There are a number of considerations when establishing a Middle and Senior School based on personalised learning pathways. Some of these organisational considerations that need to be addressed include:
A. PHYSICAL SPACES
Relationship is key to quality learning, and understanding whanaungatanga - a vital part of what it means to learn ‘as Māori’ - has positive implications for all learners. Hence RVS also recognises the vital importance of the wider community in learning for the school’s akonga. RVS values its ongoing relationship with many local communities, such as Omaka Marae, Waikawa Marae, local businesses, Council, sports clubs, Church communities and charities, to name a few.
RVS learning environments will allow students to approach a range of teachers and other adults for help, while having clear accountability to one or two. The variety of planned approaches will require physical environments that are flexible enough to serve multiple learning contexts, including one-to-one, small hui areas, collaborative and community teaching and learning. Richmond View School already has a range of creative, considered spaces. However, there is also recognition that learning will occur within both school and community spaces.
B. STAFFING STRUCTURES & REQUIREMENTS
The model for staffing the Middle and Senior Schools is as follows:
This staffing structure will allow for staff movement across the school to meet a range of subject matter requirements. When employing new staff priority will be given to those who possess the qualities that most directly align with RVS’s personalised instruction priorities.
“School leaders must be intentional when choosing a personalised learning team for their school by recruiting teachers inclined towards personalised learning and nurturing collaboration.”
Jenkins, S., Williams, M., Moyer, J., George, M., & Foster, E. (2016).
The school will seek teachers who know their students and engage with them, who plan effective lessons, seek out instructional resources, manage student engagement, monitor learning, and modify instruction responsively.