Week 1 Term 4 - Spring Clean

SPRING CLEAN

a thorough cleaning of a house or room, typically undertaken in spring

Term 3 holidays was a break that I think all teachers appreciated. My intentions for the holiday was to unwind and relax. What happened in reality was the exact opposite. I spent the majority of my break spring cleaning my house and my classroom. Initially it started off with the garage at home. This was a space that became a dumping ground for everything. A collection of empty boxes, old personal belongings, photo albums, tool boxes, numerous painting tools, old paint cans, suitcases, Christmas decorations, a BBQ and unused car - the space was room full of nothing. Clearing out the garage was a great opportunity to sift through what did not need (which was a lot) but it was an opportunity to see what we wanted to keep (which was also a lot). I came across old photo albums, school awards and certificates that before the spring clean, I had totally forgotten about. The end result (after 6 hours of cleaning) was a more organized and open garage. 

Finally my garage is organized! 

Tackling my classroom followed the next day. I have inherited my classroom so with anything inherited, you adopt everything that comes with it. I spent most of the day (during study class) clearing all the rubbish and boxes. The back room was particularly messy - much like the garage, there was whole lot of nothing in the room. In clearing through the mess I did come across some gems - class photos, teaching resources from my first year (cringe!), teacher planning books (remember those?!), static image folders from 2009, my old tutor class folders. In revisiting these ancient artifacts I did feel a little nostalgic and a little 'older' - especially when I found my old high school photos! The boxes of resources, the old photos, the toolboxes - everything that I had brought out of hibernation was a reminder of how much I hoard (HA!) but also how much I have been blessed with.

Classroom (side note: coffee table made by former student Jimmy Timoteo :D)

Reorganized my backroom. 

It was a little confronting at first, to look at the amount of 'stuff' that I had amassed over the years - in my garage, in my classroom - but to go through it, throw it away and appreciate the story or the journey behind what I have kept has made the 'spring clean' more than just about clearing out mess and more about prioritizing my 'space' (physical, mental and emotional) and making sure that I enter this new term in a space that open and not so cluttered. Making time to clear out what I did not need and make space for what I wanted to keep and preserve was in a strange way, therapeutic. Even more so going through the boxes, bags and suitcases gave me a sense of gratitude, in that I was thankful for the different relationships, personal experiences (both good and bad looking at my ball photos haha) and learning experiences that I have encountered. 

Going into this term I feel more settled, I think that this is largely due to the fact that I have cleared out the rubbish and I feel like I really 'own' my space my now. Not that I did not before, but I think something that many people can relate to is that we tend to hold onto 'things' whether they are tangible things or not and these things pile up. We end up holding onto relationships, experiences, expectations, boxes of old newspapers (yes I had a box of them in my garage) - just 'stuff' that we hold onto because we can. I have learnt that it is OK to let things go. Letting go could be a catalyst of allowing something new into your life?

I have shared this experience with my Level 2 students. I found myself trying to find a way to make my 'spring cleaning breakthrough/Ah Ha' moment relevant to my 16/17 year old students. In terms of our student's learning journey - the mistakes, the failures, the fear, the doubt, the pressure and the laziness that comes with the final term of the year - is something that they can afford to cut. Focusing on what they need to do, when they to do it and the actual fact that they CAN do it (complete internal and external assessments) is important. For me, the physical act of removal of my mess and junk has made room for me to see what I need to see, understand my space and how I can fill it (or try not to when it comes to my garage). It sounds incredibly self-serving and to some, a bit overexaggerated, but I am grateful for my spring clean. It has been a good physical experience and learning experience. 

Week 10 Term 3 - Finishing Well

START

begin or be reckoned from a particular point in time or space; come into being

Starting something new is always exciting. The beginning of a new journey breeds excitement, hope and the idea of endless possibilities. I think of the beginning this year and the excitement I had, entering a new decade with a list of things that I wanted to tick off and work towards. Now it is worth mentioning that the year of 2020 and the events that have unfolded have completely left many of us feeling underwhelmed and overwhelmed (I am sure that you can agree with this). At times many of us have had to start again, whether it was our diet, training or even professionally. Personally I have experienced a lot of setbacks this year and have found myself trying to 'start' again mentally. 

Which brings me back to my initial point, that the start of something new or something revisited is always an exciting and promising moment. There is a sense of hope, hope for the better and a hope for the best. For my Year 11 cohort the start of their NCEA Level 1 journey started in November 2019 with the Jump Start program. The momentum for 2020 was built off the success of this and it was all go. Students were excited to enter a new chapter in their learning journey, I was excited to see them start NCEA - everyone involved saw potential in what this year could be and was driven by this. Starting is always great but what is even more exceptional and important is finishing well. 

FINISH

bring (a task or activity) to an end; complete

Finishing well can be difficult. The sense to measure your progress against others, giving up because there is too much to do - all of this and more can create a sense of doubt and add stress to anyone's journey. But it is so important to finish well. I asked my students 'what does finishing well look like for you?' 'Finishing assessments' and 'going to class' were the most consistent answers that came through. What I found particularly interesting about the feedback was that no one spoke about or mentioned anything about fulfilling their goal, it was about what they could do here and now. Finishing well for me is about commitment and quality control. Commitment in finishing what you have started - quality control in making sure that your finishes are complete and done to the best degree possible. 

For students now, getting to the finish line has been made easier with the most recent changes to NCEA as a response to COVID 19. Getting over the line and meeting the credit protocol is a quick but very necessary win. For my Year 11 students, achieving NCEA Level 1 has always been the goal. For 11 students, there are some who have achieved Level 1 (one has surpassed 80 credits and 10 have 'technically' passed Level 1 with the new NCEA changes). The numbers at the moment are promising and the 'finish' is near. The data below highlights the start of our review of the data for NCEA Level 1 (Year 11 students) at the end of Term 1 and Term 3. 

Week 1 & 2 Term 2 (April 15 - April 24)

• 34 students with 0 credit
• 39 students with 3 - 9 credits
• 31 students with 10 - 13 credits
• 12 students with 13- 25 credits

Week 10 Term 3 (September 21 - September 25)

• 5 students with 0 credits
• 12 students with 1-10 credits
• 12 students with 11-20 credits
• 13 students with 21-30 credits
• 22 students with 31-40 credits
• 20 students with 41-50 credits
• 25 students with 51-60 credits
• 17 students with 61-70 credits
• 1 student with 71-80 credits
• 1 student with 81-90 credits
• 95 students have L1 Literacy
• 91 students have L1 Numeracy

Numbers do not lie and the data shows that there has been a significant shift. My aspiration for my year group is that their attitude towards their learning shifts as well. I am proud of their progress especially with everything that is going on in the community and world. This is not small feat. Achievement in education is no small feat. I get that there is a lot going and that we have been encouraged to 'be kind'. But I also know that given the opportunity, young people will find a loophole. Their attitude towards their progress and the people (teachers) who are helping them to achieve is just as important as meeting credit protocol. This is integral in 'finishing well' - to finish with integrity. 

RAVI ZACHARIAS

"Beginning well is a momentary thing; finishing well is a lifelong thing"

Life is made up of moments - yes that sounds like a stale hallmark quote that can be found on a store bought birthday card. But it is true. There are moments that are absolute bliss and then there are moments that can be incredibly challenging. How you approach those moments can determine your experience of the moment - as mentioned earlier, starting something is always a promising and hopeful experience. It is a moment that we are able to envision possibilities. Finishing something well can be a rewarding moment. It can be rewarding in that you have grown mentally or emotionally, your perspective has been influenced and you can see what you are capable of. 

Week 9 Term 3 - Facing Goliath

GOLIATH

a very large and powerful person or organization 

The story of David and Goliath is your classic example of the underdog winning. For me it is more than just about the underdog and winning. In this story we learn about the battle between the Philistines and the Israelite armies. For 40 days a Philistine giant, Goliath mocked, tormented and threatened the Israelite army. They were terrified of him and saw his physical appearance as a threat to their strength as a cohort. A young boy named David was sent to assist the Israelite army in battle and soon found out about Goliath. Unsettled about the treatment towards the Israelite, David volunteered to fight Goliath. Goliath retaliated with more threats and mocks. He used his large physique and nature to project fear over his counterparts. This was his way of gaining leverage over his opponents, create fear by amplifying his stature and power as a weapon. This did not waver David who confidently said to Goliath "You come against me with sword and spear and javelin, but I come against you in the name of the Lord Almighty." This declaration is bold and confident. I know that when I have had to face my 'Goliath', I have never felt the confidence that David had. As Goliath went in for the kill, David reached into his bag and slung a stone towards's Goliath's head. Immediately Goliath fell and David killed him. This was a monumental moment for the Israelite as it showed that strength is beyond stature and an ability to scare. Strength can also be found in being confident and secure in who you are and what you are grounded in. 

The lesson in this story is all about faith, courage and overcoming adversities. The themes found in 'David & Goliath' of faith, courage and overcoming adversities are relevant today. We all have a 'Goliath' that we face in our lives whether it is in a relationship, internal struggles, family dynamics or in our work place. Each 'Goliath' comes with it's own set of issues, conditions and realities. David's action is inspiration and encouragement that we have the ability to overcome the impossible. What he lacked in physical strength was totally increased through his mental strength. He had a confidence that enabled him to see beyond what he did not have and have full faith in what he possessed. 

STONE

hard solid non-metallic mineral matter of which rock is made, especially as a building material.

We are living in an age where the giants in our lives can become overwhelming. Anxiety, lack of motivation to do anything, pressure to provide and perform - plus everything in between, combined can become a Goliath that one may face daily. Everyday I see and hear of the 'Goliath' issues that some of our young people face. Working in a school that is predominantly made up of Maori and Pasifika students, the mountains that some of our young people have had to climb during the COVID pandemic is sadly a common thread amongst most Maori and Pasifika students nationwide. Dr Glenn Doherty, CEO of Langimalie Tongan Health Society says "When you’re Year 12 or 13, you’re preparing to either study or work. These Pasifika students are our priority because they are going to be the ones in line to financially help out their families during this time and other times of vulnerability." The current climate is confronting for all learners but especially for our Maori and Pasifika learners. 

Defeating Goliath through sheer confidence in God and in himself, is a testament to faith that David has. The stone he threw, despite it's size, was able to have a huge impact on Goliath. Education is a stone that all young people should and can capitalize from. It can open doors, create opportunities and like the fall of Goliath, it can be a breakthrough for better things. My Year 11 cohort are in the thick of assessments and as I mentioned in my earlier post, some have chosen to sit in cruise control. I believe that the most recent lockdown was detrimental for my Year 11s because when they returned to school they lacked the motivation to continue with their NCEA Level 1 journey. I shared the message of 'Facing your Goliath' at our online assembly this morning. Many were familiar with the story and understood the underlying message. Now it is matter of applying this to their situation. At times as a teacher and dean, I feel that the issues and realities that my students face is too big and complex for me to help them with. At times (more often than not) I feel that I need to more in supporting my students especially my Year 11s. It is during these times that I am reminded that while these issues may continue to increase and grow, I do have my own set of 'stones' that I can tap into. Part of the definition of a stone is that it can be used as a 'building material'. David's ONE stone had the impact to defeat a giant. It helped him build character. Whether it be one or more, we have a 'stone' (gifts, abilities, values....) to help us build towards something. It is all in the mind, how you choose to approach your 'Goliath' and how you choose to experience your 'Goliath' will have a lasting impression on you. 

Week 8 Term 3 - Chasing Pavements

The Song: 

Chasing Pavements

'Chasing Pavements' is a song written and performed by English singer Adele. It was released in 2008 and by 2011 it hold sold 2 million copies worldwide. Adele won a Grammy award for Best Female Pop Vocal Performance for 'Chasing Pavements'. The premise of the song is based on a personal experience Adele had when she broke up with her boyfriend. "The song was inspired by an incident Adele had with a former boyfriend of six months. After learning he had cheated on her, she went to the bar he was at and punched him in the face. After being thrown out, Adele walked down the street alone and thought to herself, 'What is it you're chasing? You're chasing an empty pavement.'" (Wikipedia). 

Now in all honesty, I have never really paid too much attention to this song or Adele as an artist. I appreciate her work and artistry. But this isn't a review on who she is as an artist but more so my reflection on the lyrics and how they speak to me now. Lyrics in song are like poetry. The lyrics help to paint the picture, they invite us in, take us on a journey, reflect our current situation, challenges the audience, celebrates life and at times can make us question life. 'Chasing Pavements' challenges one to think about the 'what' and 'why' when a relationship has come to an end. Is it worth fighting for? Why do I keep running back? Who am I NOW that the relationship has ended? Do I keep trying? Do I just give up and move on? 

The Chorus: 

Should I give up

Or should I just keep chasing pavements?

Even if it leads nowhere

Or would it be a waste?

Even If I knew my place should I leave it there?

Should I give up

Or should I just keep chasing pavements?

Even if it leads nowhere

The chorus of this song speaks of finding and choosing courage, even in the midst of uncertainty. The chorus begs the questions of 'should I or shouldn't I?' Do I run back and try to mend something that is broken or do I accept what it is and move forward. Why do I keep running back? The concept of 'pavements' gives a visual backdrop to the state of the relationship. Pavement - any paved surface or area. The idea of 'chasing pavements' alludes to the turmoil that one can be in when they are in turmoil. At times we can find ourselves chasing the a broken dream, a relationship that was never meant to be, toxic people who are not the best fit in our lives. The list is endless. The questioning has made me think that while somethings are better left as they are, there are other things like your well-being, family, goals and dreams that are worth the effort. 

Since returning to school from the last lock-down I have spent a lot of time speaking to my Year 11 cohort. There were different themes that came through each discussion but a common theme that echoed through each student I spoke to was that there was this overwhelming sense of 'pressure' to 'perform' and that they wanted time to enjoy what they have achieved especially during two lock-downs. This put the students in a space where they were running on empty and did not have motivation to keep going. Should I give up? Or should I just keep chasing pavements? Even if it leads nowhere - The first line in the chorus poses two questions if one should throw the towel in or keep trying to make the relationship work (chasing pavements) followed by a statement that implies that the effort to make it work might not restore the relationship. While 'Chasing Pavements' is a song about a break-up, the lyrics mirrors the student voice from my meetings with Year 11. We are living in unique times where there is a fear of the unknown and anxiety of uncertainty which can create doubt in anyone's mindset. Is it worthwhile to continue to commit to excellence and pursue goals? Is the relationship between academic achievement and how one can apply this to the current reality of society a side of the 'pavement' worth 'chasing'? 

Choosing Courage:

When we choose COURAGE, fear has no place in us (Joyce Meyers)

The answer is yes. Now more than ever, the power of learning and education can give our learners an advantage that can take them far. To have a job that guarantees employment and that will provide financial security is considered a luxury given the nature of our social and economic state in COVID-19. My encouragement to my Year 11 students is to continue to chase the pavement, to find and choose courage over fear. I shared this message with my Year 11's during our online assembly; 

'It is easy to let our issue or problem be what it is. It is easy to walk away from our issues. It is hard to face the truth and to face our reality. Finding and choosing courage means that you WANT to face your issues. You WANT to change. You WANT to move forward. Do not get comfortable with where you are at in your learning journey. Do not get comfortable with doing the bare minimum. NOW is the time to really dig deep and find the courage to motivate yourself to finish what you have started.' (Stevenson)

It is too easy and too common to give in and feel like there is no finish line (even if it leads nowhere) and it is easy to question and doubt your efforts (Should I give up? Or should I just keep chasing pavements?) It takes real courage to keep going even when things seem to fall around you, it takes courage to persevere through uncertainty. I have found that as time continues to crunch along and the assessment deadline looms closer and closer, the approach in motivating my students is key. They are at a point in their journey where for most they know what they have done and what they need to do. They feel that it is OK to have a moment and they need to feel encouraged to not sit in that moment but use it as leverage to endure. 'Chasing pavements' can tiring and draining, but if the relationship is worth the time then the 'chase' should be worthwhile. 

Joshua 1:6

Be strong and courageous, for you are the one who will lead these people to possess all the land I swore to their ancestors I would give them

I am looking forward to seeing how the next two weeks of this term go for my Year 11 students. I know that this conversation is one that I will be revisiting with my year group. That is OK. I am aware that the world that we are living is one big pavement that we are constantly chasing, trying to keep up with avoiding detours in favor of reaching our finish line. We are all designed to be great and to live great. It takes time to understand how we are wired but it usually through uncertain and stressful times that we activate this strong sense to endure and be courageous. When you think about the challenges you have been through, you can really see and understand how much you able to get through - still standing! 'Chasing pavements' can seem like one is exerting all their energy for something or someone who does not value them. 'Walking with purpose on pavements' is another way to motivate yourself to get to your goal. 

Week 7 Term 3 - Renovation

I really enjoy watching HGTV (Home & Garden Television). It is an American television channels that is made up of different home renovation and lifestyle series. In particular my favorite shows on HGTV are Windy City Rehab (restoring vintage homes in Chicago), Masters of Flip (based on a couple who flip homes and sell them in Nashville), Bargain Mansions (home restoration expert Tamara Day flips old heritage mansions and sells them for profit) and more recently 100 Day Home (husband and wife help clients build their dream home from the ground up in 100 days). 

The premise for each show follows a similar format - taking something old, renovate, rebuild, remodel, reveal then rejoice in the fruits of their labor. I love the idea of taking something that is considered broken, old, run-down, rejected and aesthetically 'ugly' and turning it into something beautiful. Even more so the concept of 'renovating' and 'rebuilding' is what I love. The whole process - from the planning to the execution of the vision and ideas - this is something that I enjoy watching. 'Renovations' is a concept that I believe is something that holds a significant, deeper meaning to me. We are all a work in progress and we all have areas in our lives that we need to make improvements on. We are all grounded in something whether our foundation is solid in our faith or cultural values. I shared this reflection with my Year 11 cohort in our most recent assembly. 

RENOVATION: 

the act or process of repairing and improving something, especially a building

Hometown Demolition Contractors (www.hometowndemolitioncontractors.com) provide 10 key steps to help one organize their home renovation in the hope that it will bring structure and sanity to anyone pursuing this. The 10 key steps are as follows: 

Planning: 1 month
Demolition: 2 weeks
HVAC, Electrical & Plumbing: 5 days
Framing & Drywall: 10 days
Painting: 1 week
Cabinets & Fixtures: 1 week
Doors & Windows: 5 days
Clean House & Air Vents: 1 day
Flooring: 1 week
Trim and Finish Work: 1 week

It is safe to say that these steps are very specific and necessary to the task. Venturing off into a shortcut may bring you closer to the finish line, but the finer details (finishes, trim work) may be at risk due to the lack of attention because one is so focused on just getting the job done. I can attest to this. When my wife and I bought our home the first thing we wanted to do was to repaint the entire living area (kitchen, dinning area and lounge). The first coat was fine, but we learnt very early on that it needed about 3 coats to fully wash out the hideous 'off white almost avocado' green. We were so determined to get the job done that we spent most of the night into the early hours of the morning doing the first coat. In less than 2 days the job was done. Do we regret it? Nope. Was it hard work? For us, yes. Did we want to shortcut? YES! But we knew that this would only damage the visual that we wanted. 

Renovating - whether it is a huge remodel or a modest repaint job - requires planning and vision. It requires, whoever is leading the job - to see a finish line and think about what steps are needed to get to the end. It requires one to look at the areas that need improvement and specify what is needed to make the necessary changes. Renovation gives one an opportunity to visualize a goal. Renovation also celebrates the bones of a building, the heritage of a building and encourages people to remodel in a way the honors the history. 

I felt compelled to share this reflection with my Year 11s. If the notion 'throwing a curve ball' was ever a year - it would be 2020. For my cohort, the goal has always been to work towards achieving NCEA Level 1. The journey in getting there is not always the smoothest and I have found that for some of them, they have reached a point where the pressure is too much, they have had enough or they just want a break from it all. My hope in sharing this reflection was to encourage them - regardless of what their 'building' looks like (their learning journey, their personal journey) that we have an opportunity to rebuild everyday. We have an opportunity to make improvements. Such a task requires attention to detail, it requires a sense of visualizing a finish line and a degree of planning and preparation. Execution is only successful if the planning is thorough and specific. I hope that my Year 11s can understand that they have the potential to rebuild in area of their lives, some could easily see this through in their own time. Others will need the support of others to help them find their feet. Regardless the opportunity to renovate - physically and/or internally - is available. It is up to the individual to make that choice. 

Jeremiah 29:5

Build houses and settle down. Plant gardens and eat what you grow in them

Connecting a message or point of view to a text is something that I encourage my learners to do in their writing. It validates the argument and shows that the writer is able to make connections with their point of view against other perspectives. I believe that when I have an opportunity to speak to my year group, it is important that I am being as honest as I can to myself. Otherwise my message will not come across genuine and rather forced or empty. For me, I use my platform to share verses that I feel are appropriate to whatever the reflection is. I shared this verse from Jeremiah to bring home my message, when I presented to my Year 11s. The message for me from this message is that we are all in a process of building, we are as I said earlier, a work in progress. What we believe, what we say, what we desire and aspire to be, what we work towards, what we value, who we value, love, honor, respect - is all part of the 'building' that we are creating in our lives (build houses and settle down). If we do this in love and in honor of our values, culture and faith, we can enjoy the blessings (eat what you grow in them). 

I look forward to renovating more with my students and team. 

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.