Transcript Becoming effective teachers for under 25 students: A model

Becoming effective teachers
for under 25 students:
A model for professional
development decision making
Judith Honeyfield - Bay of Plenty Polytechnic
Dr. Vaughan Bidois – Te Whare Wānanga o Awanuiārangi
Other team members:
Dr. Lesley Petersen - Eastern Institute of Technology
Mike Crossan - Wintec,
Liz Fitchett, Helen van Toor & Leonie Nicholls - Waiariki Institute of Technology
Overview of this project
• Five partners EIT, BoPP, TWWOA, Wintec,
Waiariki.
• Ako Aotearoa funded – 2 year - NPF.
• 70% of case studies are trades programmes and
national certificates with an industry focus
• 30% at degree level - Education (Primary and
Early Childhood), & Computing.
• Utilises a Kaupapa Maori Framework – social,
cultural and political context.
• Each institution has its own
environment and cultural setting.
context,
Aim and Purpose of the Project
• To investigate and evaluate decision making
processes that positively impact upon the
success and achievement of Under 25 students.
• To identify key factors that support decision
making
processes
and
professional
development for effective teaching of under 25
students.
• To critically analyse existing perceptions of
professional development in the advancement of
a student-centred, teacher driven decision
making model of success and achievement
Project background
•
TES Priority Groups
The Tertiary Education Strategy (TES) calls for better
performance from the tertiary education sector
including raising achievement and progression for
all students under 25 and for the Māori and Pasifika
students.
•
EIT Study
A study undertaken at the Eastern Institute of
Technology in 2013, investigated teacher
professional development for youth, Maori and
Pacific students, found that there is no evidencebased model that guides professional development
decision-making for teachers of this student cohort.
Decision making model
Student voices
Methodology - Kaupapa Māori
•
Transformative and Collaborative Student-centered
Research
•
Critical and Reflexive in its Approach – Ethical
Framework
•
Culturally Responsive and Context Situated (Fa’a
Samoa and Kaupapa Māori Approaches)
•
2 Research Team Hui to address and agree –
Embedding Kaupapa Māori
•
Acknowledging Diversity of Student Identity and Culture
•
How do we know what we know? - Challenging
ourselves as researchers and as a research team.
Social Policy Evaluation and Research
(SPEaR)
Developing a Conceptual Framework
Cultural
Structural
Political
Cultural
Structural
Political
Participants and tools
• 10 Case studies high number under 25 - Action research
approach
• Student focus groups
• Teacher interviews
• Staff developer and learner support staff interviews
• Line managers and Heads of school
• Project champion
• Range of PD interventions – delivery – resource
development
• Student & teacher evaluations – iterative, critical and
reflexive
Progress to date
• 253 Student interviews
• 76 Teaching staff interviews
• 12 Staff developers & student support interviews
• 28 Leadership team interviews
• PD activities constructed/monitoring
Key themes emerging informed by
student voice across the five institutions
:• Case study participants as champions – repositioning
• Decision-making processes engaging with and challenging the
traditional notion of PD ( external vs internal)
• Key questions emerging from the case studies - what is
professional development? - more reflective/reflexive about
own practice with under 25’s
• Leadership/sponsorship and champions – as researchers and
teachers
• General engagement – seen as valuable and yet some
disengagement
Project next steps
• Continued Data collection
• Capturing uniqueness of case studies
• Tracking PD planning, resources, decision-making and
outcomes for staff and students.
• Repositioning how we think and talk about PD as researchers
• Acknowledging current effective practice as well as identifying
areas for new resource development for PD for under 25’s
• Team meeting as reflexive praxis talks to social, political and
cultural influences on ourselves as educators and researchers
to transform the lives of our students.
THANK YOU
ANY QUESTIONS AND QUERIES