Transcript Māori achieving education success as Māori Redesign of Professional Learning and

Māori achieving education
success as Māori
Redesign of Professional Learning and
Development: Purchasing for 2012/13
Wednesday 18 May 2011
100 Māori 5 yr old children who start school
in 2011 (system under performance)
Māori
Pākēha
89
98
87
70
Will have participated in early childhood education prior to
school
Will go to school in the North Island
60
16
Will attend a decile 1-4 school
17
1
Will enter Māori Medium Education
18
4
3
1
Will not have achieved basic literacy and numeracy skills
by age 10
Will be frequent truants by year 9/10
5
2
Will be stood-down from school
66
83
34
13
16
6
48
75
Will become disengaged from any of education,
employment or training by age 17
Will leave school with NCEA Level 2 or better
20
49
Will leave school with a university entrance standard
10
25
Will attain a bachelors level degree by age 25
Will continue studying at school until at least their 17th
birthday
Will leave secondary school without a qualification
System performance for Māori
Participation in ECE
1
0.8
First year degree
retention rates
0.6
School leavers with
NCEA level 2 or above
0.4
Retention rate of
students to
17.5 year-olds
Māori
School leavers
qualified
to attend university
Non-Māori
Stretch Targets
Ka Hikitia – Managing for Success
Strengthened as Government Priority!
 Ka Hikitia is based on what will work for
and with Māori in education
 When it is fully implemented, the
strategy will work and the results we
seek will be achieved
Three priorities going forward
Outrage – system performance
Identity, Language and Culture centre
stage (as Māori)
New models for Maori learner success
Identity, Language and Culture
 Maori potential
 Cultural Advantage
 Inherent Capability
KH = Personalising the education system!
Progress Against the Pasifika Education Plan’s Targets
100 Pasifika children who start school in 2011…
Pasifika Non Māori
+ non
Pasifika
Involvement Indicator
85
98
Will have participated in early childhood education prior to school
93
71
16
72
17
4
2
3
85
1
2
83
Will
Will
Will
10
Will
Will
Will
8
10
3
5
60
25
12
79
54
25
go to school in the North Island
attend a decile 1-4 school
not have achieved basic literacy and numeracy skills by age
be frequent truants by years 9 and 10
be stood-down from school
continue studying at school until at least their 17th birthday
Will leave secondary school without a qualification
Will become disengaged from education, employment or training
by age 17
Will leave school with NCEA Level 2 or better
Will leave school with a university entrance standard
Will attain a bachelors level degree by age 25
The review of special education
and what parents told us
• 22% said the professional development of
teachers and other school-based staff is the
single most important change for them
• 15% said attitudes toward students with
special education needs had to change and
inclusiveness actively promoted
The review of special education
and what parents told us
• Almost two-thirds want a system that offers choice
with access to classes within regular schools
• About 20% said trainee teachers need more and
better training about special education.
• Nearly 30% said ongoing teacher education was
needed.
The review of special education
and what parents told us
• About 40% want improved internal systems
and processes within schools, emphasising
strong leadership, governance and wholeschool professional development.
• They all said teachers with the right skills and
knowledge were needed.
Parent quotes
“Teachers need to be trained at the bachelor of
teaching and learning degree. They need a full
placement (12 weeks) in special education, so
that they can truly get a feel for special needs.
They can see children being looked after from a
health and educational perspective. They can
view how to adapt a curriculum to suit all
learning needs. They need to learn empathy for
our kids who are all different and unique. They
need disability awareness.” [Parent or caregiver]
ERO review of inclusive practice (2009)
• 50% of schools doing well
• 30% okay but could do better
• 20% poor practice
By 2014 we are working to have 80% of
schools doing well and the other 20% on the
way.
The indicators used are appended to the ERO report
“Including Students with High Needs” (2009)
Meeting the needs of
students, educators,
schools, kura and boards
Presentation to PLD Providers - 18 May 2011
Lifting student achievement
Three powerful levers combined
Target group
Students
Initiative
Targeted, additional
learning programmes
and resources
Teachers and leadership Professional Learning
and Development
Leaders and boards of
kura and schools
Student Achievement
Function
What are we changing?
From
To
• Partly contestable process for
preferred providers
• Schools and kura make their
own arrangements with
providers
• PLD not reaching the schools
and kura that need it
• Lots of information gathered
but not well enough used or
understood
• Fully contestable process to
open the field to new players
• Schools and kura will work with
regional Ministry staff to identify
needs for PLD
• Targeted PLD reaching the
schools and kura that need it
• Gather, use, and share
information for continuous
improvement
In the regions: working with kura and schools
•
Kura and schools will work with regional staff to
identify what PLD they need
•
Evidence for this can come from school self review –
50% are already there
•
ERO reviews might also point to the need for PLD
•
The regional co-ordinator will then have a significant
role in allocating and monitoring PLD
•
As providers, you can expect to work with regional
offices much more closely
In National Office: co-ordination
•
Select preferred providers from a contestable process
•
Allocate the PLD on advice from the regions and after
assessing the need
•
Make sure the money goes to the right places – to the
schools and kura that need targeted PLD to lift student
achievement
•
Build up a picture of PLD across the country -- what’s
happening where, what the results are, what’s working well
and what is not
Students at the centre
Kura, school, students,
community: teaching and
learning, self review
Ministry regional office:
assessing needs, recommending
PLD
Ministry national office:
oversight, co-ordination
Accountabilities -- evaluation
Providers
Ministry
How did the PLD lift student
achievement?
Why did we allocate this
PLD to this provider?
How do you know?
What follow-up did we do
with the kura or school?
What are the next steps for
the kura or school?
Is the kura or school
growing its capability for self
review? How do we know?
What will you do differently
next time?
What will we do differently
next time?
Next steps
23 May: Expression of Interest (EOI) released on GETS
20 June: all EOIs received
15 September: Request received Proposal (RFP) from
selected providers
End of November: 2012 contracts developed and
signed
Core principles: non-negotiable
•
Lifts student achievement with an urgent focus on Māori,
Pasifika and students with special education needs
•
Is based on evidence of student needs within a school or kura
•
Has clear and measureable outcomes for students
•
Is based on Te Marautanga o Aotearoa and the New Zealand
Curriculum
•
Builds sustainable school-wide inquiry and practice within
schools in collaboration with school leadership, parents,
whānau, iwi and communities
•
Is flexible and responsive to the diverse identity, culture and
language needs of students.
Last words: we need
Innovative ways to address the needs of all students
Innovation
• Uses evidence, experience, and new ideas
• Uses the right delivery methods, including e-learning
and other technologies
• Has flexible and responsive business models –
partnerships, clusters
• Challenges providers, schools, kura and the Ministry
• Makes a huge difference in the lives of students