|Suzanne Parkinson |Sonya Van Schaijik |Teal Gray |Madeline Gunn
|Andy Lawrence| Charlotte Ironside |Melanie Wait |Lisa Murphy |Jill Farquharson
|Steven Van Nees |Alix Osbaldiston
We are the Auckland Central Community of Schools Across School Leaders.
In 2020, there are 12 schools in the Auckland Central Community of schools.
Updated August 2022
Waiho i te toipoto, kaua i te
toiroa
Let us keep close together, not
wide apart
As a
community of Auckland Central Schools, we work collaboratively on strengthening
the pathways for our students throughout their schooling journey. This involves
developing a more holistic pathway, acknowledging each student’s strengths, as
they transition through various schools within our community. Robust, rigorous
data, around our students is shared across our schools. Culturally appropriate
support comprises part of the student’s transition between schools. For
further information check out information regarding Community of Schools.
A little bit about us
The Auckland Central Community of Learning consists of
one kindergarten, six primary schools, two full primary schools, two
intermediate schools and one secondary school. These 12 learning
organisations are situated in central Auckland just south of the CBD. The
combined roll totals 8,733 students which includes 3,495 European, 410 Māori,
500 Pasifika, 3,623 Asian, 375 other and 230 International Fee Paying students.
The demography of the community has changed
considerably in the last decade with all schools having growing multicultural
rolls – particularly students of Asian heritage.
Our community is a very high performing Community of
Learning and is characterised by exceptional levels of achievement by students,
strong senior leadership, high quality teaching programmes and a professional
environment that focuses on student progress. The learning environments
are settled and reflect a responsive curriculum that engages and motivates
students.
Why are we called ACCOS?
The Auckland Central Community of Schools (ACCoS) was established in January 2015.
We were early adopters of this initiative and one of the first three to
be approved nationwide. At this time the union (NZEI) had not agreed to
the final outcomes of the initiative. It was not until later that
year that the joint initiative Governance Group (a group of MoE and NZEI
people) agreed on the recommendations, one of them being to rename the
initiative to Communities of Learning. Because we were already an
established community, we kept the name Auckland Central Community of Schools (ACCoS).
What is our purpose?
Members of Auckland Central Community of Learning (ACCoS) include a strong network of
passionate and motivated leaders and learners. We are consultative and
strongly motivated to improve our places of learning. We recognise
the need to break down silos of learning and refocus the dialogue on what works
for us all. We acknowledge that curiosity is key to the development of
collaborative practices that strengthen learning for all, while at the same
time maintaining strong equity and quality results.
As a community we want to strengthen pathways for our
students throughout their schooling journey. This involves developing a
more holistic pathway, acknowledging each student’s strengths, as they
transition through various schools within our community. Robust, rigorous
data, around our students is shared across our schools. Culturally
appropriate approaches are also an important part of the student’s transition
between schools.
What is our approach?
ACCoS’s approach is to build teachers’ individual and collective
capacity to attend to the needs of every student. This approach is based
on our community sharing teaching and learning practices that are currently
working well and valuing best practice in schools.
· We utilise a
collaborative inquiry process to address our initiatives
· We develop
collective professional learner agency across our schools
· We encourage
professional curiosity and strengthen our inquiry mind-set
· We develop hunches
about what is leading to the current situation, before deciding what to do
about it
· We open up new
ways of doing things, change practice and create more innovative approaches to
learning and teaching
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