Download
1 / 27
270 likes | 383 Views
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). System performance for Māori . Stretch Targets.
E N D
Māori achieving education success as Māori Redesign of Professional Learning and Development: Purchasing for 2012/13Wednesday 18 May 2011
100 Māori 5 yr old children who start school in 2011 (system under performance)
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
Maori potential Cultural Advantage Inherent Capability Identity, Language and Culture
The review of special education 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 and what parents told us
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 whole-school 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
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
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
