The Genesis of Te Kotahitanga
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Transcript of The Genesis of Te Kotahitanga
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The Genesis of Te Kotahitanga
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2001: The Scoping Exercise
Research initiated by Professor Russell Bishop and Dr Mere Berryman with support from kuia and kaumatua
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2001: The Scoping Exercise
Researchers sought to understand more about what was behind the ongoing discrepancies in Māori students’ educational achievement compared with their non-Māori peers.
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2001: The Scoping Exercise
In order to do so they:
• interviewed a selection of Māori students and some of their educators from a range of secondary schools using a Kaupapa Māori research approach
• examined national and international literature
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Findings of The Scoping Exercise
•Participants could clearly theorise their education experiences.
•There was a clear mismatch between the descriptions and explanations of the students and their teachers.
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• Teacher - student relationships and interactions, together with structural issues, impeded and limited the progress of Māori students.
• Findings clearly revealed the value of a Kaupapa Māori research approach for identifying and talking about solutions.
Findings of The Scoping Exercise
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2001 – 2002: Te Kotahitanga Phase I
Researchers sought to:
• understand more about what was behind the ongoing discrepancies in Māori students’ educational achievement compared with their non-Māori peers
• identify how to raise Māori student achievement
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2001 – 2002: Te Kotahitanga Phase I
Research undertaken in five secondary schools by talking with:
• Year 9 and 10 Māori students
(engaged and non-engaged)
• Their whānau
• Principals
• Teachers
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2001 - 2002: Te Kotahitanga Phase 1
• Each group provided rich narratives of experience from which the basis for the Te Kotahitanga professional development and pedagogical intervention emerged.
• The pedagogical intervention worked well for Māori students with a few trained teachers in these schools, but traditional relationships and interactions outside of these contexts, and within the wider school, proved to be counterproductive.
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2002 - 2003: Te Kotahitanga Phase 2
• The collection and use of evidence of student learning outcomes to monitor and inform new learning was not commonly applied by the teachers.
• Professional communities, rather than professional learning communities emerged.
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2003 - 2009: Te Kotahitanga Phase 3
• In-school facilitators in 12 schools were trained to implement the professional development cycle in their schools with cohorts of teachers.
• Evidence based professional development for teachers was provided by in-school facilitators.
• There was a greater emphasis on the effective use of student learning outcomes to monitor and inform new learning.
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2003 - 2009: Te Kotahitanga Phase 3
Development of:•Review of Practice and Development (RP & D) for in-school facilitators around the elements of the in-school PD cycle for both formative and summative purposes.•GPILSEO: a model for sustainable school wide implementation of Te Kotahitanga, widening the focus from a pedagogical intervention to a school reform
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2006 - 2012: Te Kotahitanga Phase 4
Facilitation teams and principals from 21 schools (October 2006)
Development of:•ETP Descriptors – a facilitated self reflection tool focussed on the level of implementation of a culturally responsive pedagogy of relations•Rongohia te Hau – a school wide ‘slice of time’ evidence collection process involving student and teacher surveys alongside evidence of classroom pedagogy collected through 20 minute classroom walk-through observations
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Beginning 2009: Te Kotahitanga Phase 5
• Facilitation teams and principals from 17 schools (October 2009)
• GEPRISP + GPILSEO• 5 year plan including co-construction meeting at
three levels: classrooms, senior leadership and middle leadership
• R&D team working alongside facilitators and school leaders - shadow-coaching and RP & D of Leadership co-construction meetings
• Shift of focus from facilitation team to ‘school team’ in Year 4
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Māori students Non-MāoriMāori
University of Waikato
Ministry of Education