BEGIN:VCALENDAR VERSION:2.0 PRODID:-//ELP Events - ECPv6.15.17//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-WR-CALNAME:ELP Events X-ORIGINAL-URL:https://events.elp.co.nz X-WR-CALDESC:Events for ELP Events REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:Pacific/Auckland BEGIN:STANDARD TZOFFSETFROM:+1300 TZOFFSETTO:+1200 TZNAME:NZST DTSTART:20220402T140000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1200 TZOFFSETTO:+1300 TZNAME:NZDT DTSTART:20220924T140000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1300 TZOFFSETTO:+1200 TZNAME:NZST DTSTART:20230401T140000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1200 TZOFFSETTO:+1300 TZNAME:NZDT DTSTART:20230923T140000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:+1300 TZOFFSETTO:+1200 TZNAME:NZST DTSTART:20240406T140000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:+1200 TZOFFSETTO:+1300 TZNAME:NZDT DTSTART:20240928T140000 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=Pacific/Auckland:20230913T190000 DTEND;TZID=Pacific/Auckland:20231108T210000 DTSTAMP:20260405T000419 CREATED:20221213T105441Z LAST-MODIFIED:20231201T010044Z UID:10000092-1694631600-1699477200@events.elp.co.nz SUMMARY:Lecture Series 2023 DESCRIPTION:A wide range of topics presented online on the second Wednesday of each month from 7-9pm!\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Click here to download a flyer for printing!\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Being an Early Childhood Teacher is the best job in the world! Rebecca Kingston\n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n This lecture is to reawaken your love for this profession and remind the world just how awesome Early Childhood Teaching is! \nWith all the talk of teachers being burnt out\, headlines about teachers leaving the profession and staff shortages and the job getting harder and harder\, why would anyone decide to become a teacher and stay teaching long term? Because it is still one of the best jobs in the world! The memories I recall of berry picking\, cloud watching\, listening to the stories of the children\, supporting a child come out of a meltdown and smile again and even assisting 15 toddlers and babies to have their afternoon nap and witnessing the noise and commotion slowly move into the peacefulness of little snores and sighs and eventually stillness being some of the biggest blessings of my day. Having worked in several environments and professions\, I knew that this was good\, in fact this could be the best of all.  \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n He purapura i ruia mai i Rangiātea e kore e ngaro A seed sown in Rangiātea will never be lost Brenda Soutar\n\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n As we contribute to the survival of our people\, our roles and responsibilities as Māori are specific and defined. They are evident within the layering that each generation establishes to ensure continuity of whakapapa. Our ability to carry out these roles and responsibilities is dependent on our sense of belonging. Ranigātea is the essence of home from where our sense of belonging as Māori orginates. How can we support all tamariki to feel at home here in Aotearoa NZ? What does it mean to belong in the context of Te Whāriki and how can we nurture a strong sense of belonging in all tamariki? \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ko Pohutukawa: Sharing death & other big whakaaro with tamariki Emma Parangi\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Interconnectedness is a pou of Te Ao Māori\, and as in many cultural understandings of the world\, death is integrally connected to life. As we work towards deepening our understandings of Te Ao Māori in ECE through avenues such as pūrākau\, Matariki me Pūanga\, waiata\, karakia\, and ngā Atua Māori\, we will encounter the whakaaro of death\, as well as tikanga and kawa surrounding death\, that are shaped by a Māori worldview. How can we equip ourselves to not only make meaning of these for ourselves as kaiako\, but also to share them with tamariki? How can we do so in ways that honour the mātauranga Māori being shared\, as well as the tamariki and their whānau as unique cultural beings?Join Emma in wānanga to explore these pātai\, and examine how we can hold space for our own ideas and beliefs\, while giving respect to the indigenous knowledges we are drawing upon. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Te āhuatanga o te tamaiti. The learning child: Wrapping assessment in a Te Ao Māori cloak of wisdom and learning dispositions Catalina Thompson\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n At the heart of any assessment practice is the image of the child. A child who comes into this world bursting with potential\, a powerful child\, complete with very unique and distinctive strengths. Therefore\, the relationship between the child and assessment in one; in which the first determines and shapes the second\, not the other way around. So\, how do we honour this perspective inside our narrative assessments? How do we recognise and respond to children’s powerful learning potential? I invite you to embark together on a wānanga\, which aims to challenge and strengthen our understandings around ways in which we write Learning Stories. Te Whatu Pōkeka and the principles of Te Whāriki (with a strong focus on Māori learning dispositions) will overarch the kaupapa of this workshop. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Kei tua o te Pae\, beyond the horizon: An opportunity to revisit our Learning Stories journey Wendy Lee\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n What a journey we have all been on with our Learning Stories in Aotearoa\, and nothing exemplifies this more than Kei tua o te Pae! This lecture will be an opportunity to reflect back on this best-practice guide\, as it provided a solid foundation for our exploration of assessment. \nAcknowledging the complexity of learning means understanding that Noticing\, Recognising\, and Responding will include conjecture and intuition. Recognising complexity also means viewing assessment as something much more complex than assigning marks or ticking boxes. No one format is “right”\, but Te Whāriki principles provide four evaluative criteria\, they are: \n•  Is the identity of the child as a competent and confident learner protected and enhanced by the assessments? •  Do the assessment practices take account of the whole child? •  Do the assessment practices invite the involvement of family and whànau? •  Are the assessments embedded in reciprocal and responsive relationships? \nKei tua o te Pae provided us with an opportunity to reflect and reimagine our journey with assessment. Hopefully this lecture will be an opportunity for you and your setting to reflect on your journey. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Think like a light bulb! Lorraine Sands\n12 July\, 7-9pm \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n These profound words of advice are from an older sister to her younger brother as she offered him ideas to support his climbing efforts. When her Kaiako asked what it meant to “think like a light bulb” Isla said: “It’s all of the good ideas inside your brain that will help you get up”. Over time\, Isla has internalised this dispositional thinking and is now able to apply this thinking in her actions and words. \nThis workshop considers ways Kaiako intentionally nurture the brain children will have for their lifetime. When teachers write about the times children were being brave\, thoughtful\, kind\, leaderful\, resilient and resourceful and we share these Learning Story narrative assessments across our communities\, children hear these stories in multiple places\, times\, and social contexts. I think we can do this through the way we write Learning Story after story about children in the context of their lived experiences. This means writing about the very essence of being a dispositional learner. As these kinds of Learning Stories are shared they have a dramatic effect on the way children see themselves as learners\, and actually\, on how teachers and families see their children and their own roles in nurturing learning identities for the children they care so deeply about. So\, write with joy\, intensity and energy because what you are writing matters to children and families. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Growing mathematical habits of Mind Karen Ramsey\, Kim Parkinson and Nadine Priebs\n9 August\, 7-9pm\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Children’s mathematical knowledge and understanding is successfully promoted if an investigative approach to mathematical exploration is valued. This workshop will explore the collaboration between tamariki\, whānau and Kaiako to grow and stretch habits of mind through meaningful mathematical experiences. Learning Dispositions such as curiosity\, creativity\, problem-solving\, courage\, inventing\, exploring\, divergent thinking\, and problem-playing are vital habits of mind that support learners to be successful mathematical explorers. We will share how a range of pedagogical strategies\, the environment and robust reflection and evaluation have improved mathematical learning outcomes for all ākonga. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Free to be me: Nurturing agency and identity for infants and toddlersAnita Homewood\n11 October\, 7-9pm\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Te Whāriki recognises and values the infant and the toddler as a citizen with rights in the present\, including the right to be and the right to become. Both are important in the developing identity of self\, and when recognised\, opens our eyes to seeing how incredible our youngest learners really are. In this lecture\, we will look at what it means to uphold these rights\, and how to support our youngest learners as they discover their sense of self as a learner and a citizen of this world. We will also look at how environment and kaiako practice play a part in the infant’s and the toddler’s growing agency. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Weaving te ao Māori into narrative assessment Maria Sydney\n11 October\, 7-9pm\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Join us in an evening that will provide kaiako with useful tools and examples of how to strengthen the weave of te reo Māori me ona tīkanga Māori in learning stories and beyond. We will tap into the ancestral wisdom of Te Whatu Pōkeka and unpack ways of strengthening our Learning Stories in ways that reflect Māori ways of being\, doing and knowing. \nIf you are already making some of these connections in your Learning Stories\, ka rawe! Come and perhaps learn new tools to add to your kete. If you are a kaiako needing some awhi (guidance) and support to weave more te reo Māori into your Learning Stories in ways that are respectful and meaningful – then this waananga is definitely for you! Nau mai\, whakatau mai. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Ngā reo e toru: Continuing the journey of amplifying the child’s voice Roberta Skeoch\n8 November\, 7-9pm\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Teachers make decisions about what moments of children’s learning to document based on a range of factors including their knowledge of the child and their interpretation of ‘valuable’ learning. But what if children could tell you what they were learning? What if they could step you through their thinking thinking and tell you exactly how they were feeling? What if they could make decisions about what learning was captured in assessment? – Good news my friends! They absolutely can. All you have to do is ask….and listen…and write- super quickly!! In this lecture I will share some examples of teachers working with tamariki who are making meaningful contributions to assessment and we will explore the process teachers used so that you too may be inspired to give the tamariki in your centre a voice too! \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Please read our Terms and Conditions before purchasing. URL:https://events.elp.co.nz/event/lecture-series-2023/ LOCATION:ONLINE EVENT\, New Zealand END:VEVENT BEGIN:VEVENT DTSTART;TZID=Pacific/Auckland:20231014T083000 DTEND;TZID=Pacific/Auckland:20231014T170000 DTSTAMP:20260405T000419 CREATED:20230512T001447Z LAST-MODIFIED:20240917T040724Z UID:10000099-1697272200-1697302800@events.elp.co.nz SUMMARY:Celebrating Learning Stories Conference 2023 DESCRIPTION:He hui whakatairanga\nSaturday 14 OctoberWaipuna Hotel & Conference Centre\, Auckland\nSpecial conference accommodation deals will be available for those travelling.\nWhether you are new to Learning Stories\, or keen to learn more about how to use them in innovative ways as your Planning\, Assessment AND Professional Growth! This event is dedicated to helping all mokopuna and kaiako grow and thrive in your settings. \nWe have created a programme that will give you practical strategies and techniques to enhance all aspects of your teaching practice\, which will have you working in smarter\, more meaningful ways. Learn methods for better engagement with mokopuna and whānau\, explore strategies to build positive relationships with your colleagues and unpack techniques that\, not only document the learning taking place for mokopuna in your setting\, but as professional growth for all kaiako. \nBy using Learning Stories for multiple purposes\, we place mokopuna firmly at the centre and keep our workloads efficiently and effectively focused on the learning that matters to mokopuna\, whānau and kaiako! \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n To register: Scroll to the very bottom of this page\, add the tickets to your cart. When you check out you will need all attendees names\, email addresses\, workshop choices and dietary requirements. If you have any issues at all you can call 07 856 8708 and we can register you over the phone.  \nOnce registered you will recieve in invoice\, which you can pay by credit card or direct credit. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Āhurei – Uniqueness.\nEveryBODY has their own āhurei when it comes to telling and writing stories (this includes learning stories!). EveryBODY has the potential to be a great story teller! Whether you are connected to this potential and āhurei or not\, whether you have been writing stories for a long time or for only a short time – each of us have ngā tāonga tuku iho – gifts handed down to us from our ancestors that shape who we are as storytellers. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n It is up to us to rediscover and reconnect to this āhurei so we can go on to write meaningful Learning Stories for our hāpori that capture the āhurei of our tamariki and whanau. Join us in a wānanga to discover your āhurei as a kaiako so together we can write stories that whakamana us all. \nWith two Keynote Presentations and 16 Workshops to choose from\, this event is a must for your professional growth journey! Register for the earlybird price now by adding tickets at the bottom of this page\, you will be able to register multiple attendees and make workshop selections from your cart. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Keynote Presentation:\nTe Ahi Kā\, keeping the fires burningLynette Tamarapa & Brenda Soutar\nAhi kā refers to home fires that indicate activity and occupation on the land. Ahi kā – home\, belonging\, relationships. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Analysing learning and making that learning visible for mokopuna\, their whānau and for kaiako themselves can provide the motivation to explore further\, to go deeper\, to carry out research. It is a process that sustains everyone and in doing so the fire keeps burning. Drawing upon the concept of ahi kā\, we want to share how learning stories can provide the inspiration for kaiako to keep the fires burning as they establish and maintain relationships with people\, places\, activities and kaupapa. \nLynette TamarapaNgāti Ruanui\, Te WhakatōheaTumuaki\, Te Kōhanga Reo o Mana TamarikiLynette currently leads the staff team at Te Kōhanga Reo o Mana Tamariki. She has been a kaiako for 13 years in immersion reo Māori ece settings. She has four tamariki that she raises as first language Māori speakers in Palmerston North. As a leader at Mana Tamariki she continues to ensure the status\, value and commitment to language revitalisation is upheld by the staff\, whānau and tamariki. \nBrenda SoutarNgāti Awa\, Ngāti Porou\, Ngāi Tai ki TāmakiKaihono\, Mana Tamariki Inc.Brenda is the Kaihono (Coordinator) of Mana Tamariki Inc.\, the governing entity for Te Kōhanga Reo o Mana Tamariki. Brenda was a kaiako for 30 years. She was involved in the Kaupapa Māori Assessment project that led to the development of Te Whatu Pōkeka and was a member of the writing team for the 2016-17 Te Whāriki refresh. She lives in Palmerston North where four of her mokopuna attend Mana Tamariki. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Keynote Presentation\nDr. Isauro M. EscamillaAssistant ProfessorSan Francisco State University\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Dr. Isauro Escamilla is Assistant Professor in the Elementary Education Department at San Francisco State University where he teaches graduate and undergraduate courses on Language Arts and Spanish Heritage Language and Pedagogy. He serves as the SFSU Campus Representative for the CSU Faculty Council of the Center for the Advancement of Reading and Writing (CAR/W). He is currently the Vice-President of Supporting the Advancement of Learning Stories in America. He is a member of the Executive Editorial Board of the NAEYC journal Voices of Practitioners and is a co-author of Learning Stories and Teacher Inquiry Groups (NAEYC\, 2021). \nIsauro has included Learning Stories as assignments in some of the undergraduate classes that he has been teaching. He has also written articles on Learning Stories as authentic assessment as examples of children’s translanguaging. \n \n \n \n \n \n \n \n \n \n \n \n \n \n Download a printout with all Workshop options\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Confessions of an ex-External Evaluator-Tania Bullick\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Whakapapa – foundation\, process\, and potential– Emma Parangi\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Using Learning Stories as evidence for your Internal Evaluation– Roberta Skeoch\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Reporting with the Head and the Heart– Tara O’Neill\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Deepening relational pedagogy through resonating with Learning Stories– Rafa Pérez-Segura\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n The Promise of Play– Lorraine Sands\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Three unique perspectives: Journeys through storytelling– A. Muller\, C. Boss & C. Carducci\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n I am me: celebrating the uniqueness of the infant and toddler– Anita Homewood\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n The joyful life of Learning Stories– Wendy Lee\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n From Narrative Assessment to Narrative Therapy and back again– Tania Bullick\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Perfect imperfection and why you are so much better than a robot – A writers workshop– Julie Killick\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Embracing Learning Stories in the school environment– Jo Weston\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Te āhuatanga o te tamaiti: Wrapping assessment in a Te Ao Māori cloak of wisdom and learning dispositions– Catalina Thompson\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n We are all story tellers – let us connect back to who we are Honouring te mauri o te tamaiti– Maria Sydney\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n A Collaboration of Learning: Moving beyond Mentorship to Partnership– A. White\, L. Chase & J. Derby\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Infants\, toddlers & kaiako. Te Ako ngātahi: Learning together– Helen Lye\n \n \n \n \n \n \n \n \n \n \n \n \n \n Download a printout with all Workshop options\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n PROGRAMME \n8:30-9:00am: Registration9.00-9:30: Mihi Whakatau (Welcome)9:30-10:30: First Keynote Presentation from Lynette Tamarapa & Brenda Soutar10:30-11:00 Break (morning tea provided)11:00-12:30pm: Workshop Session One (8 Workshops to choose from)12:30-1:30: Break (lunch provided)1:30-3:00: Workshop Session Two (8 Workshops to choose from)3:00-3:15: Short break3:15-4:15pm: Second Keynote Presentation from Dr. Isauro M. Escamilla4:15-4:30pm: Whakawātea (Farewell) URL:https://events.elp.co.nz/event/celebrating-learning-stories-conference-2023/ LOCATION:Waipuna Hotel and Conference Centre\, 58 Waipuna Road\, Auckland\, Auckland\, 1060\, New Zealand END:VEVENT END:VCALENDAR