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Enhancing Maori and Pacific Students Pathways into University: Academic Counselling ( EMaPSPiU ). BRIEF OVERVIEW. Starpath research has identified : Major barriers to a successful transition to University education for Maori, Pacific & other students in low decile schools.

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enhancing maori and pacific students pathways into university academic counselling emapspiu

Enhancing Maori and Pacific Students Pathways into University: Academic Counselling (EMaPSPiU)

brief overview

BRIEF OVERVIEW

Starpath research has identified:

Major barriers to a successful transition to

University education for Maori, Pacific & other

students in low decile schools.

These barriers include Structural, Systematic,

Individual and Family factors

objective of emapspiu project

OBJECTIVE OF EMaPSPiU PROJECT

University of Auckland working with selected schools

hoping to increase access & enrolment at University for

Maori and Pacific students via supporting schools to

implement Starpath research recommendations to

address barriers.

(Hence the formulation of the EMaPSPiU Team & O.T.H.C Action

Plan)

slide4

The most significant recommendation

highlighted in the research..................

A structured programme of academic

counselling about educational options is

effective.

some definitions

SOME DEFINITIONS......

Academic Counselling -“Trained professionals counselling

students on their academic plans, for course-taking while in

secondary school as well as for post-secondary

education” (Hughes & Karp, 2004)

Three levels–Instructional / Motivational / Relational = Mentoring

Target Setting – which establishes what students will

aim to achieve in their courses rather than just

which courses they will pursue, takes this form of

educational planning a stage further to include the

formulation of goals. (ie individual learning plans).

setting the scene some statistics

SETTING THE SCENE (SOME STATISTICS)

Achievement among Maori, Pacific & other

students in Low Decile Schools although

improving since introduction of NCEA, the gap

between high performing and low performing

students is still incredibly wide.

2007 20% of Pacific & 18% of Maori school

leavers gained UE compared to

66% of Asian & 44% Pakeha students

(Ministry of Education 2008)

m ori and pacific participation in education pro vice chancellor john morrow university of auckland

Māori and Pacific participation in education(Pro-Vice Chancellor John Morrow: University of Auckland)

so why the gap

SO WHY THE GAP ?

Starpath Team spent 12 months in low-mid

decile high schools interviewing more than

160 students, parents & teachers gathering

qualitative evidence on:

How and why subjects were

being selected and who did the choosing.

other important recommendations from starpath study

OTHER IMPORTANT RECOMMENDATIONS FROM STARPATH STUDY

Students who wish to go onto University

need to choose the right NCEA subjects

and they need to choose them early.

They need to achieve more than the

minimum number and level of credits for

the U.E qualification.

recommendations continued

RECOMMENDATIONS CONTINUED...

Parents need to be involved in the setting of

their child’s academic targets at each level of

NCEA

Schools need to provide QUALITY academic counselling

and subject course advice (including reviewing student

achievement & goals on a regular basis)

Schools need to be able to identify when

academically-able students with aspirations to attend

University are at risk of wandering off the pathway that

will lead them there.....and make timely corrections.

slide14

RESEARCH BY VICTORIA UNIVERSITY

(Meyer, McClure, Weir, Walkey, McKenzie)

‘Motivation and Achievement at Secondary

School’.

http://www.educationcounts.govt.nz/publications/schools/49344/

Using a survey to measure Yr 10 goals for NCEA, it was

found patterns of motivation at this stage was an

indicator of future academic achievement in years 11

to 13.

“Motivation orientations were better predictors of total credits

achieved two years later than predictions made based solely on

credits attained in previous years”.

slide16

COLLECT & USE ACHIEVEMENT DATA SO THAT THE COLLEGE

CAN MANAGE SUCCESS FOR OUR MAORI & PASIFIKA

STUDENTS IN GAINING U.E

Regular data dumps to form teachers to monitor and identify

relevant chokepoints potentially affecting students gaining U.E

Destination survey to be completed by all Yr 11, 12 & 13

students to find out students aspiring to attend university /

tertiary education.

Adding extra fields to Yr 13 leaver forms to report how many

students are attending university and stay for the second

year.

Survey to be completed by Year 10’s on NCEA goals

slide17

REVIEW & REFINE EXISTING ACADEMIC COUNSELLING PROGRAMME

Continue to explore best academic counselling model

Include the mentoring of Year 12 peers supporters

in the Yr 13 prefects job description

Investigate Academic incentives (ie:student academic

honours board).

Emphasising acknowledgement of college achievement

in whanau assemblies

Maori and Pasifika representatives participating in the

MATES programme.

slide18

ENHANCE SCHOOL SYSTEMS & PRACTICES FOR

MONITORING & SUSTAINING THE PROGRAMME OF ACADEMIC COUNSELLING

Review the effectiveness of procedures used in making

amendments to senior level option choice forms

Review Year 10 to 13 option selection procedures.

Consultation on identifying best model to include Ka Hikitia

strategies at the junior level

Investigate the accessibility of electronic individual learning

plans.

Administer a survey to senior students to receive feedback on

effectiveness of pathways programme (ie: supporting them to

university).

slide19

DEVELOP PROFESSIONAL LEARNING OPPORTUNITIES

Co-ordinate training sessions and workshops with senior

form teachers around:

- effective analysis of student tracking data

- invite data achievement specialists

- involve Ka Hikitia Facilitator

- Familiarise oneself with the senior course booklet to be

able to inform counselling conversations.

slide20

CHALLENGE THE PRACTICES, ATTITUDES & VALUES OF ALL SCHOOL STAFF

Facilitation of teacher voice survey using CPaBL survey.

Teacher voice survey needs to include teachers beliefs and

assumptions around a Ka Hikitia school.

(ie: linking feedback from CPaBL survey with Ka Hikitia Knowledge & Understanding)

ENGAGE MEANFULLY & RESPONSIVELY WITH

THE COMMUNITY

NCEA information Evenings for Maori & Pasifika parents

Co-ordination of programmes which provide exposure for

senior students to meet with Maori & Pasifika University

graduates.

this project

This Project

Funded by the Tertiary Education Commission

Partnership between Team Solutions at The University of

Auckland and secondary schools in Auckland and Northland

To develop best practice academic counselling programmes

that build on existing practice.

Schools involved: