Inspiration to keep going….How Great Leaders Inspire Change – Simon Sinek www.ted.com RSA Changing Educational Paradigms – Sir Ken RobinsonNote to Educators: Hope required when growing roses – Jeff Duncan-Andrade
If after twelve or so years of formal education a Māori youthwere totally unprepared to interactwithin te ao Māori, then, no matter what else had been learned, education would have been incomplete (Durie,2003).
...Being Māori is a Māori reality.Education should be as much aboutthat reality as it is about literacyand numeracy. In short, being ableto live as Māori imposes someresponsibilities upon the educationsystem to contribute towards therealisation of that goal(Durie,2003).
Te Kotahitanga Dr Russell Bishop Dr Mere Berryman And many others….
Effective teachers/leaders of Māoristudents create culturally appropriateand responsive contexts for learning intheir classrooms/schools.
In doing so they demonstrate the following understandings:a) they positively and vehemently reject deficit theorising as a means of explaining Māori students’ educational achievement levelsb) teachers know and understand how to bring about change in Māori students’ educational achievement and are professionally committed to doing so
Deficit theorisingThe solutions to the issue are attributed to something or things outside of the control or influence of the person Agency The person focuses their energies onwhat they have the ability or opportunity to change
GEPRISP Experiences• Whose experiences are valid?• Whose experiences do we collect and listen to?• Perception is a persons reality
GEPRISP Positioning• Is my staff positioned to make a difference?• Influence/ little or no influence activity• Te Mana Kōrero• Tātaiako• Ask more specific questions• Ask what can you/ we do about that?• Offer some suggestions• Get others to offer suggestion
GEPRISP Relationships for learning √ X X √ X √ X √
GEPRISP Interactions• How are we talking to each other?• How are we engaging with whānau?• With learners?• With teachers?• Co-constructing/ ako…power relations
GEPRISP Strategies• What do we need to do?• What strategies will help us to achieve the goal?• ERO Promoting Success for Māori Students Schools’ Progress June 2012
GEPRISP Planning• What’s the plan?• How are we going to measure the success along the way to achieving the goal? P S I R P E G
Effective Teaching Profile - ETPManaakitanga: They care for the students as culturally-located human beings above all else. (Mana refers to authority and āaki, the task of urging some one to act. It refers to the task of building and nurturing a supportive and loving environment).
Effective Teaching Profile - ETPMana motuhake: They care for the performance of their students. (In modern times mana has taken on various meanings such as legitimation and authority and can also relate to an individual’s or a group’s ability to participate at the local and global level. Mana motuhake involves the development of personal or group identity and independence).
Effective Teaching Profile - ETPWhakapiringatanga: They are able to create a secure, well- managed learning environment by incorporating routine pedagogical knowledge with pedagogical imagination. (Whakapiringatanga is a process wherein specific individual roles and responsibilities are required to achieve individual and group outcomes).
Effective Teaching Profile - ETPWānanga: They are able to engage in effective teaching interactions with Māori students as Māori. (As well as being known as Māori centres of learning wānanga as a learning forum involves a rich and dynamic sharing of knowledge. With this exchange of views ideas are given life and spirit through dialogue, debate and careful consideration in order to reshape and accommodate new knowledge).
Te KotahitangaPhase 1 Reportp. 118
Effective Teaching Profile - ETPAko: They can use a range of strategies that promote effective teaching interactions and relationships with their learners. (Ako means to learn as well as to teach. It refers both to the acquisition of knowledge and to the processing and imparting of knowledge. More importantly ako is a teaching- learning practice that involves teachers and students learning in an interactive dialogic relationship).
Effective Teaching Profile - ETPKotahitanga: They promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students. (Kotahitanga is a collaborative response towards a commonly held vision, goal or other such purpose or outcome).