We are currently undergoing an in-depth
review of all things bicultural at our place right now. A systematic, no stone left uncovered,
review of all that we do, how we do it and how effective our ‘doing’ is.
By knowing what we do well, we can strengthen
this and learn from our successes. By
knowing what areas we need to strengthen, we can ensure our resources and
professional development is strategically aligned to improvement and the areas
of most need.
Professor Russell Bishop
outlines how ‘agentic’ teachers are ones that are well supported
(Edtalks, 2012) to make a difference for
our tamariki, and this self-review will give us solid evidence to help us best
target support. In addition, it will give us a good evidenced based
insight into how culturally competent we are as a school, and how effective we
are at pulling together what we know about the students and our community, and
how that translates into what we do. In effect, will find out how culturally competent we are!
As we undergo this review, we will look at
what we can see (the visible) and what is less obvious (the invisible). We will look at what impact this has on our
students and our community (Savagea, Hindleb, Meyerc, Hyndsa, Penetitob,
Sleeterd. 2011). It will involve both
quantitative and qualitative data, because student achievement data means
little without the voice and stories that sit behind it. It is not just our knowledge that we need to
value but the knowledge of our community, as we place ourselves into the
learners seat (Cowie, Otrel-Cass, Glynn, Kara, et al. 2011). It is also an opportunity to check to see if
our ‘walk meets the talk’ as we delve into the layers of policy, curriculum and
Charter documents.
We expect some of what we discover to be
reaffirming based on some of the review we have conducted already, and we are
prepared for uncovering new things to assist us on our journey. It is early days in the review, but so far
the data garnered from staff voice and a recent Whanau Hui have shown
encouraging signs of cohesion and a shared vision for our students. Student achievement data shows our Maori
students to be achieving at similar rates to other students and often at levels
higher than comparable situations. Most
importantly, it shows ongoing improvement.
However, it still remains an area of acceleration, especially in
Writing.
We will have a new Board of Trustees soon,
and one of our first tasks will be to work our way through the Maori
self-review tool on cultural responsiveness, Hautu. It is a good tool that works in conjunction
with the Ministry of Educations Ka Hikitia strategy. Given that the majority of the Board is
anticipated to be new, or fairly newish, working through this tool will provide
the Board with support in how to ensure they are enacting the intent of Ka
Hikitia and ultimately being accountable for the success of our Maori
students.
As previously mentioned, this post is
timely. Being able to articulate what
cultural responsiveness and competency looks like for us has always been a
little elusive. In part, it is because
inclusivity is something that just ‘is’ at our place, much like the blood that
pumps through our bodies. However, this does not mean that we do not
have much to learn from our community or from others. This review will allow us to see what our
strengths are, identify areas for improvement and ultimately, allow us to continue
to strengthen progress and achievement for our students.
References:
Bishop, R,
Berryman, M., Cavanagh, T. & Teddy, L. (2009). Te Kotahitanga:
Addressing educational disparities facing Māori students in New Zealand. Teaching and Teacher Education, 25(5)734–742.
Findsen, B. (2012). Older adult learning in Aotearoa
New Zealand: Structure, trends and issues. Presented at Adult
Community Education (ACE) Conference.
Gay, G. (2002). Preparing
for culturally responsive teaching. Journal of Teacher Education, 53(2),106-116.
Ministry of Education, 2013. The Maori Education Strategy: Ka Hikitia –
Accelerating Success 2013 – 2017.
Retrieved from http://www.education.govt.nz/ministry-of-education/overall-strategies-and-policies/the-maori-education-strategy-ka-hikitia-accelerating-success-20132017/
NZSTA, 2015. Hautu – Maori cultural responsiveness self
review tool for boards of trustees. Retrieved from http://www.nzsta.org.nz/trustee-professional-development/culturaltool/hautu-tool
Shaw,
S., White, W. & Deed, B. (2013) (Ed.). Health, wellbeing and environment in Aotearoa New Zealand.South
Melbourne, Australia:Oxford University Press.
Unitec. (n.d). Unitec Learning and Teaching Booklet. http://www.unitec.ac.nz/ahimura/publications/U008817%20Learning%20and%20Teaching%20Booklet.pdf
Kia ora,
ReplyDeleteWill you be canvasing your students' voice as well, and if so, what forms were you think of using to gauge what matters to them?
Kia Ora, of course. Last time we did face to face interviews and focus groups, recording responses via Padlet. I'm unsure which format is most appropriate this time, but will have a better understanding of the direction once we ask our student Whanau group what they think - their involvement will be important and they might have a different suggestion.
ReplyDeleteGood self review looks at all the data, and student/Whanau/teacher voice is a rich source of data. Last time, it was what drove several initiatives as students feedback was to set up the student Whanau group. The key is to ensure you ask the right questions to really find out what's happening.
As I wrote my post on this topic I thouht about the need for our school to do a similar review. We have engaged with our haukainga at a leadership level but what really is happening for our Maori students? I'm going to look at the tool you mention. Timely indeed.
ReplyDeleteThat sounds great Annemarie - A really good question to ask yourself is 'what wonderings and hunches do I have about this'. If you delve in deeply you find out all sorts of things - which is never a bad thing! Would be interested in comparing methodologies and notes later in the year!
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