Māori achieving education success as Māori How policy travels… setting expectations.

Slides:



Advertisements
Similar presentations
CENTRE FOR EDUCATIONAL DEVELOPMENT Ka Hikitia – Implications and Implementation Facilitator: Colleen Douglas
Advertisements

Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure An evaluation.
Operationalising Strategic Development Plan for Effective Results Presentation by the Government of Timor-Leste Education Sector presented by Bendito dos.
Primary Health Care Strategy – Implementation Plan Stephen McKernan Director General of Health.
NZ Principals’ Federation Moot 4 April 2008 Karen Sewell Secretary for Education.
Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure Evaluation of.
What’s driving the need for flexible curricula? How are our learners changing and what are their needs/expectations for flexible curricula? QAA Enhancement.
RTLB Principal and Cluster Management Induction Expectations and Support February 2012.
NATIONAL STANDARDS. “… the most important thing about a child's performance at school is their progress. So even those children who come in, who are not.
Arts Education within Curriculum for Excellence Engage Scotland Conference Pam Slater CfE Engagement Team 31 October 2007.
Curriculum for Excellence: Delivering More Choices and More Chances for Scotland’s Young People Suzanne Rennie Scottish Government.
Creating and Embedding Sustainability Baroness Sue Campbell CBE.
Big Picture The Investing in Services for Outcomes Enabling Good Lives Collective Impact Collaboration Local Area Co-ordination ‘New Model’ Better.
History Level 2 alignment workshop Shirley Beazley Social Science Facilitator Ph
Aiming High: Secondary Education in South Australia Chris Robinson Chief Executive Department of Education and Children’s Services South.
Building Our Curriculum
Curriculum for Excellence Aberdeenshire November 2008.
Our three year strategy >Our vision >Children and young people in families and communities where they can be safe, strong and thrive. >Our mission >Embed.
© Myra Young Assessment All rights reserved. Provided for the use of participants in AM circles in North Lanarkshire Council.
Training of Process Facilitators Training of Process Facilitators.
Strategic Framework for European cooperation in education and training
FLLLEX – Final Evaluation
Forfar Academy Curriculum for Excellence Forfar Academy 26 th April 2011.
Source: OECD (2001) Knowledge and skills for life, Appendix B1, Table 2.3a, p.253, Table 2.4, p.257. Finland Canada New Zealand Australia Ireland Korea.
UN Decade of ESD in Scotland What’s next for Further and Higher Education? Betsy King, LfS Scotland Rehema White, University of St Andrews.
NSW Department of Education & Training Aboriginal Education and Training Policy ACE SOCIAL INCLUSION FORUM Sebel Sydney 26 February.
A Curriculum for the future The new Secondary Curriculum Phase 2 Implementation (key messages)
Working together for learning for Auckland Susan Warren, COMET Auckland Waitakere ECE Meeting February 2015.
Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure EDUCATION IN NORTHERN.
FLAGSHIP STRATEGY 1 STUDENT LEARNING. Student Learning: A New Approach Victorian Essential Learning Standards Curriculum Planning Guidelines Principles.
Nicola Riley Team Solutions - Facilitator Secondary Education Pathways.
The Waikato Plan Strategic Planners Network, 8 May 2015.
George Smuga 21/22 October, 2008 Seo e Feuch e Professional Adviser, Curriculum Division, Scottish Government.
School Effectiveness Framework Building effective learning communities together October 2009 Michelle Jones Professional Adviser WAG.
Programme Planning for the 21 st Century student PART A Lesley Pearce Technology National Coordinator Technology.
Julie Rotchell -Programme Manager PESS Update Partnership Leaders Conference November 18 th 2010.
ESSENTIAL SKILLS FOR LIVING Patricia Cochrane 24 February 2015.
Starpath research has identified : Major barriers to a successful transition to University education for Maori, Pacific & other students in low decile.
A Curriculum for the future The new Secondary Curriculum What’s next? Phase 3.
Numeracy unit standards update. Background Government strategy to improve literacy and numeracy levels of all New Zealanders Adult Literacy Strategy (TEC)
Ka Hikitia- the Challenge! Numeracy Conference February 2008.
Transforming practice: Policy lessons from an evaluation of New Zealand’s ECE strategic plan Linda Mitchell University of Waikato Presentation to Early.
Mā te Rangatiratanga Te Whakaritenga Te Kaitiākitanga Te Kōtahitanga Me Te Ngākau Māhaki Ka tau i raro i te whakaaro kōtahi Hei ōranga mo tātou katoa Haumi.
The New Zealand Curriculum f or English-medium teaching and learning in years 1 – 13 Setting the direction for teaching & learning Supporting flexibility.
Setting the direction for teaching & learning Providing guidance for the development of school curriculum.
Birmingham Primary Strategy Team Renewing the Frameworks Training Session 4 Beginning the implementation process.
St Dominic’s College Accelerating Pasifika Achievement at St Dominic’s College.
POSITIVE BEHAVIOUR FOR LEARNING March Challenging and disruptive behaviour is a barrier to children’s learning. It takes a serious emotional and.
Learning and Change Networks November Purpose of today 1.To introduce the Ministry’s Learning and Change Network initiative 2.To provide a forum.
The Literacy and Numeracy Secretariat Le Secrétariat de la littératie et de la numératie October – octobre 2007 The School Effectiveness Framework A Collegial.
Ownership…….Leadership…… ………..Accountability………. Stepping Up…..!
Success for All The government’s vision for doing better for learners with special education needs How we organise the resources and efforts of all, supported.
UNDERSTANDING NCEA National Certificate of Educational Achievement.
Building Capacity and Culture within a Research & Evaluation Team anzea July 2007 Research & Evaluation Team Research Division.
Copyright © May 2014, Montessori Centre International.
Māori achieving education success as Māori Redesign of Professional Learning and Development: Purchasing for 2012/13 Wednesday 18 May 2011.
1 Achieving the Vision for a Health Literate Canada Presentation by Irving Rootman at Pan-Canadian Workshop on Health Literacy May 21, 2009, Gatineau,
Ka Hikitia Presentation By Cheryl Harvey Team Solutions June 2011.
Level 3 Vocational Pathways. Vocational Pathways Curriculum design and review tool. Supports partnerships between secondary and tertiary education and.
Measures of improvement of functional reading skills in New Zealand students within the past decade Dr Lynne Whitney Ministry of Education New Zealand.
Knowledge for Healthcare: Driver Diagrams October 2016
WE WANT EVERY LEARNER TO HAVE:
Introduction and Overview
Introduction and Overview
HEALTH IN POLICIES TRAINING
Leading Teaching and Learning through School Self-Evaluation
Unit 7: Instructional Communication and Technology
TAI TOKERAU PRINCIPLES 28 JUNE 2019
TRANSFORMING TO A SUSTAINABLE AND EQUITABLE DISABILITY SUPPORT SYSTEM
Presentation transcript:

Māori achieving education success as Māori How policy travels… setting expectations

Māori Success is NZ Success  Educational success critical for NZ future economy and productivity  Right of every learner to be successful  System responsibility  Successful educational experience that reflects and affirms Maori identity, language and culture

The challenge over the next few years…  “…will centre on how the system as a whole can leverage off the progress made to date to mobilise the collective capability and creativity of partnerships between the centre, the sector and community to enable innovation to work more efficiently and effectively in the interests of Māori learners”

high expectations for allmost prevalent Treaty of Waitangileast evident cultural diversityleast evident inclusionmost prevalent learning to learn(middle level responses) community engagementmost prevalent coherenceleast evident future focus(middle level responses) ERO evaluation: how NZC principles are evident in school curricula & practiced in classrooms (67 primary schools, 42 secondary schools - Terms 3 & 4, 2010)

Scenario Workshop  Engage in unpacking ‘real life’ scenarios  1 “ is that fair?””  2 “ I gave them the opportunity…”  3 “ we cant make a difference…”  4 “this all takes time, you know…”  5 “ we tried and it didn’t work…”  6 “its too risky!”  7 “we thought we had nailed it…” 

Task  In tables for 20 minutes  Unpack the assigned scenario  Based on your shared knowledge, expertise and experience, discuss how you would address/approach the issues  Split into ‘partner tables’ for 15 mins  Share and discuss againin new tables  Regroup – both tables for 10 mins  Choose a Chair and agree on key points and actionable insights to share with whole group  Report back -5 mins per group  Share your scenario  Share your actionable insights

Ka Hikitia – Managing for Success April Strategy launch MarchCabinet Mid term review MayFurther Interim review 2013 Final Evaluation

System performance for Māori

100 Māori children who start school in 2011… MāoriPākēha 8998Will have participated in early childhood education prior to school 8770Will go to school in the North Island 6016Will attend a decile 1-4 school 171Will enter Māori Medium Education 184Will not have achieved basic literacy and numeracy skills by age 10 31Will be frequent truants by year 9/10 52Will be stood-down from school 6683Will continue studying at school until at least their 17 th birthday 3413Will leave secondary school without a qualification 166Will become disengaged from any of education, employment or training by age Will leave school with NCEA Level 2 or better 2049Will leave school with a university entrance standard 1025Will attain a bachelors level degree by age 25

Mid Term Review Findings…since 2008…  Overall SLOWER than expected rates of progress however…  Some positive progress in meeting some Māori student targets  Some pockets of success in individual schools  Some promising progress in local initiatives and programmes across ECE, Schooling and Tertiary  ERO (2010) report schools who give affect to Ka Hikitia have made statistically significant gains for their Māori learners  Increased optimism and number of iwi relationships (currently 50)  New policy settings put in place  New measurable gains framework tools in place

Māori learner results to date Participation in early childhood education % % NCEA Level 2 qualifications % % Retention rate of Māori learners to 17 years old % % Access to special education early intervention services 2009/ % 2009/ % More Māori are enrolling in Bachelors Degrees % % Māori language education participation remains steady %

Ministerial expectations  Step up intensity of action to drive a faster rate of improvement to implement Ka Hikitia and work with iwi  Increase gains for Māori learners through national flagship policy/programmes  Co-ordinate a plan with education sector agencies to increase system level performance  Stretch targets and meet them over next five years through business priorities  Report back sooner to Cabinet with an additional report in 2012

Priorities in PLD  Closer analysis of where the difficulties lie  system coherence  provider performance  professional capability  Flexibility and responsivity to Māori learner needs and aspirations  Greater engagement and involvement of iwi in PLD

Expected results from PLD  The identity, language and culture of Māori students and their whānau are embedded into PLD and teacher practice  By end of 2011 accelerated progress for Māori students towards population mean  In three years the achievement profile of Māori student within indepth schools is consistent with Pakeha population achievement distribution  Sustained achievement gains for Māori learners in the indepth schools within 5 years

Stretch Targets

Māori enjoying education success as Māori Creating an environment for system success that works for and with Māori

Building on what you have done so far…putting the pieces of the puzzle together

Summing Up- discuss in your groups…  Your practice and next steps?  What does the ministry expect from you as providers?  What are your next steps to ensure you have the capability?  Our hui facilitation and next steps?  What has worked well over the course of the day?  What suggestions do you have to improve the success of the day?

Line of sight …

Your success …

…is their success…

…is New Zealand’s success