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)

Māori Pākēha

89 98 Will have participated in early childhood education prior to school

87 70 Will go to school in the North Island

60 16 Will attend a decile 1-4 school

17 1 Will enter Māori Medium Education

18 4 Will not have achieved basic literacy and numeracy skills by age 10

3 1 Will be frequent truants by year 9/10

5 2 Will be stood-down from school

66 83 Will continue studying at school until at least their 17th birthday

34 13 Will leave secondary school without a qualification

16 6 Will become disengaged from any of education, employment or training by age 17

48 75 Will leave school with NCEA Level 2 or better

20 49 Will leave school with a university entrance standard

10 25 Will attain a bachelors level degree by age 25

System performance for Māori

Stretch Targets

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

KH = Personalising the education system!

Progress Against the Pasifika Education Plan’s Targets

100 Pasifika children who start school in 2011…Pasifika Non Māori

+ non Pasifika

Involvement Indicator

85 98 Will have participated in early childhood education prior to school

93 72 Will go to school in the North Island71 17 Will attend a decile 1-4 school16 4 Will not have achieved basic literacy and numeracy skills by age

102 1 Will be frequent truants by years 9 and 103 2 Will be stood-down from school

85 83 Will continue studying at school until at least their 17th birthday

8 3 Will leave secondary school without a qualification10 5 Will become disengaged from education, employment or training

by age 1760 79 Will leave school with NCEA Level 2 or better25 54 Will leave school with a university entrance standard12 25 Will attain a bachelors level degree by age 25

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

• 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.

and what parents told us

The review of special education

• 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.

and what parents told us

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)

Presentation to PLD Providers - 18 May 2011

Meeting the needs of students, educators,

schools, kura and boards

Lifting student achievement

Three powerful levers combined

Target group InitiativeStudents Targeted, additional

learning programmes and resources

Teachers and leadership Professional Learning and Development

Leaders and boards of kura and schools

Student Achievement Function

What are we changing?

From To

• Partly contestable process for preferred providers• Schools and kura make their own arrangements with providers• PLD not reaching the schools and kura that need it• Lots of information gathered but not well enough used or understood

• Fully contestable process to open the field to new players• Schools and kura will work with regional Ministry staff to identify needs for PLD• Targeted PLD reaching the schools and kura that need it• Gather, use, and share information for continuous improvement

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

Ministry national office: oversight, co-ordination

Kura, school, students, community: teaching and

learning, self review

Ministry regional office: assessing needs, recommending

PLD

Accountabilities -- evaluation

Providers Ministry

How did the PLD lift student achievement?

Why did we allocate this PLD to this provider?

How do you know? What follow-up did we do with the kura or school?

What are the next steps for the kura or school?

Is the kura or school growing its capability for self review? How do we know?

What will you do differently next time?

What will we do differently next time?

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