planting seeds, growing futures our ancestors can walk in with our grandchildren
DESCRIPTION
Hine Waitere No Tuwharetoa, Kahungunu, Tuhoe me Tainui Building on Success Director: Indigenous Leadership Centre National Institute of Maori Education Te Whare Wananga o Awanuiarangi MATSITI Teacher Education Forum, Adelaide, 3 July 2014TRANSCRIPT
Hine WaitereNo Tuwharetoa, Kahungunu, Tuhoe me TainuiBuilding on SuccessDirector: Indigenous Leadership CentreNational Institute of Maori EducationTe Whare Wananga o Awanuiarangi
Planting seeds, growing futures our ancestors can walk in with our grandchildren
MATSITI NATSIATE Forum Adalaide 3-4 July 2014
• Developing “a culture of care not one of compliance”.
• Building relationships with whānau, hapū and iwi to support data-driven improvements around leadership, teaching and learning
Learning intention
Treaty of Waitangi
Texts
PrinciplesProvisions
Texts
A focus on the actual words – this has led to debates about versions and
translations
Provisions
This focus has been on what and who the treaty provides for
Rights and Responsibilities
Principles
Relevance – making links between the TEXTS & PROVISIONS for Today
Treaty of Waitangi
TextsA focus on the actual words - this has led
to debates about translations
PrinciplesRelevance – making links between the
TEXTS & PROVISIONS and Today
ProvisionsThis focus has been on what and who it provides for - Rights and Responsibilities
If culture is a qualifier … then we might ask
…. a qualifier of
WHAT?
Measurable gains framework
RUIA: WHĀNAU ENGAGEMENT AND
TEACHER APPRAISAL
NZCF
Rangiatea
Leading from the middle
The vision of Ka Hikitia – AcceleratingSuccess 2013–2017 is:
‘Māori enjoying and achieving education success as Māori’.
The vision means:
• ensuring that all Māori students, their parents and their whānau participate in and contribute to an engaging and enjoyable educational journey that recognises and celebrates their unique identity, language and culture.
With the intended outcome that:
• the journey will support Māori students to achieve the skills, knowledge and qualifications they need to achieve success in te ao Māori, New Zealand and in the wider world.
The strategic intent
Māori enjoying education success as
Māori
Ka Hikitia, the NZCF, the NEGS, NAGS, Teacher Standards, Secondary Principals Standards are
not seeking a special response
– but rather a
professional (ethical) response. The aim of
Building on Success is to support educational leaders, schools with whānau/hapu and iwi to identify and implement a localised response.
2 Strong engagement and contribution from
students and those who are best placed to
support them – parents, families and whānau,
hapu, iwi communities
1 Quality provision, leadership, teaching and
learning supported by effective governance
Language culture and Identity
AkoProactive Partnerships
Maori potentialTreaty of Waitangi
Maori student achievement as Maori
The guiding principles & critical factors of Ka Hikitia – Accelerating Success
Māori Potential Approach in education
A traditional/inherited approach that focuses on…
A contemporary Potential approach that focuses on…
Remedying deficit Realising potential
Problems of dysfunction Identifying opportunity
Government intervention Investing in people and local solutions
Targeting deficit Tailoring education to the learner
Māori as a minority Indigeneity and distinctiveness
Instructing and informing Collaborating and co-constructing
The scale of the task
– Weighing the pig – evidence, darn evidence and what we do with it?
Source: OECD (200 Source: OECD (2001) Knowledge and skills for life, Appendix B1, Table 2.3a, p.253, Table 2.4, p.257 1) Knowledge and skills for life, Appendix B1, Table 2.3a, p.253, Table 2.4, p.257.
Finland
CanadaNew ZealandAustralia
Ireland KoreaUnited Kingdom
JapanSwedenBelgium
Austria IcelandNorway
United StatesDenmark
SwitzerlandSpainCzech Republic
Italy
Germany HungaryPolandGreecePortugal
Luxembourg
Mexico420
440
460
480
500
520
540
560
5075100125150
Variation expressed as percentage of average variation across the OECD
Mea
n pe
rfor
man
ce in
rea
ding
lite
racy
.
r = 0.04
Low qualityHigh equity
Low qualityLow equity
High qualityHigh equity
High qualityLow equity
New Zealand’s Overall Performance High Average and Large Variance
Reading literacy proficiency levels PISA
Country/ Group
Mean Ranking
New Zealand
521 7th
Pakehā 541 2nd
Asian 522 7th
OECD average
493
Māori Slovenia, Slovakia
478 34th=
PacificBelow ChileAbove Mexico
448 44th
Reading CurveREADING
0.00
5.00
10.00
15.00
20.00
25.00
30.00
100 -150
151 -200
201 -250
251 -300
301 -350
351 -400
401 -450
451 -500
501 -550
551-600
601 -650
651 -700
701 -750
751 -800
801 -850
851 -900
% o
f stu
den
ts
Maori
Pasifika
Pakeha
Asian
Hattie, J. (2007). Narrow the gap, fix the tail, or close the curves: The power of words: University of Auckland.
Mathematics Curve
Hattie, J. (2007). Narrow the gap, fix the tail, or close the curves: The power of words: University of Auckland.
MATHEMATICS
0.00
5.00
10.00
15.00
20.00
25.00
100 -150
151 -200
201 -250
251 -300
301 -350
351 -400
401 -450
451 -500
501 -550
551-600
601 -650
651 -700
701 -750
751 -800
801 -850
851 -900
900 -950
% o
f s
tud
en
ts
Maori
Pasifika
Pakeha
Asian
Retention of Maori Students from Years 9 to 11 within the Central North Region,
2008
Not attending school by the end of
Year 11
40%
Attending school by the end of
Year 11
60%
Year 11 Maori Students Achieving the Literacy Requirement2008
(as a percentage of the original cohort)
60% of Original Cohort
Remain at School
42% of Original Cohort Achieve Level 1 Literacy
Credits
Year 11 Maori Students Achieving NCEA Level 1 2008(as a percentage of the original cohort)
28% of Original Cohort
Achieve NCEA L1
60% of Original Cohort
Remain at School
Maori learners Likely experience 2011At an individual Māori learner level, an analysis of current key system indicator data shows that for
every 100 Māori children who start school in 2011, their experience is likely to be as follows: • 89 will have participated in early childhood education • 87 will go to school in the North Island• 60 will attend a decile 1-4 school• 17 will enter Māori Medium Education• 18 will not have achieved basic literacy and numeracy skills by age 10• 5 will be stood-down from school• 1 will be suspended (Māori boys - 4 x more likely than others to face suspension)• 34 will leave secondary school without a qualification• At least 20 will be disengaged from education, employment or training by age 17.• 48 will leave school with NCEA Level 2 or better• 20 will leave school with a university entrance standard• 4 will progress to study at a bachelors degree or higher
The foundations for data use(Ronka, Geier & Marciniak, 2010)
Data
Quality Capacity Culture
Student Learning
Demographic
Percep
tion
s
Sch
oo
l P
roce
sses
e.g., courses offered, class size policy, student-parent-teacher conferences, school profile, PD funding
e.g., teacher observations of ability, unit assessments, PAT, NCEA, e-asTTle
e.g., perceptions of learning environment, values and beliefs, attitudes
e.g., gender, ethnicity, attendance, special needs, ESOL
Are groups of students experiencing education differently?
What is the relationship between
perception and student outcomes?
What difference are school processes
making in student outcomes
How does participation in
various programmes differ by student
subgroup groups?
Adapted from Bernhardt, V. L. (2004) Data Analysis for continuous school
improvement.
Data work
• Establishment of evidential databases (EDBs)• Using historical and current data to set challenging
(but attainable) individual and group academic achievement targets
• Use of data for:– ongoing tracking and monitoring of student learning and
progress – provision of regular academic review and counselling to
monitor and support students’ progress towards their set targets
– increased communication with parents/whānau/caregivers focusing on student learning and achievement
- Building leadership capability with respect to equity and data literacy.
- Building capability with respect to inquiry and problem solving.
- Building system capability in evaluation.
Narrative Activity 10B Unit Ideas“Can we start with the basics? They come to school without bags 1, without books 2, without equipment 3, without pencils 4, without anything that can assist them in learning 5. That’s not just a few but a substantial number of our students. Not only Māori students but certainly Māori students. The first thing you notice is the lack of equipment when they turn up in the form room and accompanying that, often, a great big chip on the shoulder.” What do you mean by that? A lack of desire to learn – for some reason ‘agro’ between some Māori students and some teachers. Values! We don’t know them and they don’t know us, a barrier seems to come with them from somewhere and it’s already there when they walk in the door.”
Narrative Activity 10B Tally of Unit Ideas into Discursive Positions
With Māori students and their home communities
Within classroom relationships and interactions
Within school institutions(systems and structures)
? ? ?
The Narratives of Experience from Culture Speaks
• Students (engaged and non engaged Māori students)
• Whānau
• Principals
• Teachers
(Outside the school within Māori communities)
(Within classrooms)
(Outside the classroom but within the School or schooling)
Tally of discursive unit ideas showed
Discourses Explaining Māori Achievement: Students, Whānau, Principals and Teachers
9%
18%
22%
61%
80%
63%
49%
20%
11%
19%
29%
19%
0
10
20
30
40
50
60
70
80
90
100
Perc
en
tag
e
Child Structure Relationship
Student
Whänau
Principal
Teachers
© 2003 Ministry of Education
What does this look & sound like to Māori students?
He’s not a good teacher
He’s not exciting
He’s boring, just the way he teaches us is boring
Oh, she’s always nice to us with our marks and our reports, she says I’m going to be strict this report. Get our reports … Excellence, Excellence, Excellence.So do you think you’ve earned that excellence?I think I’d get a Non Achieved and she’s given me a Merit, it’s like, I didn’t deserve this.
Who said he is a good teacher?He’s just good at teaching.Yeah he is all about teaching and not about actually connecting with the students.
She’s dedicated to what we do in our classI think it’s just her passion, that she likes seeing kids achieving instead of failingFeels cool, that we’ve got someone who’s gonna help us get through school.
Low implementer
No
No
Caring implementer
Yes
No
High implementer
Yes
Yes
Learning implementer
No
Yes
Teacher types
Caring
Learning
Any change/reform initiative must do the following:
Goal: Focusing on improving target
student’s participation and
achievementDeveloping a new Pedagogy of
Relations to depth
Developing new Institutions and Structures
Developing Leadership that is responsive and proactive
Spreading the reform to include others
Using Evidence to monitor the progress of the reform in the school
Taking Ownership