Te Kotahitanga What can we learn from it? A powerpoint presentation to SCT cluster by Mary Jamieson School Support Services School of Education University.

Slides:

Advertisements

Similar presentations

Practical Learning: Achieving Excellence in the Human Services International Conference January 2008 Edinburgh International Conference Centre.

Advertisements

Ann Marie Morreale October 27, 2009 When the manual doesnt fit the learner what should teachers do to reach students? Teachers need to be keen observers.

Assessment for learning: motivation for teachers to personalise learning Jeanette Clarkin-Phillips University of Waikato Hamilton, New Zealand. Individual.

The Tuning Protocol.

The Role of the Information Technology Coordinator Moving the programme forward at your school.

BRITTANY’S TAKE AWAY. DIFFERENTIATED INSTRUCTION  Is for all students  Make sure to let parents know how the classroom may be run  Allow for time to.

Workshop 2 Day 2 Classroom Observation Certification Assessor Training Program.

What do all of these people have in common?. What comes to mind when you think of a Coach?

South Pacific Board for Educational Assessment M & E Teacher Performance Improving teaching effectiveness Capacity Building Workshop on ‘Monitoring and.

Every child, every school, every day. What’s the real product of Arts Learning?

Building professional relationships with colleagues to share teaching insights and to coordinate learning activities for students Domain D3.

Quotes about Peer Coaching from your Reflect and Review documents With my associate learner we have had chats along the way… Our roles are rather different.

Elements of Constructivist Teaching Practices EdSe 4244 Social Studies Methods.

EFTRE Workshop Overcoming poverty of experience and developing professional capacity in student teachers in Scotland.

The Main Influences on Māori Students’ Achievement The Narratives of Experience Te Kotahitanga Phase 5.

OAKLAND SCHOOLS AUGUST 2014 PRINCIPALS’ FORUM BARB MICK – COOR ISD Notes from JOHN HATTIE.

Classroom Observations: Open Conversations about your Practice for student improvement. How do we change things? There is some magic stuff being done by.

+ Hybrid Roles in Your School If not now, then when?

Welcome to the 2008 Day 1 Teacher Mentor Support!.

Mentoring and Coaching September, What is mentoring? Mentoring is a professional development strategy designed to improve teaching and learning.

SRBI One-Day Basic Day, Date Location, City Co-Trainers:Name, Agency Name, Agency 1.

Te Kotahitanga Phase 5 The Genesis of Te Kotahitanga.

@sparqs_scotland Course Rep Training name of trainer associate trainer | sparqs.

Four Big Ideas flexibilty to put students at the centre of the planning process but at the same time clarity about what’s too important to leave to.

Student Voice in Every School – the Why and the How NSW Secondary Principals’ Council Professional Learning Day Term

DARE TO LEAD NATIONAL CONFERENCE 2008 Student Attendance and Engagement The role of the teacher.

Association of Educational Development & Improvement Professionals in Scotland (AEDIPS) Conference 2008 Marine Hotel, Troon 23 February 2008.

Peer coaching is a strategy where one or more teachers form a partnership with one another for the purpose of observing, recording, and providing feedback.

Professionally Speaking : Qualitative Research and the Professions. Using action research to gauge the quality of feedback given to student teachers while.

Sometimes Teachers Change. I go to school at ________________________. There are many people that help me learn at school. They are my teachers. Sometimes.

Draw Me Close. Draw me close to You. Never let me go. I lay it all down again To hear you say that I’m your friend.

Peer Coaching ~ Building a Community of Learners Catherine Poling Kemptown Elementary Assistant Principal.

LEAP Conference July 2015 Helen Timperley.  Who within the system should be the focus for improvement?  Who should be making the decisions about what.

GSS as a Professional Learning Community. What do we already know about PLC’s?

1. Mastering the Art of the Difficult Conversation Marilyn Bushey, Coach to Leaders PowerPAC, Inc.

TDSB Math Coaches March Agenda Welcomes Logistics TDSB Beliefs Coach Actions.

Lead Teach Learn PLC Fundamental I: Core Curriculum & Instruction Session 3.

Module 1 Peer Coaching on Paper Peer Coach Training.

GEPRISP Te Kotahitanga. GEPRISP GoalExperiencesPositioningRelationshipsInteractionsStrategiesPlanning GEPRISP A framework for Te Kotahitanga.

The Genesis of Te Kotahitanga. 2001: The Scoping Exercise Research initiated by Professor Russell Bishop and Dr Mere Berryman with support from kuia and.

Agenda What is “learner-centered”? ~Think of Time Activity ~ Learner-Centered: In Our Own Words Effective Instructional Strategies for the Learner- Centered.

Massachusetts Department of Elementary & Secondary Education 11  What role will student feedback play in your district next year?

KA HIKITIA Realising Māori Student Potential Knowing Our Learner Evidence informed decision making Kiri Rua School Support Services University of Waikato.

“Whakamanahia te tamaiti” Praising the potential of the child Realising Māori Potential.

Lead Teach Learn PLC Fundamental I: Core Curriculum & Instruction Session 2.

Peer Coaching for Effective Professional Learning.

MAT 735 : Meeting the Needs of Diverse Learners Problem Statement: Each year I have one or two gifted (QUEST) students in my classroom, as well as three.

What strategies can be shared throughout our school to improve student achievement? 1 With other teachers at my school, I can plan to implement strategies.

P1. P2 P3 OFF-RAMPS ON THE ACHIEVEMENT HIGHWAY Unaligned interim assessments No structured time in school day Infrequent interim assessments Externally.

It’s Good to Talk: Changing Classroom Talk. Aims of the Session: Moving from exploring talk to changing talk in the classroom Consolidating the thinking.

The "Coaching" Spirit is Catching On in Professional Development and in Classroom Practice Wisconsin Mathematics Council Green Lake Conference May 4,

Padding around – Using iPads to promote collaborative learning. Deborah O’Connor, Claire Hamshire and Hannah Crumbleholme Faculty of Health, Psychology.

Classroom Management Cheryl Harvey, Secondary Facilitator Date: May 2011.

How can the examination of student/educator work be supported as a routine for continuous improvement?

The main influences on Māori students’ achievement Te Kotahitanga The Narratives of Experience.

Measuring Growth Mindset in the Classroom

Coaching at a Tier 2 for Grownups

Learning-centred Leadership

Little Lesson 5: Goal Setting.

Providing Resources and Guidance for Cognitively Complex Tasks

Raising student achievement by promoting a Growth Mindset

The Tuning Protocol.

STEM Ambassadors – an overview

Twenty Questions Competency 10.

Impossible Induction.

Elements of Constructivist Teaching and learning Practices

Insights from Children about Abuse and Neglect

Kia ora koutou katoa Maori enjoying success as Maori

Implementation data will continue to be collected

Presentation transcript:

Te Kotahitanga What can we learn from it? A powerpoint presentation to SCT cluster by Mary Jamieson School Support Services School of Education University of Waikato 2007

Aim of Project To investigate how to improve educational achievement of Maori students in mainstream secondary school classrooms. Collection of narratives of students, their whanau, principals and teachers Effective Teaching Profile

The Professional Development Intervention Induction hui: the hui whakarewa Te Kotahitanga Observations Individual Teacher Feedback Co-construction Meeting Shadow Coaching

The hui whakarewa Usually held at a local marae with elders present and actively engaged in training GEPRISP Examination of data, narratives, own positioning Relationships, Interactions, Strategies, Planning PSIRPEG

Te Kotahitanga Observations 10 second periods Move around room to hear Teacher can nominate 5 students

Individual Teacher Feedback Negotiate time for feedback/forward Talk about in-class experiences Co-construct new directions – individual goals for future teaching Facilitators trained to give the following types of feedback…

Feedback 1. Feedback on what was observed 2. Feedback to reflect 3. Opportunities for teacher to feedback 4. Feedback on relationships 5. Positive Feedback 6. Feedback to feed-forward 7. Responsive feedback

The co-construction meeting A group of teachers who ideally work with the same group of students Time to collaboratively reflect and co- construct solutions Examine evidence Set times and dates with facilitator for shadow coaching

Shadow Coaching Might involve- collaboratively planning lessons, making adaptations to the learning environment or curriculum, physically modelling steps towards goal Most likely to be another opportunity for feedback and reflection from an observation May have to provide shadow coaching a number of times to reach goal

So what happened in classrooms? Shifts from traditional to discursive interactions Teacher use of discursive practice Shifts between whole class, individual and group interactions Shifts in classroom relationships Shifts in teacher and Maori student proximity Shifts in cognitive level of the classes Shifts in Maori students academic engagement and work completion

Narratives of students It would be cool if a teacher could come down to where we are and teach us and not think that theyre all high and mighty and you have to listen to them or else youre going to get in trouble. Mrs S…cant even say my name…and I always argue with her. She makes me feel like Ive got a dumb name and Im dumb…She goes, well, that is what Ive got down here, and I go, No, it isnt my name, and then I just let her go off. I know what shes going to say. Ive heard it all before.