1. Māori achieving education success as Māori Redesign of Professional Learning and Development: Purchasing for 2012/13 Wednesday 18 May 2011

2. 100 Māori 5 yr old children who start school in 2011 (system under performance) 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 17 4875Will 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

3. System performance for Māori

4. Stretch Targets

5. Ka Hikitia – Managing for Success Strengthened as Government Priority!  Ka Hikitia is based on what will work for and with Māori in education  When it is fully implemented, the strategy will work and the results we seek will be achieved

6. Three priorities going forward Outrage – system performance Identity, Language and Culture centre stage (as Māori) New models for Maori learner success

7.  Maori potential  Cultural Advantage  Inherent Capability Identity, Language and Culture

8. KH = Personalising the education system!

9. Progress Against the Pasifika Education Plan’s Targets

10. 100 Pasifika children who start school in 2011… PasifikaNon Māori + non Pasifika Involvement Indicator 8598Will have participated in early childhood education prior to school 9372Will go to school in the North Island 7117Will attend a decile 1-4 school 164Will not have achieved basic literacy and numeracy skills by age 10 21Will be frequent truants by years 9 and 10 32Will be stood-down from school 8583Will continue studying at school until at least their 17 th birthday 83Will leave secondary school without a qualification 105Will become disengaged from education, employment or training by age 17 6079Will leave school with NCEA Level 2 or better 2554Will leave school with a university entrance standard 1225Will attain a bachelors level degree by age 25

12. The review of special education 22% said the professional development of teachers and other school-based staff is the single most important change for them 15% said attitudes toward students with special education needs had to change and inclusiveness actively promoted and what parents told us

13. The review of special education Almost two-thirds want a system that offers choice with access to classes within regular schools About 20% said trainee teachers need more and better training about special education. Nearly 30% said ongoing teacher education was needed. and what parents told us

14. The review of special education About 40% want improved internal systems and processes within schools, emphasising strong leadership, governance and whole- school professional development. They all said teachers with the right skills and knowledge were needed. and what parents told us

15. Parent quotes “Teachers need to be trained at the bachelor of teaching and learning degree. They need a full placement (12 weeks) in special education, so that they can truly get a feel for special needs. They can see children being looked after from a health and educational perspective. They can view how to adapt a curriculum to suit all learning needs. They need to learn empathy for our kids who are all different and unique. They need disability awareness.” [Parent or caregiver]

16. ERO review of inclusive practice (2009) 50% of schools doing well 30% okay but could do better 20% poor practice By 2014 we are working to have 80% of schools doing well and the other 20% on the way. The indicators used are appended to the ERO report “Including Students with High Needs” (2009)

17. Presentation to PLD Providers - 18 May 2011 Meeting the needs of students, educators, schools, kura and boards

18. Lifting student achievement Three powerful levers combined Target groupInitiative StudentsTargeted, additional learning programmes and resources Teachers and leadershipProfessional Learning and Development Leaders and boards of kura and schools Student Achievement Function

19. What are we changing? FromTo Partly contestable process for preferred providers Schools and kura make their own arrangements with providers PLD not reaching the schools and kura that need it Lots of information gathered but not well enough used or understood Fully contestable process to open the field to new players Schools and kura will work with regional Ministry staff to identify needs for PLD Targeted PLD reaching the schools and kura that need it Gather, use, and share information for continuous improvement

20. In the regions: working with kura and schools Kura and schools will work with regional staff to identify what PLD they need Evidence for this can come from school self review – 50% are already there ERO reviews might also point to the need for PLD The regional co-ordinator will then have a significant role in allocating and monitoring PLD As providers, you can expect to work with regional offices much more closely

21. In National Office: co-ordination Select preferred providers from a contestable process Allocate the PLD on advice from the regions and after assessing the need Make sure the money goes to the right places – to the schools and kura that need targeted PLD to lift student achievement Build up a picture of PLD across the country -- what’s happening where, what the results are, what’s working well and what is not

22. Students at the centre Ministry national office: oversight, co-ordination Kura, school, students, community: teaching and learning, self review Ministry regional office: assessing needs, recommending PLD

23. Accountabilities -- evaluation ProvidersMinistry How did the PLD lift student achievement? Why did we allocate this PLD to this provider? How do you know?What follow-up did we do with the kura or school? What are the next steps for the kura or school? Is the kura or school growing its capability for self review? How do we know? What will you do differently next time? What will we do differently next time?

24. Next steps 23 May: Expression of Interest (EOI) released on GETS 20 June: all EOIs received 15 September: Request received Proposal (RFP) from selected providers End of November: 2012 contracts developed and signed

25. Core principles: non-negotiable Lifts student achievement with an urgent focus on Māori, Pasifika and students with special education needs Is based on evidence of student needs within a school or kura Has clear and measureable outcomes for students Is based on Te Marautanga o Aotearoa and the New Zealand Curriculum Builds sustainable school-wide inquiry and practice within schools in collaboration with school leadership, parents, whānau, iwi and communities Is flexible and responsive to the diverse identity, culture and language needs of students.

26. Last words: we need Innovative ways to address the needs of all students

27. Innovation Uses evidence, experience, and new ideas Uses the right delivery methods, including e-learning and other technologies Has flexible and responsive business models – partnerships, clusters Challenges providers, schools, kura and the Ministry Makes a huge difference in the lives of students