Disengagement: It might surprise us but it doesn’t surprise them Stuart Middleton Specialist Advisor to the Chief Executive Manukau Institute of Technology Auckland, New Zealand Workshop Ontario, Canada May 2017 Disengagement: It might surprise us but it doesn’t surprise them

Tenā koutou kātoa The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.

We developed the MIT Tertiary High School because ….. We simply had to do something about disengagement! 20% of 16 yr olds no longer in education or training. NEETs were continuing to increase (NZ 2017 = 93,000) Youth unemployment was at record levels The ethnicities of these groups painted an ugly picture The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.

The THS target group Underperforming / likely to fail at school; pose potential threats of failure / disengagement; Likely / certain to finish school with little or no quals; AT RISK educationally but not yet IN RISK Over-representation of Priority Learner Groups Generally from a low decile school and/or a low income family; Significant numbers who were first-in-family to undertake tertiary education and training. The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.

The challenges of this Group Issues of academic preparation ‘At risk’ rather than ‘In Risk’ Disengagement Priority Group Learner issues Low SES / low income First generation / first in family The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.

Disengagement The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.

Varieties of Disengagement Physical Disengagement The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.

Physical Disengagement Virtual Disengagement The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.

Physical Disengagement Virtual Disengagement Unintended Disengagement The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.

Disengagement is a Structural Issue Process not an event Pastoral care needs to follow students Home relationships critical Disengagement is made more possible by school structures, sector organisation, and a focus on age cohorts.

Disengagement Process Indentifiers Stages Interventions

The key signs of disengagement Attendance Academic (on track) Literacy / Numeracy Learning Difficulties School relationships Bullying / Harrassment Interest / Motivation Family Social Group / Interaction Support from Teachers The target group are likely to be underperforming and fail at school, pose a potential threat of disengagement, are likely to finish school with little or no qualifications – they are at risk educationally but not yet in risk. They must of course be interested in a career path that is appropriate to an institute of technology. As a student body they are reflective of the communities of Counties Manukau, from a low decile school and/or a low income family and are in significant numbers first-in-family to undertake tertiary education and training.

Disengagement Process Indentifiers Stages Interventions

Disengagement Process Conventional view of Even movement from being engaged to being disengaged

Disengagement Process Development of signs Not across the board or even. Spikes represent areas For intervention focus

Disengagement Process Example A High Intervention Attendance Academic Interest / Motivation Teacher support Medium Intervention School Family

Disengagement Process High Intervention Direct discussion Mitigation put in place Medium Intervention Discussion Plan for improvement Low / No Intervention Points of Praise

Disengagement Process Example A High Intervention Attendance Academic Interest / Motivation Teacher support Medium Intervention School Family

Disengagement Process Example B High Intervention Academic Medium Intervention Attendance Interest / Motivation

Simply by sailing in a new direction You could enlarge the world……. Allan Curnow

Managed Transitions Seamlessness Multiple Pathways In summary ….. Managed Transitions Seamlessness Multiple Pathways Keeping the conversation going stuart.middleton@manukau.ac.nzwww.EdTalk.co.nz www.EdTalkNZ.com