Purpose:
Recognising and responding to the identity, language and culture of Māori students, Pasifika students, and students with special education needs is critical to their achievement. The purpose of this initiative is to embed this essential practice within all contexts of schools and kura.
Proposals will detail how the following key tenets for raising student achievement are incorporated in the professional learning and development design:
- School leaders are supported to move their focus from operational matters to student achievement (Gorinski & Fraser, 2007; Robinson, Hohepa and Lloyd, 2009).
- Schools and teachers will be challenged to identify and confront their beliefs, put evidence into practice, respond effectively to Māori students, [Pasifika students’ and students’ with special needs] cultural and learning needs, and work with whānau, families, communities and iwi to achieve shared goals (Bishop et al., 2003; Bishop et al., 2007; Tahuri, 2005; Timperley & Robinson, 2001).
- Whānau and teachers have high expectations of students, students have high expectations of themselves, and teachers focus on building on students’ strengths and meeting their needs (Alton-Lee, 2003; Wylie et al., 2006).
- Students’ relationships with their teachers are characterised by a professional response to learning and identity (Bishop, Berryman, Powell, & Teddy, 2005).
- Schools tailor programmes to their community rather than use a standard format (Brooking & Roberts, 2007).
- Teachers embed students’ cultural knowledge and experiences in the content of the curriculum to ensure cultural continuity (Aitken & Sinnema, 2008).
- Students’ opinions are listened to and families, whānau, and communities are appropriately included in the teaching and learning dynamic so they become co-producers and collaborators with teachers and leaders (Alton-Lee, 2003; Biddulph et al., 2003; Gorinski & Fraser, 2007; Gorinski & Shortland Nuku, 2006; Te Maro, Higgins, & Averill, 2007; Tuata et al., 2004; Hawk et al., 2005).
- Schools initiate and build educationally powerful connections with whānau, families, and communities (Robinson, Hohepa and Lloyd, 2009, Ch 7).
- Teachers align their practice with student achievement data (Timperley et al., 2007; Gorinski & Fraser, 2007).
Outcomes sought through procurement:
- Through interaction with students and their families, school and kura, leaders and teachers understand the reality for students and their families.
- School and kura leaders and teachers understand the socio-political history and how it impacts on classroom life.
- School and kura leaders and teachers’ personal beliefs and actions are explored and challenged.
- Changing practices engage all students in their learning and make the classroom a positive learning place for all students.
(Adapted from Earl, Timperley and Stewart, 2009).
Please note: This PLD provision should be in conjunction with other professional learning and development opportunities, rather than offered in isolation.
It's essential that PLD recognises the diversity that exists within groups, the complex interrelationships that exist within classrooms and school communities, and the importance of individual identities and experiences that challenge cultural and gender stereotypes.
Published on: 01 Jun 2011
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