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Chris Jansen ( - "Case studies of raising achievement 2012"


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This presentation outlines approaches to raising achievement levels of adolescents from Maori and Pasifika cultures in New Zealand schools.

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Chris Jansen ( - "Case studies of raising achievement 2012"

  1. 1. Case studies of raising achievement: Mangere College, Taihape Area school
  2. 2. Overview: Case study: Mangere College  What is an AIMHI school?  Some of the issues present for students and teachers  Strategies to address achievement. Case Study: Taihape Area School  Te Kauhua project  Key turn around strategies
  3. 3. What is an AIMHI school In the late 90‟s ten decile 1 schools around NZ chosen for research project with Massey University - Kay Hawk and Jan HillThey produced articles such as: “Towards making achieving cool” “Teachers under stress: Implications for schools and teachers in multi cultural schools.” “Aiming for student achievement: How teachers can understand and better meet the needs of pacific Island and Mäori students” “Four conceptual clues to motivating students”
  4. 4. Consider…. “What kind of school did you go to….. “What kind of schools have you been to on teaching practice…?” ”What would a low decile school look like?? …..feel like???
  5. 5. Popular perceptions/misconceptions1) Decile 1 schools are under resourced???2) Suburbs like Mangere, Otara, Aranui – are dangerous and violent???3) Decile 1 schools have poor teachers???4) My child will not be able to get a good education at these schools??
  6. 6. Overview of Mangere College - 800 students. Approx. 60% Pacific Island /Pasifika (Samoan, Tongan, Cook Islands, Nuiean, Fijian) 25% Maori, 5% Indian, 5% Asian, In 1998: 8 Pakeha students Staff: approx 50% Pakeha PE staff – 7 staff 2 Maori, 2 Samoan, 1 Tongan and 2 Pakeha
  7. 7. Hufanga Taufo‟ou Ieremia Toe‟SaleleaMata Rikiau Memory HaimonaJacqueline Itamua Poriau UamakiAndre Vatu Misili FiloaFrancis Pule Kose TuifelasaiJerry McFarland Steven NabongEma Piutau Julia PulaVicky Rauwhero Kui SifaheoneFatu Tangaloasa Ronny TanielaMakasini Tulimaiau Apenera Tutai (Ape)Asoleaga Nuausala (Aso)Taiwan Leasuasu
  8. 8. Issues – Perception of schools not as good as others…..despite good reports from ERO Falling rolls – white flight and brown flight – buses going out of suburb Capna – staff cuts Achievement range Lower literacy levels – Year 9 equivalent to Year 6-7 (PAT)…… Bursary and School C passes 15-20%
  9. 9. So why the low achievement?1)Poor teachers?2) Low decile? – means it a low socio economic area…poverty……3) Maori and Pasifika students - over represented in low decile schools – in every city in NZ….Aranui, Porirua, Otara, Glen Innes etc…The Big Question: WHY???
  10. 10. Socio Economic factors: Poverty – no doubt if you are poor it is harder to do well at school.What do the students experience: shared bedroom or non assigned, often no desk, no computer several families in one house – rental prices pressure for nutrition/food - no breakfast maybe - houses change, no phone often or changing number Having to do a job to „pay the bills‟ – pressure to leave school early Social problems as a result of poverty Precedents and role modelling – if none of your family has ever been to tertiary education it is generally harder for you to have self belief in this option….
  11. 11. Cultural Factors: (based on research) Values of traditional culture vs. values of western culture – ie: respect for elders means don‟t question, contrast with critical thinking and debate in classrooms Priorities and time pressures - other commitments – family / church / performance Living in two worlds leads to gate keeping - immense pressure and various coping strategies Language difficulties – most can speak several languages, English is second or third language, parents often island born and speak own language at home…..can lead to lower comprehension – impact in exams
  12. 12. Bishop 2004
  13. 13. Consider…? “What could schools do to improve achievement? “What can teachers do to improve achievement
  14. 14. Strategies:1) Macro level - issues for government Poverty – high unemployment Housing – state house rents Health School zoning and competition Teacher recruitment and retention
  15. 15. 2) Medium level -Strategies for Schools Leaverage alternaitve assessment methods instead of exams (NCEA) Longer periods/block teaching/ home rooms Vertical forms – mix of ages / whanau concept After school homework centres Cultural liaison staff – parents/ communities/ churches Emphasis on student support / pastoral care Innovative discipline systems– restorative practice Career pathways – bridging between organisations Nutrition initiatives
  16. 16. 3) Micro Level - Individual Teachers Develop teacher - student working relationship High expectations of potential – engender self belief vs deficit positioning Explore ways to unlock their potential Innovative teaching methods Cultural overlay Intentional building of community – develop group locus of control Create environment where it is safe to take risks/fail…
  17. 17.  Confident and collaborative classroom management Be a role model – participate, demonstrate, embarrass yourself Use feed forward one on one with students Be aware of cultural differences and worldview – be teachable Pronounce names correctly – they notice it immediately - shows that you value and respect their culture enough to have tried to learn it… Sense of humour - laugh with students and at yourself……. Persevere in contacting parents…….