GEPRISP

1. GEPRISP Te Kotahitanga Phase 5

2. GEPRISP A framework for Te Kotahitanga G E P R I S P Goal Experiences Positioning Relationships Interactions Strategies Planning

3. G E P R I S P Hui whakarewa: 3 day induction hui Goal To improve Māori students’ educational achievement Experiences ofMāoristudents in education are examined and inform this process Positioning of teachers, from deficit to agentic discourses is critical Relationshipsthat exist in classrooms need to be examined and may well need to change Interactions Current ways of interacting in classrooms may also need to change Strategies are introduced to create opportunities for different ways of interacting Plan We need to planfor all this to happen Creating new experiences of Māori students being affirmed, valued and academically engaged. Which continues to challenge teachers’ deficit positioning and promote more agentic positioning Which develops new relationships a pedagogy of relations Which support the use of different interactions New strategies can be introduced Cycle of in-class observations, feedback, co-construction meetings and shadow-coaching

4. Evidence needed to inform GEPRISP G E P R I S P Goal The need to improve Māori students’ educational achievement Examine Māori students’ current experiences Challenge teacher positioning The need for new relationships The need to plan for all this to happen The need for new interactions The need for new strategies Evidence of relationships of caring at three levels: Caring, Expectations and performance Shifts in interactions from traditional to discursive Evidence of increase in range and type of co-operative and interactive strategies Measurable increase in Māori students’ educational achievement Measurable increase in positive experiences for Māori students Qualitative shifts in thinking from deficit to agentic • Evidence of planning: • in-class • in-school • whole school • school systems

5. GOAL: Measurable improvements of Māori students’ participation and achievement Student performance indicators may involve data from: Attendance and absenteeism records Suspensions and stand downs Retention Exemptions Referrals

6. Māori student academic achievement may include: • AsTTle testing • Departmental assessment tasks • School-wide assessments • Academic awards/distinctions • National and international assessments • Literacy and numeracy achievements • Classroom assessments • What other evidence could we use? GOAL: Measurable improvements of Māori students’ achievement

7. EXPERIENCES: Information about Māori students’ experiences • Evidence about the schooling experiences of Māori students. • Evidence of Māori student’s improvements in morale, engagement and participation in learning. • Use of this evidence in a systematic manner to inform a range of learning and professional outcomes.

8. POSITIONING: Evidence of shifts in teacher positioning • Teachers are able to identify their own positioning in relation to Māori students. • Teachers reject deficit thinking as a means of explaining Māori students’ educational performance. • Teachers reject the deficit thinking of others as a means of explaining Māori students’ educational performance. • Teachers know and understand how to bring about change in Māori students’ educational performance.

9. RELATIONSHIPS: Measurable evidence of caring relationships Evidence of the teacher: • caring for Māori students as culturally–located individuals • demonstrating high expectations for the learning performance of Māori students • demonstrating high expectations for the behavioural performance of Māori students • providing a well-managed learning environment • providing culturally appropriate and culturally responsive contexts

11. INTERACTIONS: Measurable shifts in the patterns of teaching and learning interactions

12. INTERACTIONS: Measurable shifts in the patterns of teaching and learning interactions Evidence of changes in: Student engagement in learning Student work completion Student-teacher interactions Teacher location in terms of proximity Increase in the cognitive level of lessons Use of Māori students prior knowledge Student involvement in co-construction/ power- sharing

13. STRATEGIES: Evidence of the use of more interactive and discursive strategies • Narrative pedagogy • Co-operative learning • Formative assessment • Student-generated questioning • Integrated curricula • Critical reflection • Ako / Reciprocal Learning • Differentiated learning

14. Evidence of goals at: an individual level a department level a school level Are they SAM goals? (Specific, Achievable and Measurable) Relevant and Time-framed What evidence do we have of the relationship between planning and delivery? PLANNING:Evidence of planning for the goal