This newsletter and the Secondary Student Achievement Professional Learning and Development initiative is funded by the Ministry of Education. The providers are The University of Auckland and Te Tapuae o Rehua consortium.

National Newsletter: The ArtsInformation and resources for middle leaders in secondary schools | Term 4 2013

Secondary Student Achievement Professional Learning and Development - National Newsletter

Greetings to you all. Kia ora, Talofa lava, Taloha ni, Malo e lelei, Bula vanaka, Kia orana, Faka’alofa lahi atuWelcome to term 4. It will no doubt be a very busy one for you all,especially over the next few weeks as you prepare your students for their external exams and complete folios for verification and marking.All the best for the coming weeks and we hope that your efforts result in the satisfaction of successful outcomes for all your students.

In this newsletter we will focus on: Raps 4 workshop and leadership survey results ERO’s national report Increasing Educational Achievement in

Secondary Schools Elements - Connections in the ARTs Ōtaki College’s performing arts journey

RAPs 4 workshops last termThe RAPs 4 workshops for middle leaders held in Auckland, Hamilton, Wellington, Christchurch and Dunedin were well attended and for the first time we had a focus for the whole day around generic leadership qualities, easily transferable across all disciplines.

While it is always challenging in a workshop environment to meet the needs of all attendees, there was good feedback indicating the usefulness of the content, particularly the dimensions of effective leadership and how they relate to the arts, and the Open to Learning Conversations.

Leadership qualities and their impact on student achievementAt the last RAPs 4 workshops middle leaders learnt about various leadership styles and qualities using these Ministry publications:

Tū Rangatira - Māori medium educational leadership School leadership and student outcomes: identifying what

works and why, Best Evidence Synthesis Iteration (BES) The Ministry publication Leading from the Middle

The teachers discussed how a middle leader in a school has a huge impact on student achievement. The question of what are the most important qualities and what is the effect size on student progress is discussed in the BES document. We decided to find out what you, the secondary arts middle leaders, believed. At the end of the RAP session a survey was taken asking all arts teachers to rank the leadership dimensions.

Thinking about yourself and your department, which dimensions do you think have the greatest impact on student achievement?

138 Arts teachers picked their top three. The table opposite shows the results compared to the BES rankings.

MENZA PD Day16 May, 2014For all music teachers - held in each region. Hook Line & SingalongFriday 30 May, 2014

TRCC course for itinerant teachers of music October 2014 in your region.

Leadership Dimensions(from 'BES' )

ARTs#

ARTs rank

BES rank

Establishing goals and expectations 109 1 2=

Ensuring quality teaching 92 2 2=

Ensuring an orderly and safe (supportive) environment

60 3 4

Leading teacher learning & development 51 4 1

Creating educationally powerful connections 43 5

Not measure

dResourcing strategically 32 6 3

Engaging in constructive problem talk

20 7

Not measure

d

Selecting, developing and using smart tools 7 8

Not measure

d

Visual Arts conference 2014: ‘Te Aho I Muri Nei’ – Supporting Innovation, ANZAAE15-17 July, 2014School of Visual Arts, AUT, Auckland. Contact email: d.petero@alfristoncollege.school.nz

file:///Users/dsma006/Desktop/ANZAAE conference 2014/ANZAAE Conference 2014

ArtLinks Conference

Raising student achievementIncreasing Educational Achievement in Secondary SchoolsEducation Review Office national report, August 2013

In a Ministry initiative, last year a group of 16 schools worked to lift achievement for a target cohort of Year 12 students at risk of not achieving NCEA Level 2 by the end of the year.

Findings about what was effective Individualised learning and support given to students. Careful tracking/monitoring of student achievement. More positive relationships developed with students and

their families. Robust review and improvement of teaching and

support initiatives.

Secondary Student Achievement Professional Learning and Development - National Newsletter

Visual Arts conference 2014: ‘Te Aho I Muri Nei’ – Supporting Innovation, ANZAAE15-17 July, 2014School of Visual Arts, AUT, Auckland. Contact email: d.petero@alfristoncollege.school.nz

file:///Users/dsma006/Desktop/ANZAAE conference 2014/ANZAAE Conference 2014

ArtLinks Conference

Raising student achievementIncreasing Educational Achievement in Secondary SchoolsEducation Review Office national report, August 2013

In a Ministry initiative, last year a group of 16 schools worked to lift achievement for a target cohort of Year 12 students at risk of not achieving NCEA Level 2 by the end of the year.

Findings about what was effective Individualised learning and support given to students. Careful tracking/monitoring of student achievement. More positive relationships developed with students and

their families. Robust review and improvement of teaching and

support initiatives.

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Secondary Student Achievement Professional Learning and Development - National Newsletter

Connections in the ArtsBelow is a list of the elements used in the four Arts disciplines and their respective Maori, Samoan and Tongan translations. We thought it was valuable for students and teachers to unpack our key subject-specific vocab and find similarities and differences. Subject specific definitions, devices and techniques will follow in usable formats for you to use in your classes.

The creative arts elements

dance drama music visual arts

body awarenesstinanatiotio or mataaliafesiofaki

roletūnga whakaaritiutetu’unga

timbrehālanulanu

colourtaelanulanu

symboltohufa’ailogafakailonga

melodyrangifatifasi

shapeauahafoligafōtunga

timetāimataimitaimi

actionmahitagangaue

rhythmūngeritaimitaimi

linerarangilainalaine

formāhuaituaiga o pesesitaila

formahuafausagafōtunga

energyngoimalosiagaivi

focusarotahitaulaigatokanga

dynamicskahaleo tele ma le leo itiititainemiki

valuehuamea tāuamahu’inga

relationshipshonongava fealoaikaunga

tensionāmaimaifeeseeseaigafaingata’ia

harmonytangiatatu’ufa’atasiga o leoafo

moodāhuatangafa’alogonaongo

texturetatangimafiafia ma le manifinifi o leo

texturekakanofa’alogonaongo’i

spacetuarangivaátà vaha’a

spacewhaituavaátà vaha’a

styletūmomo puoroituaiga o pesesitaila

spacewhaituavaátà vaha’a

timetāimataimitaimi

Next steps:

Get the students to explain the meanings in their own words. Find other language connections from your students e.g. Fijian,

Hindi, Korean or NZ Sign Language. Use this process for other subject specific key words and their

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Secondary Student Achievement Professional Learning and Development - National Newsletter

Facilitator contact details for the ArtsDi Smallfield National Co-ordinator and FacilitatorFaculty of Education The University of Auckland T: 09 623 8899 ext. 48392 M: 027 5423 801 E:d.smallfield@auckland.ac.nz

Stephen Rowe National Co-ordinator and Facilitator Faculty of Education The University of Auckland T: 09 623 8899 ext. 46394 M: 027 588 0449 E: sw.rowe@auckland.ac.nz

Polly Thin-RabbCurriculum and Learning FacilitatorTe Tapua o RehuaEducation Support ServicesUniversity of OtagoM: 021 417253E: polly.thin-rabb@otago.ac.nz

The Ōtaki College performing arts journeyOver the latter part of 2012 and 2013, Ōtaki College has been involved with in-depth Arts professional learning and development in Dance and Drama. Anna Groves was a new TIC in the department and due to declining student numbers, high Not Achieved results and a combined Level 1, 2 and 3 Dance and Drama class, the school requested support from Te Tapuae o Rehua as part of the Secondary Student Achievement PLD.

In accordance with the school charter and 2010 ERO report, the PLD started by accessing evidence of students’ successes across learning areas to gain a picture of how senior Dance and Drama students were performing overall. NCEA data and student voice identified that a Teaching as Inquiry focus would work to support and challenge priority learners through a more strategic pedagogical, planning and systems-based approach.

The co-constructed teacher/facilitator actions were: To present student voice and NCEA data to the senior

leadership team and to propose splitting senior Dance and Drama classes for 2013.

Construct Student Leaver Profiles. Back-map to create 2013 draft L1, 2 and 3 Dance and

Drama programmes that can run as combined or separate courses.

Develop culturally relevant, authentic and holistic programmes to increase achievement, attendance and numbers of students participating.

Strengthen connections with school, iwi, community, professionals and local landscape.

Consult with students on relevancy and authenticity of draft programme; modify from feedback.

Celebrate success of student achievement through local newspaper coverage and recognition within school.

Mentor priority learners and work with the dean and other staff to support these students towards success.

The senior Dance and Drama classes were separated within the 2013 timetable and the devised plan (which included greater whanau and community interaction) was modified and approved by the students. Performance work was regularly reported in the local newspaper, published on YouTube and performed in school and in the community. Links were forged with professional artists and senior students began to realise that Dance and Drama were more than just Hip Hop and reading scripts. With an expanded repertoire, a love of coming to Dance and Drama and NCEA success, priority Māori learners were starting to recognize themselves as talented and special people.

Alongside the close mentoring that Anna provided, students have been asked to give back and become mentors and teachers of Dance to junior students. They often perform together in assembly and it is clear that the Year 7 and 8 students love working in this way. Parents were also invited to tutor in Kapa Haka to help further develop identity, language and culture and to make links with students’ home life. 2013 NCEA results have showed significant improvement to date and students who were once not interested in writing, now want to participate in an external exam. Anna has now started to collaborate with the Media Studies and Music teachers to offer a multidisciplinary programme for 2014.

This story is one that demonstrates how establishing genuine collaborative partnerships, using the NZC to protect and grow what is important to students, and giving access to participation and success through the Arts, can all contribute to enhanced wellbeing and success for Māori students. View more at: https://www.youtube.com/watch?feature=player_embedded&v=0QViXoIHCLs

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