2011

Measurable Gains Framework Update

You may or may not be aware that the MGF has been worked on significantly this year and the links provided at the bottom of the page no longer take you to the rubrics you will be familiar with. The framework numbering system has also changed, and new rubrics are included. Please check these out and update your resource.
MGF November 2011
There is now a Logic Model which is a nice representation of how the rubrics all work together to contribute to Māori learner outcomes.
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New Resource: Tātaiako

Cultural Competencies for Teachers of Māori Learners.
Tātaiako is aimed at helping non Māori teachers engage more effectively with their Māori students. This looks to be something we have all been waiting for as it gives some real advice and strategies for teachers to work with as well as ways of identifying effectiveness. And it looks very much like you are going to be given the pd to help make the best use of it.
Click on the picture to go to the MoE site where the resource can be found.

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Hot off the Press!!!
30 August 2011
Media Release
New resource will lift Māori student success through more effective teaching - Sharples
A new resource launched today will help improve Māori student achievement by strengthening the cultural awareness and skills of teachers in schools and early childhood education services, says Associate Education Minister Dr Pita Sharples.
‘Tātaiako’ recognises the relationship between teachers and students as the all-important foundation for learning, and it provides a cultural competence framework for teachers engaging with Māori students, their whānau and communities,” said Dr Sharples.
“’Tātaiako’ challenges and encourages teachers to see how their own culture has shaped them, and to recognise the importance of understanding the identity, language and culture of Māori students. That way teachers can engage better with Māori students, their whānau and iwi, and build a better basis for more effective teaching.
“Tātaiako is not so much a set of standards for teachers, as guidance for professional development in an area of teaching critical to the success of New Zealand’s education system. It encourages teachers to continue to develop their understanding, knowledge and skills in relation to Māori students.”
Tātaiako was developed by the Ministry of Education, with the assistance of the New Zealand Teachers Council and an invited group of academics and iwi representatives involved in education.
The Ministry and Teachers Council will work with principals, teachers, school trustees, unions and professional development providers to ensure Tātaiako is well understood and widely used.
The resource is available at www.minedu.govt.nz/tataiako
Updated at 7:06 am today (1st Sept)

A Whangarei teacher is welcoming a new Ministry of Education resource designed to raise pakeha teachers' cultural awareness. Tataiako was launched this week by Associate Minister of Education Pita Sharples. Jane Morris, who is assistant principal at Onerahi Primary School in Whangarei says the resource makes a lot of sense. She says that at first glance the material looks excellent. A pakeha who has taught for many years in Northland, Ms Morris says it can be daunting for young Maori children to enter a pakeha-style school and teachers who understand why that is so, can make a big difference to how well they do at school. She says the key is, as it is with any child, is developing relationships - valuing students, understanding what's important to them, and having empathy. Tataiako aims to help pakeha teachers engage more effectively with Maori students and is part of the Ministry's Ka Hikitia strategy to boost Maori achievement at school.





The Starfish Story

Original Story by: Loren Eisley
Think about your Māori students as you read this one.
One day a man was walking along the beach when he noticed a boy picking something up and gently throwing it into the ocean. Approaching the boy, he asked, "What are you doing?" The youth replied, "Throwing starfish back into the ocean. The surf is up and the tide is going out. If I don't throw them back, they'll die."
"Son," the man said, "don't you realize there are miles and miles of beach and hundreds of starfish? You can't make a difference!" After listening politely, the boy bent down, picked up another starfish, and threw it back into the surf. Then, smiling at the man, he said "I made a difference for that one."

Tū Rangatira: Māori Medium Educational Leadership

This document sets out a framework for kura leaders, BoT, whanau and communities. It was developed to support Māori world views and philosophies in line with Te Marautanga o Aotearoa.
Many of the key messages are really valuable for mainstream schools, and there is a strong alignment between this document and the principles in Kiwi Leadership for Schools
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How are these four principles being demonstrated by children in your schools? It would be fantastic to hear how this is happening.

Our NLC project aims to make the best use of strengthening networking to support leadership. This is just one of the seven key roles of leadership unpacked in Tū Rangatira. Looking at p 34 and 35 of
Tū Rangatira, you will find that this aspect of leadership expects "networking, brokering and facilitating relationships that contribute towards achieving kura goals". You will see things such as encouraging whanau to be educators outside of schools, collaborating with others to achieve goals and aspirations, collecting information from a range of sources, weaving people together to support practice and facilitating processes to develop strong relationships with external stakeholders listed as goals within this role. There are some strong connections to the aims of the NLC project here.

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SET Readings

Liz Harrison from Ramanui School uses the chocolate covered Set Magazine - Måori Education 2010, for a lot of her cluster readings. You can purchase a copy for your schools through NZCER if you can't find your copy. Click on the picture below to go to the NZCER website. Strongly recommended!
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Measurable Gains Framework

The draft material / rubrics are constantly being updated so please check the Ka Hikitia site to access the latest versions of these. I have removed the older files that we worked with at our recent hui as there have been significant changes.
Measurable Gains Framework
Although I encourage you to use the Ka Hikitia site to gain further understanding of the material and philosophy behind it, these links will take you to the current specific rubrics you may want to use with your schools or cluster leaders to achieve your goals.



Maori achieving success as Maori is a key focus of the Ministry of Education and our work in implementing NZC in our schools really has to take cognisance of this.
Merle Ramsay - currently at Waikato but soon to be working for MoE is actively working in this field. She has suggested several approaches which she shares with the advisers working in NLCs across the country, so I will in turn share these with you.
I look forward to your discussions (use the discussion tab) around how you are using these in your clusters and schools to improve the success of your Maori students.

ERO Report

Hot off the press! Here is the link with the recent ERO report on progress towards our goals for Maori Achievement
http://www.ero.govt.nz/National-Reports/Promoting-Success-for-Maori-Students-Schools-Progress-June-2010



Apryll Parata
Apryll pointed out these different learning paradigms while talking to a recent First Time Principals' hui re working with Maori kids.
I think this is an incredibly powerful piece of information that should challenge our views about teaching and learning. Think about this - what does it mean in your classrooms?

Learning Paradigms


Western Paradigm
  1. What (we are going to learn)
  2. Why we are learning it
  3. How we are going to learn it
  4. Then only at this stage do we think about who the learners are.

Maori Paradigm
  1. Who comes first (who we and they are)
  2. Then why we are learning something
  3. Then how we might best learn it (co-construction of learning, working it out together)
  4. Only then exactly what we will learn