MaORI STUDENTS Achieving EDUCATION SUCCESS AS MAORI Gabrielle Ashton Team Solutions September

2 Gabrielle Ashton Team Solutions September 2011 What is the most important thing in your school that will enable your students to realize their potential?

Your ATTITUDE 3 Gabrielle Ashton Team Solutions September 2011

4 YOUR ATTITUDE DETERMINES THE ALTITUDE OF YOUR STUDENTS. Low expectancy equates to deficit theorizing. High expectancy and capability equates to success and realization of potential

Student alienation and university entrance qualification by Ethnicity Gabrielle Ashton Team Solutions September 2011

6 MaoriPakeh a 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 Maori children who start school in 2011…

Gabrielle Ashton Team Solutions September Maori enjoying education success as Maori means having an education system that provides all Maori learners with the opportunity to get what they require to realize their own unique potential and succeed in their lives as Maori. Succeeding as Maori captures and reflects that identity and culture as essential ingredients of success The strategy takes a broad view of success and recognizes the multiple concepts of success held by students, whanau, hapu, iwi, and education professional and providers.

Maori potential approach Maori Potential: All Maori learners have unlimited potential. Cultural Advantage: All Maori have cultural advantage by virtue of who they are - being a Maori is an asset not a problem. Inherent Capability: All Maori are inherently capable of achieving success 8 Gabrielle Ashton Team Solutions September 2011 This approach advocates investing in strengths opportunities and potential. It shifts the focus from addressing problems and disparities to expanding on successes A potential approach for Maori learners in education has three key underlying principles:

Less focus on…..More focus on ….. Remedying deficitRealising potential Problems of dysfunctionIdentifying opportunity Government interventionInvesting in people and local solutions Target deficitTailoring education to the learner Maori as a minorityIndigeneity and distinctiveness Instructing and informingCollaborating and co- constructing Maori potential approach in education 9 Gabrielle Ashton Team Solutions September 2011

10 Gabrielle Ashton Team Solutions September 2011 Russell Bishop is Professor of Māori Education at the University of Waikato and director of Te Kotahitanga. Russell talks about the need to provide a classroom context where caring and learning relationships, paramount to the educational performance of Maori students, can be developed. relations A culturally responsive pedagogy of relations

Ensuring that identity, language and culture of every learner is recognized and included in the relationships, environment and programmes through out the school is a critical element affecting the success and well being of learners. CULTURAL RESPONSIVENES AND INCLUSION IS DEMONSTRATED BY: Recognizing the strengths of cultures and deliberately including them in classroom programmes and learning experiences. Having high expectations of all students to achieve their potential. Valuing the knowledge and experience that children bring to school and building on them in partnership with families and whanau 11 Gabrielle Ashton Team Solutions September 2011

“ I gave them the opportunity…..” A group of technology teachers is working on identifying the experiences and resources that Maori students bring to the classroom and how they recognize these things in their own practice. One teacher talks about when she was preparing her class to design a school toanga - to be worn by any captain individual when representing the school. She describes how she asked five Maori students in the class to lead small group discussions on what would be appropriate (or not) when using Maori designs. She feels disappointed by the students, because they let her down personally in not taking the opportunity to lead in an area they know about, and she had relied on them to assist her in preparing the other students How would you as a teacher deal with this situation? How would you enable the group to critically reflect on the students responses and the teachers attitudes and responses. What points would you want to draw out of any discussion. What is the outcome change you seek 12 Gabrielle Ashton Team Solutions September 2011

Agency and deficit theorising Deficit theorising The cause/solution to the issue is attributed to something outside of the control of the theoriser thereby relieving the theoriser of the ability or responsibility to change the situation Agency The theoriser focuses on what they have the ability or opportunity to change 13 Gabrielle Ashton Team Solutions September 2011

What I have influence over………. On the “post its” record all the possible reasons you think Maori students do not achieve. Using the following headings Influence and Little or No Influence divide your list into 2 columns Do this according to the influence you have in the classroom teacher (managers and senior leaders will naturally feel they have more influence so focus on classroom teaching only) 14 Gabrielle Ashton Team Solutions September 2011

Repositioning from a deficit frame work of thinking to a more agentic frame Remove the Little or No Influence side. You do not have to address these issues……Your focus should be on what you have real influence over. 15 Gabrielle Ashton Team Solutions September 2011

The te kotahitanga Effective Teaching Profile. The Effective Teaching Profile consists of six elements Manaakitanga – teachers care for their students as culturally located human beings above all else Mana motuhake – teachers care for the performance of their students. Nga whakapiringatanga – teachers are able to create a secure, well- managed learning environment. Wananga – teachers are able to engage in effective teaching interactions with Māori students as Māori. Ako – teachers can use strategies that promote effective teaching interactions and relationships with their learners. Kotahitanga – teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students 16 Gabrielle Ashton Team Solutions Sptember 2011

Moving on ……… Interaction, definition & example Using the handout identify different interactions that could take place in your classroom Match the definition and example for each interaction 17 Gabrielle Ashton Team Solutions September 2011

InteractionDefinitionExample Co-constructionNegotiating and co constructing the learning (context and content) with the students as co-learners “ What are some strategies you have found successful that we could incorporate into your learning? ” Feed forward academic Asking questions and prompting students to think about the next steps to deepen understanding “To develop the conceptual model further what would happen if…? Feed back academic Giving students specific information regarding the work thy have already done “That is an very good written report as you have clearly compared and contrasted……” Prior knowledge/exp eriences Engaging students previous knowledge and experiences into learning “ How would the skills you learnt when processing your outcome last year help you with your planning? Feed forward /behaviour Telling students what might happen if they continue to behave like that “If you keep working like this you will produce quality work with time for review” Feed back/behaviour Telling students what their behaviour is like.“Well done for getting the work finished on time!” InstructionExplaining about something, what do do or how to do it,“When using the……. you must carry out the following procedures…….” MonitoringChecking whether students know what is being taught or what needs to be learned and are doing what they should be “I really like the way you have developed the concept. Can you explain how this will assist you to address the identifies issue?” 18 Gabrielle Ashton Team Solutions September 2011

Shara's story Where can you see evidence of The Effective Teaching Profile components happening in this Science classroom. Six groups will identify one component each Manaakitanga The teacher cares for the students as culturally located human beings Mana Motuhake The teacher cares for the performance of their Maori students Whaka piringatanga The teacher is able to create a secure well managed learning environment for their Maori students Wananga The teacher is able to engage in effective teaching interactions with Maori students as Maori Ako The teacher can use a range of strategies that promote effective teaching interactions and relationships with their learners Kotahitanga The teacher promotes, monitors and reflects on outcomes that in turn lead to improvements in educational achievement for Maori students 19 Gabrielle Ashton Team Solutions September 2011

Key Content: Comments are provided by a Head of Science around the development of Learning Guides to support individual learning as a response to high absenteeism. This includes comments about: * Approaching attendance issues agentically * Developing shared resources within a department * Using specific literacy strategies within subjects * Building positive teacher/student interactions where effective feedback and feed forward are integral parts to learning conversations * Undertaking assessments at a time when students are ready to sit them rather than at a time determined by the teacher * Developing teacher awareness of individual needs through the use of the Learning Guides * Promoting students’ ownership of their own learning 20 Gabrielle Ashton Team Solutions September 2011

21 Gabrielle Ashton Team Solutions September 2011 “At the end of the day it is mainly about relationships. If they are happy in your class and happy with you and what they are doing they will want to do well." (Head of Learning Science. Alfriston College) "We've found we've been much more aware of when they are falling behind, when they aren't coping because it is impossible for them to just sit there and be a passive person in the class” (Head of Learning Science. Alfriston College)

Gabrielle Ashton Team Solutions September Professional Relationships and Professional Values. Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values Professional Knowledge In Practice Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all akonga Registered teacher criteria In your handouts you will find the Registered Teacher Criteria, links to Te Kotahitanga Effective Teacher Profile and examples of evidence

Registered teacher criteria Professional Relationships and Professional Values. Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values 1.Establish and maintain effective professional relationships focused on the learning and well being of all akonga 2.Demonstare commitment to promoting the well-being of all akonga 3. Demonstrate commitment to bicultural partnership in Aotearoa. NZ 4.Demonstrate commitment to ongoing professional learning and development of professional learning practice 5.Show leadership that contributes to effective teaching and learning 23 Gabrielle Ashton Team Solutions September 2011

Professional Knowledge In Practice Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all akonga 6. Conceptualize, plan and implement an appropriate learning programme, 7. Promote a collaborative supportive learning environment 8.Demonstrate in practice their knowledge and understanding of how akonga learn 9. Respond effectively to the diverse and cultural experiences and the varied strengths of individuals and groups of akonga 10. Work effectively with the bicultural context of Aotearoa NZ 11. Analyze and appropriately use assessment and information which has been gathered formally and informally 12.Use critical enquiry and problem solving effectively in their professional practice 24 Gabrielle Ashton Team Solutions September 2011

25 Gabrielle Ashton Team Solutions September 2011 Websites to explore……. tekotahitanga.tki.org.nz ataiako.aspx