Welcome to Building on Success.


Engaging teachers in the kaupapa

http://maori-ed.tki.org.nz/what-works-for-maori-learners-and-why/engaging-teachers-in-the-kaupapa/

School leaders often need to challenge their own assumptions as well as those held by their teachers about the learning strengths and needs of their Māori learners before change will occur.

This kete contains some of the key strategies that Te Kotahitanga used for open and frank discussions with teachers.  The goal of these discussions was to develop the knowledge required to change belief systems.

 

How to engage teachers in the kaupapa

This gallery contains videos that consider what is needed to improve outcomes for Māori learners. They include data from schools that are making a difference.

Contributions and resources

Agentic positioning (video)
John’s story – Agentic positioning

This video provides comments by a mathematics teacher, his Māori students, and Russell Bishop about agentic positioning. In this model, teachers believe they have the power to make a difference for Māori students.

To get the most out of this video, click the source below to view key content and focus questions associated with John’s story.

View transcript

Source: Te Kotahitanga – John’s story

Agentic positioning
Anjali’s story 1 (video)
Anjali’s story – Relationships, part 1

Comments are provided by a mathematics teacher, her students, and a Te Kotahitanga facilitator about the teacher’s realisation that her traditional teaching practice was not effective for Māori students.

To get the most out of this video, click the source below to view key content and focus questions associated with Anjali’s story.

View transcript

Source: Te Kotahitanga – Anjali’s story

Anjali’s story 1
Anjali’s story 2 (video)
Anjali’s story – Relationships, part 2

Comments are provided by a mathematics teacher, her students, and a Te Kotahitanga facilitator about the way in which the teacher worked to build relationships with her Māori students and the benefits this brought.

To get the most out of this video, click the source below to view key content and focus questions associated with Anjali’s story.

View transcript

Source: Te Kotahitanga – Anjali’s story 2

Anjali’s story 2
Key features of PLD (video)
The key features of professional learning and development

This video from the Te Mana Kōrero response features the PLD work done at Rotorua Lakes High School.

View transcript

Source: Ministry of Education

Key features of PLD

Resources and downloads

John’s story – Agentic positioning

A mathematics teacher, his Māori students, and Russell Bishop talk about agentic positioning. “Agentic positioning” is the term used to describe the belief that teachers have the power to make a difference for Māori students.

Anjali’s story – Relationships, part 1

A mathematics teacher, her students, and a Te Kotahitanga facilitator comment on the teacher’s realisation that her traditional teaching practice was not effective for Māori students.

Anjali’s story – Relationships, part 2

A mathematics teacher, her students, and a Te Kotahitanga facilitator comment on the way in which the teacher worked to build relationships with her Māori students and the benefits this brought.

The key features of professional development

This video from the Te Mana Kōrero response features the PLD work done at Rotorua Lakes High School.

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Changing practices

This gallery introduces the eBook Feedback, Co-construction and Shadow Coaching. It also refers to an important paper about initial teacher training and how to best equip new teachers.

Contributions and resources

eBook: Co-construction (image)
Feedback Co construction and Shadow Coaching
Feedback, Co-construction and Shadow Coaching

This eBook contains information and resources that support many aspects of the teaching practices that make up the school-based professional development within Te Kotahitanga. 

Source: Education Counts

eBook: Co-construction
Teacher PLD: BES (image)
TPLandDBESentireWeb 1 JPEG
Teacher Professional Learning and Development: Best Evidence Synthesis Iteration

The Teacher Professional Learning and Development BES illuminates the kinds of professional learning for teachers that strengthens valued outcomes for diverse learners.

Authors: H. Timperley, A. Wilson, H. Barrar, and I. Fung

Date Published: December 2007

Source: Education Counts

Teacher PLD: BES
Learning to Practise
Learning to Practise

A paper for discussion

This paper explores what is happening in initial teacher training. It puts forward five learning principles to underpin the design of initial teacher experiences and support the development of adaptive expertise.

There are two urgent reasons for reviewing how we do initial teacher education. The first is the disparity in achievement outcomes evident in the performance of New Zealand students in national and international assessment studies; the second is the disconnect between what we now know about effective teaching practice and what actually happens in the classroom.

H. Timperley, ; Source: Learning to Practise: A paper for discussion (University of Auckland, 2013)

Source: Education Counts

Learning to Practise

Resources and downloads

Teacher Professional Learning and Development: Best Evidence Synthesis Iteration

This BES report includes reflection on the important finding that improved student outcomes are often linked to the way teachers think about their students.

Learning to Practise

This paper explores what is happening in initial teacher training and puts forward five learning principles to underpin the design of initial teacher experiences and support the development of adaptive expertise.

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This is a Ministry of Education initiative

Building a world-leading education system that equips all New Zealanders with the knowledge, skills, and values to be successful citizens in the 21st century.