Visioning for design and learning – what makes a difference?

By Diana Wilkes •

A comparison of two new schools and their approach to designing and enacting their vision.

As a foundation leader in two new Auckland based schools I have experienced how powerful threading an aspirational vision into all facets of establishing a school can be. I wanted to share some thoughts on what makes the biggest difference for how the vision can be enacted every day and inform all school initiatives. Let’s take a look:

  • Overview

School #1- This is a contributing primary school that opened in 2015 with 101 ākonga and now has over 1000 in 2021. Many ākonga are new to New Zealand with 78% Asian, 9% Pacific, 4% Māori, 4% European/Pakeha and 5% other.

School #2- This is a full primary school that opened in 2019 with 117 ākonga and now has 354 in 2021. The demographic of the school is diverse – 44% European/Pakeha, 22% Asian, 16% Māori, 10% Pacific and 9% other.

  • Establishment Board of Trustees (eBoT)

School #1- The eBoT was appointed in 2014, one year before opening.

School #2- The eBoT was appointed in 2017, almost 2 years before opening

  • Tumuaki appointment

School #1- The tumuaki was appointed and started only eight months prior to opening

School #2- The tumuaki was appointed and co-opted onto the eBoT eighteen months before opening and began one full year prior to opening

  • Leadership team appointments

School #1- The two deputy principals were appointed and started six months prior to opening.

School #2- The two deputy principals were appointed and started nine months prior to opening.

  • Vision development

School #1- The vision statement was constructed by the eBoT prior to the principal appointment and was gifted to the school. The vision statement is highly aspirational and is always used to guide the approach to leading, teaching and learning.

School #2- The vision statement was co-constructed by the eBoT including the principal, mana whenua, iwi and with community input in mid 2018. The vision aligns with how the school got its name and emphasises a future focus. It is magnetic, aspirational and connects to the tūrangawaewae and kaupapa of the place.

  • Mana whenua engagement

School #1- A strong partnership has been forged with local iwi though engagement was limited during establishment for a variety of reasons. The cultural narrative of the school has evolved and thrived over time.

School #2- A strong partnership was established between the board and the local iwi beginning in 2017 with iwi representation on the eBoT, cultural narrative PLD and design was provided by the iwi, a school waiata was written and gifted to the school and the school logo and all signage was designed by an iwi affiliated designer Graham Tipene in line with local history and aspirations for future ākonga. This partnership enabled the foundation team to richly infuse the cultural narrative throughout the curriculum. 

  • Community consultation

School #1- Open nights were provided for whānau and community members to engage with the leadership team and iwi about the vision for learning and design.

School #2- Various opportunities to engage with and consult with the community from mid 2017 and included social media, surveys and face to face hui, focus groups and presentations. All families of foundation learners participated in an induction process and provided feedback.

  • Design of learning spaces

School #1- Property design of the innovative learning spaces was decided prior to the appointment of the eBoT and principal. The vision was used to inform and guide how the ILE spaces would be used for teaching and learning as the local curriculum was developed. The four vision principles (learning values) were used as a framework to deepen this.

School #2- Property design of the innovative learning spaces was decided prior to the appointment of the eBoT and principal as part of the Private Public Partnership model. Therefore the vision was used to inform and guide how the ILE spaces would be used for teaching and learning as the local curriculum was developed. The four vision principles (learning values) were used as a framework to deepen the conceptual curriculum and values programme.

  • Induction of teachers

School #1- The leadership team had six days to induct the foundation staff prior to opening.

School #2- The teachers were appointed and started in Term 4 of 2018, one full term ahead of the opening, enabling a strong, robust induction programme.

  • Other information

School #1- This school is on a campus with a junior college and senior college. The junior college shares the vision with the primary school and they share a BoT who work collaboratively.  This school campus also hosts Ko Taku Reo Deaf Education learning spaces.

School #2- This school is part of the PPP model and has two sister schools with the same property design, one is in Auckland and one is in Hamilton. This school also hosts Arohanui Specialist School learning spaces.

  • So what makes the difference?

While both schools are highly successful at delivering a local curriculum in response to their ākonga and community, both schools have also faced challenges along the way. My biggest takeaway from my mahi and leadership in these two spaces is that what makes the biggest difference to successfully breathing life, authentically, into the vision and cultural narrative of a new school is time.

  • Time to foster relationships with mana whenua and the community to ensure alignment with the cultural narrative and to ensure ongoing reciprocal interactions with the local iwi.

  • Time to establish and grow a positive, learning culture with the team of educators to ensure the team has one voice communicated through a shared language of learning.

  • Time to align the vision to the design of spaces (and having input into the actual footprint), pedagogical approaches and local curriculum of the school.

Ultimately, from my perspective, when a new school has the gift of time to undertake these important tasks, the vision and values have the staying power to inform strategic initiatives, learning culture, local curriculum, community engagement and everyday learning in a school.

Diana is happy to discuss her experiences further with you: d.wilkes@evaluate.school.nz

By Diana Wilkes