1. Te Kotahitanga a Culturally Responsive Pedagogy of Relations: Implications for RTLB Mere Berryman Faculty of Education, University of Waikato
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3. Source: OECD (2001) Knowledge and skills for life, Appendix B1, Table 2.3a, p.253, Table 2.4, p.257 . New Zealand’s Overall Performance High Average and Large Variance Finland Canada New Zealand Australia Ireland Korea United Kingdom Japan Sweden Belgium Austria Iceland Norway United States Denmark Switzerland Spain Czech Republic Italy Germany Hungary Poland Greece Portugal Luxembourg Mexico 420 440 460 480 500 520 540 560 50 75 100 125 150 Variation expressed as percentage of average variation across the OECD Mean performance in reading literacy . r = 0.04 Low quality High equity Low quality Low equity High quality High equity High quality Low equity
4. 2004 Stand-downs, suspensions, combined, Māori and non Māori, a national overview Ministry of Education, 2005: Ng ā Haeata Mātauranga Māori Rate per 1 000 Non Māori Rate per 1 000 Boys Girls All Boys Girls All 69.7 35.6 53.0 30.4 11.09 21.3 19.5 8.9 14.3 6.2 2.6 4.4 89.1 44.6 67.4 36.6 14.4 25.8
5. Suspension means the formal removal of a student from school until the board of trustees decides the outcome at a suspension meeting. The board of trustees of a school is required to hold a meeting of the board, within 7 school days of the suspension, to decide the outcome of a suspension. Following a suspension, the board may decide to: lift the suspension without conditions; lift the suspension with reasonable conditions; extend the suspension with reasonable conditions for a reasonable period; exclude or expel the student. Stand-down means the formal removal of a student from school for a specified period. Stand-downs of a particular student can total no more than 5 school days in a term or 10 school days in a year.
6. Age-standardised Stand-down Rates by ethnicity (2000 to 2009) per 1,000 students http://www.educationcounts.govt.nz/statistics/data_cubes/student_participation/schooling/3720 Ethnicity % Pop’n in 2006 2000 2003 2006 2009 Pākehā 59% 19.3 20.0 22.0 20.0 Māori 22% 52.0 56.9 59.4 52.9 Pacific 9% 32.1 36.4 44.8 35.4 Asian 8% 6.5 7.8 8.1 8.4 Other 2% 17.5 31.2 28.8 20.2
7. Age-standardised Suspension Rates by ethnicity (2000 to 2009) per 1,000 students http://www.educationcounts.govt.nz/statistics/data_cubes/student_participation/schooling/3721 Ethnicity % Pop’n in 2006 2000 2003 2006 2009 Pākehā 59% 5.1 4.3 4.1 4.1 Māori 22% 19.4 16.5 15.5 14.6 Pacific 9% 8.7 8.4 10.5 8.0 Asian 8% 1.3 2.1 1.3 1.3 Other 2% 3.6 6.9 6.5 7.6
8. Expulsion means the formal removal of a student aged 16 or over from the school. If the student wishes to continue schooling, he or she may enrol elsewhere Exclusion means the formal removal of a student aged under 16 from the school and the requirement that the student enrol elsewhere. ( http://www.minedu.govt.nz/educationSectors/Schools/SchoolOperations/StanddownsSuspensionsExclusionsExpulsions/2004SDSGuidelinesMulti/1_Introduction.aspx#Natural_Justice retrieved 21 April 2009).
9. Age-standardised Exclusion Rates by ethnicity (2000 to 2009) per 1,000 students http://www.educationcounts.govt.nz/statistics/data_cubes/student_participation/schooling/80379 Ethnicity % Pop’n in 2006 2000 2003 2006 2009 Pākehā 59% 1.7 1.5 1.3 1.4 Māori 22% 6.5 5.5 5.6 5.3 Pacific 9% 3.6 3.4 4.1 3.3 Asian 8% 0.6 0.5 0.3 0.3 Other 2% 1.8 2.0 2.4 3.2
10. Age-standardised Expulsion Rates by ethnicity (2000 to 2009) per 1,000 students http://www.educationcounts.govt.nz/statistics/data_cubes/student_participation/schooling/3728 Ethnicity % Pop’n in 2006 2000 2003 2006 2009 Pākehā 59% 1.8 1.1 1.0 1.4 Māori 22% 5.1 4.1 2.2 2.4 Pacific 9% 4.6 5.1 6.8 4.7 Asian 8% 1.4 2.6 0.8 1.3 Other 2% 2.8 4.7 3.0 7.2
11. 15 year old Early Leaving Exemption by ethnicity (2000 to 2009) per 1,000 students ( http://www.educationcounts.govt.nz/statistics/data_cubes/student_participation/schooling/3732 ) Ethnicity % Pop’n in 2006 2000 2003 2006 2009 Pākehā 59% 48.6 53.8 48.8 7.6 Māori 22% 134.2 153.4 150.5 21.2 Pacific 9% 54.9 58.4 54.3 5.7 Asian 8% 5.1 3.9 5.1 X
12. Retention Rates by ethnicity (2006 to 2009) to age 17 http://www.educationcounts.govt.nz/statistics/data_cubes/student_participation/schooling/3736 Ethnicity % Pop’n in 2006 2006 2007 2008 2009 Pākehā 59% 79.5 78.1 80.7 82.8 Māori 22% 63.0 61.3 62.9 65.8 Pacific 9% 81.7 82.0 81.9 85.3 Asian 8% 94.8 94.6 95.3 95.4
13. Percentage of school leavers with an NCEA Level 1 qualification or above, by ethnic group (2002 to 2009 ) retrieved from http://www.educationcounts.govt.nz/indicators/student_participation/schooling/80346
14. retrieved from http://www.educationcounts.govt.nz/__data/assets/pdf_file/0019/6409/simu23-NCEA-L2.pdf Percentage of school leavers with an NCEA Level 2 qualification or above, by ethnic group (2003 to 2009 )
15. Percentage of school leavers with University Entrance (2004 to 2009) http://www.educationcounts.govt.nz/statistics/data_cubes/education__and__learning_outcomes/qualifications/3668 Ethnicity % Pop’n in 2006 2004 2006 2009 Pākehā 59% 37.1 41.3 51.7 Māori 22% 11.7 14.8 22.6 Pacific 9% 14.0 16.8 27.8 Asian 8% 56.2 63.0 67.8 Other 2% 30.2 40.7 49.2
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17. The Tail or the Gap? Hattie, J. (2007). Narrow the gap, fix the tail, or close the curves: The power of words: University of Auckland.
18. Reading Curves Hattie, J. (2007). Narrow the gap, fix the tail, or close the curves: The power of words: University of Auckland.
19. Mathematics Curves Hattie, J. (2007). Narrow the gap, fix the tail, or close the curves: The power of words: University of Auckland.
20. “ Education is the opening of identities” Wenger 1999 How we construct children’s identity has a huge impact on how they engage or not in education “ Family is what lives in your house”
27. Te Kotahitanga Discursive Positioning Discourses (sets of ideas) explaining M ā ori students’ educational achievement ● Child/Home Structure Relationships Discourses in terms of “educator agency” Deficit position Structural Relationship No agency Some agency Agentic position (Bishop, Berryman, Tiakiwai & Richardson, 2003)
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32. A Range of Interactions C U L T U R E Instruction Monitoring FBB - Feedback Behaviour FFB - Feed forward Behaviour Prior Knowledge FBA - Feedback Academic FFA - Feed forward Academic Co-construction culture - responsive to the learner’s culture Culture - visible culturally appropriate contexts Group Individual Whole
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34. Consider, the Effective Teaching Profile is contextual, focussed on a pedagogy of relations and is not curriculum specific... What are the implications to your role as an RTLB?
35. So… what difference has implementing this Effective Teaching Profile in classrooms made in terms of raising the achievement of M āori students ?
38. NZQA data for NCEA L1 in Te Kotahitanga Sch ools Eth-nicity n students o n Year 11 r o ll n students gaining NCEA L1 % students gaining NCEA L1 % points in-crease % in-crease 2005 2006 2005 2006 2005 2006 Māori 973 952 312 461 32.1 48.4 16.4 51. 0 Euro 1210 1302 756 899 62.5 69.0 6.6 1 0.5 Paci 929 282 69 110 23.6 39. 0 15.4 65.1 Other 263 231 181 175 68.8 75.8 6.9 1 0.1
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40. The voices of Te Kotahitanga students in phase 3 schools talking about Effective Teaching 1. What do you hear? 2. What are the implications to your role as an RTLB?
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45. The voices of Phase 3 Te Kotahitanga Principals and teachers 1. What do you hear? 2. What are the implications to your role as an RTLB?
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Notas del editor
Identity We needed a means of theorising our practice where ‘ culture was central Achievement Security
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