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.
Agentic positioning (video)
Anjali’s story 1 (video)
Anjali’s story 2 (video)
Key features of PLD (video)
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.
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.
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.
This video from the Te Mana Kōrero response features the PLD work done at Rotorua Lakes High School.
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.
eBook: Co-construction (image)
Teacher PLD: BES (image)
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.; Source: Learning to Practise: A paper for discussion (University of Auckland, 2013)
This BES report includes reflection on the important finding that improved student outcomes are often linked to the way teachers think about their students.
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.