Programme at 09/05/17 – subject to additions and amendments

*Growth Trajectories  *Environmental Factors  *Support Networks
*Timely Interventions  *Life/Work Skills   *Earning Pathways
Why are young people like they are?
What can we do so they can do better?
Making a positive difference to the life outcomes of individuals by understanding key developmental and environmental factors and identifying potential path changers in the journey from infancy to adulthood.

Day 1 – Wednesday 23 August:  LIFE PASSAGES
8.15am Registration, networking and coffee
8.45am Starter: Life Passages
8.55am Mihi whakatau
9.00am Opening/Keynote
Cross-sector collaboration: Making a positive difference to the life outcomes of young people

ORANGA TAMARIKI  Ministry for Vulnerable Children is the product of a large body of work since 2015, involving dismantling the state care system and rebuilding it from the ground up, with children placed at the centre.
Cross-sector collaboration between all who work with children and young people and intervention where necessary will make a positive difference to their life outcomes by early identification of areas of need, coordinated social investment in education and the provision of  support services.

 Dr John Langley ONZM
Strategic Lead, Evidence Informed Practice, ORANGA TAMARIKI  Ministry for Vulnerable Children 
9.30am Evolution of the University of Otago’s Dunedin Multi-Disciplinary Health and Development Study

This groundbreaking New Zealand study into the lives of 1,000 New Zealanders born 46  years ago in Dunedin has been described as “the broadest and most in-depth study of human beings in the world”.

It demonstrates compellingly how the early years effect the later years and what educators and others need to know and act upon where possible to improve outcomes for young people.

It demonstrates compellingly how the early years effect the later years and what educators and others need to know and act upon where possible to improve outcomes for young people.

Dr Phil Silva
Founding Director,
Dunedin Longitudinal Study

10.00am Growing Up in New Zealand
-What makes us who we are?
Perspectives from the Growing Up in New Zealand study about what shapes children’s early development and how interventions might be targeted at the earliest opportunity to give every New Zealand child the best start in life.
Ass.Prof. Susan Morton
Centre for Longitudinal Research – He Ara ki Mua,
Research Director, Growing Up in New Zealand
10.30am Open Forum
11.00am Networking Break
11.30am Panel/Forum:
Implication of Longitudinal Studies for educators and social workers
12.30pm Networking Lunch Break
1.30pm Investing in Early Intervention
– Making a difference to children’s life stories
Research and practice perspectives into the impact of trauma on children and young people, the experience of children in care and making a difference in the lives of children, young people and their families by investing in early intervention.
Dr Nicola Atwool
Social Work Programme, Dept. of Sociology,
University of Otago
2.15pm Looking through social investment-tinted glasses
Social investment is about providing the right services at the right time for New Zealanders in need. A child with problems at school is more likely to have concerns in other areas, such as health or welfare.To make a difference we need to do things differently. Silos need to be broken down and data shared, to enable a whole-of-system view to be taken….More….
Dorothy Adams
Interim CE,
Social Investment Agency
2.45pm How data can be used to inform decision-making across all levels of the education system

Educators are increasingly recognising the importance of measuring not just the attainment of students but the amount of learning progress they make from one time point to the next.

Dr Craig Jones
Deputy Secretary of Evidence, Data and Knowledge,
Ministry of Education
3.15pm Networking Break
3.45pm  Overviews of Concurrent Sessions  – (see below)  
4.15pm Concurrent Sessions
Session 1
“I’m not crazy I’m just not you!”
 – Discovering where personality, neuroscience and learning connect in order to put human faces on the statistics.
If we understand who we are as individuals and why we behave the way we do we can find a way to bridge the gap between ourselves and others.  This matters with our colleagues and most importantly our learners who we are all trying to help to reach their unique potential.This workshop introduces fascinating recent research which has matched brain activity with cognitive skills using EEG technology.

You will learn, laugh and leave enlightened….More….

Sue Blair
Personality Dynamics Ltd
Session 2
Positive Behaviour Support
– The link to social learning processes
Understanding and applying macro and micro social learning processes and Coercion Theory can impact positively on a child’s social and emotional development. This session offers a theoretical overview of positive behaviour support for children who have developed aggressive and antisocial behaviours. It points to examples of effective behaviour and learning interventions for families at home and early childhood, primary and high school teachers in their classrooms….More….
Dr Gaye Tyler-Merrick
Coordinator: PGDip.ED (endorsed in Positive Behaviour Support, University of Canterbury
Session 3
What New Zealand children know when they start school in New Zealand.

There is a wide range of assessment tools used by schools to assess children at school entry. The lack of consistency of uptake and reporting of results leads to sporadic national data. This highlights a need for a national standardised assessment which can be used as a reliable baseline of what New Zealand children know when they start school and how they progress in their first year. The Performance Indicators in Primary Schools (PIPS) assessment is a valid, reliable and internationally respected school entry assessment.  This paints a comprehensive national picture of what New Zealand children know when they start school. The data is useful for the early identification of special learning needs and can be used to gauge the effectiveness of year 1 programmes….More….

Dr John Boereboom
Director, CEM (NZ) – Centre for Evaluation & Monitoring, College of Education,  University of Canterbury
Networking Drinks and Nibbles 
Free evening – make up a group and explore Rotorua’s restaurants
Day 2 – Thursday 24 August:  LEARNING PATHS
8.15am Registration, networking and coffee
8.45am Starter

Machine Machinations: Automation v Autonomy?
– Have white-collar workers of the world nothing to lose but their brains?

9.00am Keynote: Learning and Earning Pathways
9.30am Life passages and learning pathways:  rethinking individual and organisational assemblages

Dr Kamp engages with longitudinal data to reflect on the concept of life passages and learning pathways via two cases. The first is at the level of the individual: the young parent and their child in the context of an educational journey. The second is at the level of the organization: the ‘un-easy’ notion of collaboration as a social policy agenda, a mechanism to allow young people to ‘do better’. She foregrounds the factors that contribute to the development of passages and pathways before considering the implications for policy and its implementation….More….

Dr Annelies Kamp
Head of School of Educational Studies & Leadership, University of Canterbury

10.15am Lifecourse research and graduate outcomes of Maori university students

Lifecourse research has already revealed a lot about the wider New Zealand population. Moana’s work leverages off this and uses longitudinal methods to understand more about the positive impact that education has on Māori health, social and economic outcomes.

She introduces some interesting preliminary findings from the Graduate Longitudinal Study New Zealand, which follows new university graduates from throughout New Zealand for 10 years. Moana’s focus is on the outcomes of the 600 Māori participants in the study to determine the benefits of university education not only for the graduates themselves (e.g. their careers), but for their whānau, communities and society more broadly.

The study suggests that success at university reduces inequalities in labour market outcomes for Maori and Pacific  post-graduation. She relates these new findings to previous research with the Dunedin and Christchurch Studies etc….More….

Dr Moana Theodore
Co-Director, National Centre for Lifecourse Research
11.00am Networking Break
11.30am Plenary Panel
Helping young people manage their learning and career pathways.

The Government’s vision is for a student-focused education system, underpinned by high quality information and strong links to the world of work. Young people need to be able to plan and manage their learning and career pathways, and are increasingly undertaking learning in mixed secondary-tertiary settings. Strengthening links between education and employment to support pathways is more important than ever.
So is early positive intervention when young people have gone off the rails or are in danger of doing so.
Jackie Talbot
General Manager
Ministry of  Education

Val O’Reilly
Past IP President,

Roland Hermans Coordinator Schools, National Prevention Centre, NZ Police

Senior Sergeant Greg Clark
Coordinator Youth, National Prevention Centre, NZ Police

12.30pm Networking Lunch Break
1.30pm Where to Next?

Evidence in action: Productive collaboration for educational improvement
-New Zealand exemplars of timely learning interventions and powerful pedagogies which bring communities of learning to life.

Dr Adrienne Alton-Lee
Chief Education Advisor,
Ministry of Education
2.15pm Open Forum
3.30pm Where to Next?
3.45pm Forum Concludes