Building on our strengths

Chapter 1 An introduction Why ask the question? Approaching the question (with caution) Chapter 2 Being very local Two senses of being local at the classroom level Tudor England, land wars, and history Mirror texts and looking outwards Local control at the level of the school System stewardship not control Does it matter? A beginning look at the evidence A COVID-19 reflection What led to being local as a strength? Chapter 3 Learning from only some children The Ready to Read series Beyond excellence? Te Kotahitanga System accommodating to some children Child-centred during COVID-19? Where did the strength of being child-centred come from? Chapter 4 Trying to be bicultural Native Schools: An unlikely innovation hub for te reo Māori and culturally significant practices The rise of kōhanga reo, kura kaupapa Māori, and wānanga Other system indicators: The curriculum, and learning te reo Māori From where? Chapter 5 Having partnerships Hearing reading at home Collaborative problem solving Relationships and collaboration between schools Collaborations between research and policy Why?   Chapter 6 Creativity and innovation Having a go Digital Learning Objects in classrooms School level creativity: Pockets of promise National creativity: The School Journals National creativity: A bigger picture Reflections post COVID-19 Why? Chapter 7 Not being good enough Not good enough for equity, mixed for excellence Learning from children Being local Trying to be bicultural Relationships and collaboration Being creative Four big challenges to being better So how do we change? Being better through COVID Final comments Index