperature and rainfall. Human activity is increasingly influencing climate change through activity such as the cutting down of rain forests and the burning of fossil fuels like natural oils, gas and coal. 

NASA states that "Increased heat, drought and insect outbreaks, all linked to climate change, have increased wildfires. Declining water supplies, reduced agricultural yields, health impacts in cities due to heat, and flooding and erosion in coastal areas are additional concerns." It is evident that climate change has and is a global issue that continues to have an impact on how we live and what we live in.

CURRENT CLIMATE IN PACIFIC EDUCATION

The Government have released the Action Plan for Pacific Education 2030 Vision. This plan follows from the Tapasa document. 

There are 6 objectives for the education system and each system has 5 key shifts that is needed to meet the goals of the plan. The overall vision of the action plan is to align objectives with school's strategic plan, goals and vision. 

I can only speak on my view on the current state of Pacific education. I believe that the current system for Pacific learners in secondary education is one that is working for some but at the same time needs to change. The needs of our Pacific learners is changing and the demands to improve literacy is one particular need that is increasing. In my experience I have seen the literacy gap widen with many of the Pacific learners starting college well below the national average in literacy. The current system in the way it tests our Pacific learners needs to change (the writing prompts and topics for the test in particular). The education system needs to be one that is inclusive of the needs of not just the Pacific learners but also of their families and communities. 

The action plan will only function well if all are on board. The current climate in society is divided with the Black Lives Matter movement. The movement is based on the advocating and protesting against police brutality and racial motivated violence against Black people. There are differing perspectives on this movement with people for or against it. The concept of 'black lives matter' has created a division in society where for some people they believe that all lives matter. 

In the same light when it comes to the action plan for pacific education - one may question - what about the rest? The rest do matter. Their needs, values and communities are just as important. Ayana Lage says "No one's saying that your life doesn't matter. What we're saying...is all lives matter until black lives matter." Pacific education is an area that is in crisis and it is vital that this crisis is addressed and that all involved are on the same page and work towards bringing a solution to the problem. 

Tamaki College's student body is 64% Pacific (Tonga, Samoa, Cook Island, Niue, Fijian, Tuvalu, Tokelau). As an educator, a Pacific educator - my pedagogy is based on the cultural system and values that I was born into. The key value of respect and hierarchy (knowing your place) are two values that I bring into my practice. I hope to see that the action plan will help bring those core values into the classroom, that the Pacific students can work and experience a system that is inclusive of what they know, who they are and what they need.