Bear Breaking off Corn


During my session of Chinese language this week I learnt a new saying

‘狗熊掰  玉米  Gǒuxióng bāi  yùmǐ’ which means Bear breaking off corn.

This is explained that the bear gathers corn and stores it under his armpit and we can see what happens as he adds to his stash. It is an analogy about the importance of maintaining previous learning. The Chinese story tells of a young bear who plucked a piece of corn, then saw watermelon and thought that was better. So he drop the corn for the watermelon. Next he spotted a rabbit and thought that was better so he dropped the watermelon and chased the rabbit. Unfortunately the rabbit ran fast and the young bear returned home empty handed. I guess the English version of this saying is ‘ A bird in the hand is worth two in the bush.’

That is a perfect explanation for my learning over this past few weeks. So much has happened that I feel like the earlier learning has dropped away.

Just before the October holidays I sat Google Certified Educator Level 2. This was my second attempt after having a computer freeze in the final 20 minutes during my first attempt. At the end of my second attempt I scored 78% out of 100 and you need 80% to pass. Therefore I failed.

Google Fail

Then this week I received notification of my HSK level 2 result. I scored 108 out of 200. I needed 120 to pass. Again I failed.


Sometimes having knock backs is disheartening, but as a learner I know that in some ways they are important to help refocus, reflect on how to do better next time and know that learning can have many FAILS.m

Straight after both results I felt like the glass half empty. Yet if I refocus on the glass half full perspective I can reflect and share the good outcomes. This year, I got to visit Beijing on a scholarship and this year I passed Google Certified Educator Level 1.

In addition I ran a successful TeachMeetNZ for our CoL, managed to persuade three of my colleagues in my CoL to present with me at Ulearn. You can read about all about that here.  Last weekend I published EDBookNZ 2017. This is an initiative where educators from around New Zealand contribute to a shared book about current education happening. You can read about past EdBookNZ books here.

Over the past two weeks my Travelwise Student Leaders collected our Gold Level certificate that reflects the work we have done this year at my school and just yesterday we were evaluated as a Green/Gold Enviro school and beyond and our students made that final decision based on our kete of evidence. So just from this term alone lots of fabulous personal achievements. This reflection is still coming.

Where to next

In regards to my Google Certified Educator Level 2 exam I will spend time over the holidays revisiting all the modules and aim to try again later January. In regards to my HSK level 2 exam, I have downloaded the brand new Duolingo app for Mandarin which so far is flippin amazing and practice for 5 minutes daily then try HSK level 2 again in May of 2018.

Update: Oh and check out Reading too much into star wars, ‘The Last Jedi. By Rachel Chisnall


Message to the Right Honourable Curran

(This post is one of several that were collated into #EdBookNZ for 2017.)

In response to the Right Honourable Curran, New Zealand’s new minister of Government Digital Services recent call for “algorithmic transparency”.

Let us remember to forgetViktor Mayer-Schönberger (2009, 2011)



Teachers as evaluators  

New Zealand schools gather and store data about their learners.  They do this in an attempt to make meaning of the school based learning processes – to determine the extent of their influence on changing the learners’ knowledge, skills, attitudes and behaviours over time.  This data gathering and storage activity assumes that the infinite complexities of human understanding can be reliably and validly represented by a simplified set of statistical profiles and continuums.

Effective teachers think of themselves as “evaluators”. Teachers who want to make  a difference are exhorted to adopt certain mind frames about what they do – “most critically a mind frame within which they ask themselves about the effect they are having on student learning.” (Hattie 2011 p14).  

My fundamental task is to evaluate the effect of my teaching on students’ learning and achievement. Hattie in Visible Learning for Teachers (2011 p159)

When teachers are evaluators then schools become places where to paraphrase Schama (1995) “measurement is the absolute arbiter of value”.  

Technologies have enormously enhanced the ability of schools to gather and store this data. As a consequence of the facility with which we can gather and store student data – the focus of school administrators shifts to monitoring the management and exchange of student data as the student moves through the school system.  For example – the New Zealand Ministry of Education’s recently released report on the Student Information Sharing Initiative (SISI) is intended to improve the management and exchange of student data.  

Balance: Good intentions and unintended consequences

Postman (1998) reminds us of five things we need to know about technological change. His first idea is about balance. He reminds us that “for every advantage a new technology offers, there is always a corresponding disadvantage”.  The advantages of using technologies to make learning progress visible are commonly described and experienced. Even the most temporary of visitors find that signing in at the front office is transformed into an expensive  data collection process where they find themselves – bar coded – time-stamped, stickered and photographed – their names (first and surname) and signature recorded along with their intentions and details of their car model and registration.     

I would like to explore this balance between advantage and disadvantage.  What is the corresponding disadvantage to students when schools have a mandate to gather and to  store their achievement data. To ask just because we can gather and store student data – should we? (Van Schaijik, 2011).

My question asks:

What rights does the learner (and or their family)  hold over the gathering and storage of their personal and achievement data by schools and institutions?

Does the learner have the right to ask for the sharing of their data to be restricted?

Does the learner have the right to ask for their data to be forgotten?

Calls for data transparency versus the right to forget data.

Schools collect large amounts of varied data on students including their medicals records, academic scores, and character traits.  They are expected to share student data in ways that keep parents informed on matters of their child’s academic and social well being. The shift to Kāhui Ako identifies that schools also sharing student data with other  schools within their Community of Learners.

Sharing individual and collective student data can help build community and pedagogical content knowledge.  However, when others control and share your data it compromises the rights of children and families to make their own decisions about the data – their rights to privacy and autonomy.  

Mayer-Schönberger (2009) identifies three concerns about providing information to others who then store and share this information online. In school settings I would describe them as follows – concerns over:

  1. Power and control

Students and their families lose power and control of the data that educators put online in digital platforms like Kāhui Ako. Sharing the narratives, history, culture and creativity of students online comes with some important responsibilities. It seems to me that the use of digital platforms like Kāhui Ako for communicating and storing information about young children should raise many more questions than it does about the nature and ownership of our students’ digital memories.  

Who is advantaged and who is disadvantaged when others own and control access to our memories and our data?

  1.  Surveillance across space and time

Technology enables the collecting and storing of unlimited quantities of data and artefacts of student learning on digital platforms in ways that massively extends the surveillance available in the past. This surveillance of student data extends over time and across all learning spaces.

Who is advantaged and who is disadvantaged by this surveillance of learning outcomes?

Who is disadvantaged when learning outcomes from the past are as easily accessed as learning outcomes from the present?  

  1. Information overload and impaired reasoning

When we can gather unlimited quantities of information – and nothing is forgotten it makes it hard for us to discern the data that matters most. We let detail and data from the past that has long since lost any relevance influence our interpretation of data from the present.

Who is advantaged and who is disadvantaged when our past is so easily conflated with our present?  

Building community

One of the aims of Kāhui Ako is to build connectivity between schools through transparency, collaboration and participation. Currently this is being carried out at teacher level and some student level. One area that has been identified for further focus is agency.  As learners develop in understanding they will see that autonomy – personal control – is an important facet of being an agentic learner.

When does personal control over individual student data and information become part of the learners journey?

Transitioning data

Previously data has been drilled down at school and individual year levels, making school data transparent across classes. With the advancement of the New Zealand Ministry of Education data collection processes, student data can be seen across schools and across Kāhui Ako. Now each learner has a National Student Number so with a click of a button and a bit of importing and exporting, data is shared across management systems. The system is not perfect we still ask feeder schools for manually collected data and information about their learners. However, the NZ MoE is active in devising better ways of sharing information across management systems as is seen from the SISI initiative.

The questions asked about this data collection all assume that collecting and sharing data more efficiently within and across schools as students transition will be advantageous.  There seems little interest or appetite to ask about the disadvantages of student data sharing.  

What breeches of privacy and autonomy are built into the architecture of institutional platforms like Kāhui Ako?

What rights do/will individual students and their families have over ownership and control of their data in Kāhui Ako?

Do students and their families have the right for student data to be forgotten?

Forgiveness and understanding

Privacy and autonomy are too easily undervalued when building an online community of learners. Therefore school must maintain a sense of responsibility and balance  between the legal space of the internet and the ethical space of schools.

The internet has amplified the ideals of freedom of expression as well as the importance of privacy.  Along with the advancement of cloud technology it has enabled ease of data storage in ways that have raised questions over the legalities of who owns the rights to control the data collected – its use and how long it should be stored.  

Thinking about this in the context of schools makes it apparent that we must think past issues of data ownership and consider the collection and storage of student data in the context of forgiveness and understanding of what it is to be a young learner.

What limitations should we put on the storage of student data in the context of forgiveness and understanding?

What should we remember to forget?

The right to forget data

As children move between levels historical academic data can now be accessed to give a clearer understanding of the progress of learning which gives a clearer learning picture than benchmarking against National Standards.  As learners move sectors other information is also asked for and again the question is asked ‘What needs to stay out of the data gathering and might be better forgotten?’ Some schools believe that all information helps give a better picture of the child. Yet surely there needs to be a balance to include new beginnings. Therefore ‘How much and what gets passed on?’ As is often heard, ‘if a child is in the banana’s reading group they will stay in the banana’s reading group.

Hook, (2010) reminds us that “When the control remains with the producer of the content, and we shift the default back from retaining information forever to forgetting it after different time periods we restore something of what it is to live well with technology, we restore what it is to be human.”

I urge that all members of Kāhui Ako to find a positive balance between our communities desire for transparency and our students right to privacy so that each child and their families can be involved in the decision making over what happens to their personal details and data.  

I would like all school communities to discuss how their student data is gathered and shared. We must ensure that any data gathering has a purpose and any data sharing is done with fully informed consent – respecting fundamental rights and liberties of students and families over the use of their data – including decisions on how long student data can be stored or when it should be forgotten and deleted.

Note: Thanks to Pam Hook who as usual can really challenge my beliefs and thinking especially around using Digital Tools.


Curran, C., Hon. (2017, November 9). Address to Nethui 2017, Aotea Centre, Auckland. Retrieved November 10, 2017, from

Hattie, JAC. (2012). Visible Learning for Teachers: Maximising impact on learning. London: Routledge.

Hook, P. (2010, May 16). A giant romance of primitive life and unfettered love. Retrieved November 10, 2017, from

Mayer-Schönberger, V. (2009 , October 22). Delete: the virtue of forgetting in the digital age. The Berkman Klein Center for Internet & Society. . Retrieved November 10, 2017, from

Mayer-Schönberger, V. (2011) Delete The Virtue of Forgetting in the Digital Age. Princeton University Press.

Ministry of Education. (n.d.). Communities of Learning | Kāhui Ako. Retrieved November 10, 2017, from

Ministry of Education. (n.d.). Data Services. Retrieved November 10, 2017, from

Ministry of Education. (2016, June 22). Student Information Sharing Initiative Report. Retrieved November 11, 2017, from

Ministry of Education. (n.d.). Student Information Sharing Initiative (SISI). Retrieved November 10, 2017, from

Ministry of Education. (n.d.). Managing Student Data. Retrieved November 10, 2017, from

Ministry of Education. (n.d.). National Student Number. Retrieved November 10, 2017, from

Postman, N. (1998, 28 March). Five Things We Need to Know About Technological Change. Talk delivered in Denver Colorado. Retrieved November 10, 2017, from

Schama, S. (1995). Landscape and memory. London: HarperCollins. Retrieved November 10, 2017, from

Van Schaijik, S. (2011, August 14). How young is too young to have an email? Retrieved November 10, 2017, from


Lessons learned from an Across School Leader in a Kāhui Ako


I have written before about the importance of making connections before collaboration can happen.


(@edu_sparks took the photo)

Just as an update this is a reflection about this year’s uLearn. Sometime I meet educators who say ‘I hear the same stuff and I haven’t picked up anything new.’ My response usually is, ‘Are you presenting? If not then it is time to give back to the community.

Co-Creating lifts the game of collaboration.


This October several collaborations happened. As an Across School Leader in the  ACCoS Kahui Ako, I ran a TeachMeetNZ with a focus on ACCoS. You can read all about that collaboration here with principals, ASL, ISL and classroom teachers involved. We even had a facilitator take part too. Then following that I attended uLearn with 3 Across School Leaders in our CoL who presented with me and we shared our narrative. You can read all about that here. We can talk about collaboration but when we co-create evidence of what we do then that is even more amazing. Here is a link to the abstract.

Links of resources from uLearn17


(@coreeducation took the photo)

Core EduCation have just updated their page of resources for uLearn. This helps with curating the experience. So from there I managed to locate some images to help with this blog on their flickr site.

During uLearn plenaries, I uploaded my own notes of Eric Mazur’s session and also of Brad Waid. I did not take any notes of Anne Milne’s session and cannot stress enough to teachers that they must listen to her plenary as she speaks openly about her experience being a principal and how she addressed the marginalisation of her learners. Anne wrote a great article here that also included what she spoke about in her plenary.

During the breakout sessions I attended the following

  • Using the Seesaw App to enhance learning and connect with families
    • Presenter: Renee Morgan, Sarah Corkill, Casey Frew
        • Takeaways: My query why student’s work would need downloading as PDF? I then reflected on wondering if this was the pathway we need to be taking.
  • The exponential future of education
    • Presenter: Kaila Colbin
      • Takeaways: How fast things can change.
  • Augmented Reality, emerging technology and the future of learning
    • Presenter: Brad Waid
      • Takeaways: update own knowledge of VR and keep tracking what is happening in this area.
  • Night at the Movies ‘The heART of the matter’ movie screening
    • Presenter: Alex Hotere-Barnes
      • Takeaways: the importance of story-telling
  • Raising the bar – with Abdul Chohan
    • Presenter: Abdul Chohan, James Petronelli
      • Takeaways: With the right people and tools magic happens.
  • Building a collaborative culture – everyone with us – 2
    • Presenter: Jo Robson, Jo Wilson
      • Takeaways: Ideas for getting our ASL and ISL working together. I really liked how they structured their session to have us talking together.

Highlights for me

    • Presenting with three ASL from our ACCoS cluster. I felt really proud of how we managed to work together and pull the session together. A great discussion and a great sharing. I believe that the padlet we shared allowed us to see how far we have travelled on our journey.
    • Meeting Chad for the first time face to face. I met Chad several years ago via twitter and I was part of one of his google hangouts.
    • Celebrating my birthday at the uLearn annual dinner. I usually celebrate my birthday at uLearn but this year somehow the word got out. I attended the dinner with Sue from Epsom Girls Grammar School. As usual I took many selfies. I caught up face to face with several educators I talk to via twitter and I met some of the Core #efellows17.Pete.png

(@SteelOtter took the photo)


(Rachel took our photo)

Takeaways for me

  • Continue to push for documenting and sharing of what we do in our ASL roles.
  • Work towards collaborative inquiry across our ACCoS Schools.
  • I would love to run an ISL session like we do for Flat Connections and give teachers a taste of using the tools to collaborate digitally across our schools.

Special thanks to Newmarket School Board of Trustees and my principal Dr Wendy Kofoed who supported my journey to present at uLearn.

Extra special mention of the following ASL who presented with me

  • Catherine Palmer from Kohia Terrace School – Across School Leader in ACCoS Kāhui Āko
  • Erin Hooper from Cornwall Park District School – Across School Leader in ACCoS Kāhui Āko
  • Sue Spencer from Epsom Girls Grammar School – Across School Leader in ACCoS Kāhui Āko

Ulearn- Brad Waid


Engaging the globally connected student of today: A look at emerging technology, gaming and digital citizenship


@EduWells  @Techbradwaid  @vanschaijik

Engaging the globally connected student of today: A look at emerging technology, gaming and digital citizenship

What does it mean to be growing up in a “globally” connected world? Brad pushed us to look at the engaging factors students are faced with on a daily basis and how to leverage them in a learning context. He talked about emerging technologies; what is here and what is coming, the power of gaming, and why students are willing to spend hours online or connected, and the importance of digital citizenship in an ever shrinking world. (Paraphrased from Core Education)

Brad began with his pepeha in Te Reo and straight away made connections to us because he took the time to learn something about who his audience is.


Learning digitally

  • Exponential access to information
  • Technology for learning is continually being invented.
  • You never know what will change a student’s life
  • The power of screen time- leveraged the engagement of a screen to get chn up and moving. Niantic Lab built Pokémon using Ingress maps.

Learning in communities

  • Social World of mouth
  • No longer using email to communicate

Learning for success

  • 65% of students entering school today will be doing jobs that are currently non exist empower kids with skills to prepare them for their future
  • The device spoke his language. It does not matter what the tool is because it is relationship with our learners. That is about making connections


How can we make a difference today?

  • R  – relationships
  • U –  understanding
  • L –  learning
  • E –  environment / expression

In a world with billions of servers and tonnes of technology the MOST important thing is still how we treat others. (whanaungatanga)

  • Together we can change the world
  • We all have a gift to give- what will you give
  • Sharing our messages to benefit our chn
  • What the world needs is more of us in it sharing………..
  • What is our legacy??
  • Together we can change the world just by changing our minds. via @/jmw58

You can read more about Brad’s keynote on Edspace.

PS: Thanks @coreeducation for inviting Brad to my huge birthday celebrations.

Ulearn -Eric Mazur

@eric_mazur keynoting at #ulearn17

Who is Eric Mazur

“Teach by questioning rather than telling.”  Socrates

Ulearn began today with plenary speaker Eric Mazur speaking about shifting the focus from delivering information to teamwork and creative thinking and how this greatly improves the learning that takes place in the classroom and promotes independent thinking.

Takeaways against the Ulearn Strands

Learning digitally

  • Change the idea of delivering and transferring information for your learner
  • Transmission of knowledge vs construction of knowledge
  • Interactivity in learning
  • Give students more responsibility for gathering information so we can better help them assimilate it
  • Better understanding leads to greater problem solving

Learning in communities

  • Education is not just information transfer
  • Get learners to convince others if they have a different opinion
  • The learning happens in the discussion.
  • No chance to sleep because your neighbour will talk to you
  • Two way flow of information.
  • Feedback of the learning to the students.
  • Personalised the learning by learners helping each other.

Learning for success

  • Give the learners an opportunity to assimilate information outside of the context they have learned it in and the assimilation of information is the key to learning success
  • Teachers are becoming better at assimilating knowledge rather than just transferring information
  • Getting the brain engaged and not the fingers on on the device.Technology can be abused
  • Turn the out of class component into a social activity
  • Reawaken the curiosity of the human mind and reactivate the human scientist to awaken innate curiosity
  • Learning is about inspiring students to be curious and then letting them “get fired up”

Once you learn something, you forget the difficulties of learning. Rediscover the thought process of a beginning learner.

  • Question
  • Think
  • Poll
  • Discuss
  • Repoll
  • Explain

Using this way of learning resulted in doubling and and then tripling of success rates and the learners had a higher retention rate.

Be cautious about the best way to transfer knowledge. For example watching videos can involve passive learning

  • Transfer pace set by the video
  • Viewer passive
  • Viewing /attention tanks as time passes
  • isolated/individual experience

Note from Sonya: however knowing youtube there are ways to activate clickable moments for a poll, or adding a chat comment. Also rather than watch a video, create a video of your own learning, even better co-create a video and crowd source components from your collegues.


  • Transfer pace set by the reader
  • Viewer active
  • Still is isolated experience
  • No accountability
  • Every student prepared for class without having to put in more hours

We were introduced to ‘Perusall’ and shown how students highlight and add chat transcript. Asynchronous discussion happens. Note from Sonya: the system is free.

Take aways

Education is not just about

  • Transferring information
  • Getting learners  to do what we do or want.
  • Active engagement both inside and outside the class is imperative

We want our learners to stand on our shoulders, to tackle the wicked problems that we cannot solve.

Other links to check out

Alan November

I found Eric’s opening plenary thought provoking, visible and I loved that straight after the session his presentation was available for us to rewind.


You can read more about Eric’s presentation here on EdSpace.

TeachMeetNZ meets ACCoS


Yesterday I hosted TeachMeetNZ meets ACCoS. TeachMeetNZ is about New Zealand teachers connecting online. The project reflects the research and work of New Zealand educators in action. These live events are convened across all education sectors to address the emerging technologies, trends, and challenges poised to significantly impact teaching and learning.  TeachMeetNZ has been live streaming since May 2013.

This session’s focus was to highlight some of the fabulous learning happening in Kāhui Ako across New Zealand and especially from our Auckland Central Community of Schools (ACCoS) Kāhui Ako  and was an initiative approved by our ACCoS Lead Principal, Jill Farquharson. Somehow she trusted that TeachMeetNZ would be an important strategy to help share our work across the Kahui Ako. Jill often hears me say, ‘If I cannot see what we do then it does not exist.

Nearly two years have passed since I have hosted a full TeachMeetNZ session. The system has changed a lot since that last time and in some ways is a lot more stable and a lot smoother. I now launch a live stream via youtube using Google Hangouts. Before I would do this the other way around.

As I prepared the team of educators for the session, I had a few challenges. My main one being that several are not yet on twitter so in some ways that forced me to use email for communication. The challenge with email is that the conversation is closed where as on Twitter, using the #TeachMeetNZ hashtag enables the conversation to be open and transparent. I liken it to eavesdropping because you can move in and out of conversations by listening and often you do not need to say anything, just listen.

Therefore the main organisation was via email. I had put out the call for presenters via our Across School Leaders and via our Google+ community yet still most of the presenters were gently persuaded with a bit of arm twisting.

I love the numbers of any event and here are some numbers.

Yesterday 8 presenters took part.

  • 1 principal
  • 1 across school leader
  • 2 in school leaders
  • 3 classroom teachers
  • 1 external facilitator

In addition there was

However the power of asynchronous communication means that many more will come and visit the recording after the session.

I have learnt to make use of playlists on Youtube so on the TeachMeetNZ Channel there are

  • 9 ACCoS mini videos sharing work across our ACCoS Kahui Ako.
  • 3.45minutes was the fastest presentation
  • 5.13 minutes was the longest presentation

After the session I had evaluations completed from 7 Educators, one quote I liked  was  ‘Interesting range of topics.  Wonderful opportunity for sharing within and beyond our kahui ako.’

What happens after the session with the individual videos has always been enlightening. Each presenter has their video clip on their TeachMeetNZ wiki page. Some will complete the triangulation of learning and reflect about the process. Some will go back and share their video and slides with their staff. Some will investigate twitter and join the global staffroom. Some will take time out to rest and recharge because they have been through a huge learning curve.

However all will return to their places of work with a spring in their step knowing they have achieved a huge milestone in their careers and that is to share what they do in such a visible way with the global community. From an event such as this I usually sit back and watch what happens to the team and smile as those hesitant steps of sharing with technology become stronger.  So to the following educators who helped make the session the success that it was, thank you.

TimeKeeper: Catherine Palmer  (ASL) @CatherineP63

Twitter Broadcaster: Dr Wendy Kofoed @newmarketschool

Presenters Name Topic
Alison Spence

Principal Kohia Terrace

Principal’s ASB APPA Travelling Fellowship 2017

Leadership Across Schools

Amy Battrick


Esol Strategies at Kohia Terrace School
Elena Reihana


Using WeChat for Parent Engagement
Erin Hooper


As a matter of PaCT
Hannah Cameron


Engaging the Community – Reporting to families
Patricia Whitmore


Learning Maps for reading
Sarah Morrison


Using See Saw as a digital portfolio for junior school learners to share with their families.
Viv Hall Growing Kāhui Ako leaders

So where to next?

This week I leave for Hamilton to attend ULEARN and I am running a session with Sue, Erin and Catherine, three other Across School Leaders in the Auckland Central Community of Schools. The title for our session is ‘Lessons learned from an Across School Leader in a Kāhui Ako. Our session is Fri, Oct 13, 2017 10:15 AM – Fri, Oct 13, 2017 11:15 AM at the Claudelands Events Centre.

In addition I am with Christine Trimnell as she shares  ‘Global Projects – 21st Century learning in a digital world’. This is the work we have done with Flat Connections.  This session is: Fri, Oct 13, 2017 8:30 AM at the Claudelands Events Centre in the Holman Stand room.

I look forward to catching up with old faces and new faces at ULEARN, I look forward to meeting my digital buddies face to face and to connect with other Across School Leaders from other Kāhui Ako. I especially look forward to getting a #Grelfie with  Brad Waid an old time twitter buddy. Then when I get back I need to start my piece of writing for EdBookNZ another collaborative project that I coordinate.


In September of 2014 I had been turning a few phrases around as I researched the term Connected Educator.  From there I created a list of current phrases and decided to get some bloggers to unpack and query what these terms meant. Then thought, why not write a book and each blogger contribute their part. Via twitter I out a call out and the following tweeps responded. Each author literally had to take a term that they used and critique why it needed to change. My other stipulation was that they needed a critically friend who would give them feedback before their post went live.

#EdBookNZ 14

Read the Digital Copy- you will need to sign in to download.

Purchase the paper copy

The following year, I thought, let’s do this again.


Read the Digital Copy- you will need to sign in to download.

Purchase the paper copy

At the same time I realised that I needed to seriously look at co-construction. So running alongside the book, I set up the wiki and invited educators in to unpack the Practicing Teacher Criteria. I was aiming for a collaborative definition of each of the criteria. However as is usual I learnt the most as understanding Tataiako helped frame the terms of reference.

Here you can check out the wiki of terms.

Doing this huge collaborative helped me see where I needed to move with TeachMeetNZ, My ideas appeared so big and daunting that I literally freaked out and shelved TeachMeetNZ under the pretence that I was studying. In some ways there was no way I could carry out what I could envisage. That too and just having a year to percolate my thinking.

In 2016 I put out another call in regards to EdBookNZ as I believe in always giving back. So that was my main claim to collaboration. That and tuning communication systems for our ACCoS Community of Learners.


Read the Digital Copy- you will need to sign in to download.

Purchase the paper copy

  • @leonie_hastings
  • @stuartkellynz
  • @jamesanderson
  • @newmarketschool
  • @AKeenReader
  • @mrs_hyde
  • @nikora75
  • @Doctor_Harves
  • @beechEdesignz
  • @kerriattamatea


Now this year,



I put out another call for EdBookNZ and have my complete list of educators. I am really excited because as usual creating an artifact for the education community pushes me into hyperdrive as I also one of the authors.

With EdBookNZ I had a massive disaster on ISSUU when I accidentally deleted all my collaborative books. I was more gutted in losing the history of downloads.

But in saying that, better things happen and now on ISSUU the books can be purchased or the PDFs download free. However you do need to create an account for the downloads. I also am unsure how to make the paper copy link easily accessible but am working on that.

Finally I am really excited about holding a printed book because I have been trying and trying to do something on Amazon, but found the process of publishing too technical.

I used ISSUU because it was the easiest platform for digital publishing. 

A dear friend and mentor said to me recently, holding the completed #EdBooks in your hands is a powerful example of collaboration.

To finish with, I just have to put a shout out for Saturday’s session of #TeachMeetNZ. This session highlights our ACCoS Kahui Ako. If you register on Eventbrite, you will go in the draw to win another example of collaboration. ‘SOLO Taxonomy and English Language Learners.’