Te Kotahitanga Phase 5 The Genesis of Te Kotahitanga.
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Transcript of Te Kotahitanga Phase 5 The Genesis of Te Kotahitanga.
![Page 1: Te Kotahitanga Phase 5 The Genesis of Te Kotahitanga.](https://reader036.fdocuments.in/reader036/viewer/2022062314/56649e675503460f94b61ee9/html5/thumbnails/1.jpg)
Te Kotahitanga Phase 5
The Genesis of Te Kotahitanga
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2001: The Scoping Exercise
Research initiated by:
• Professor Russell Bishop (Māori Education Research Institute, University of Waikato)
• Mere Berryman (MOE SE Poutama Pounamu Research and Development Centre, Tauranga)
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2001: The Scoping Exercise
Researchers sought to understand more about what was behind the ongoing discrepancies in Māori students’ educational achievement compared with their non-Māori peers.
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2001: The Scoping Exercise
In order to do so they:
• interviewed a selection of Māori students and some of their educators from a range of secondary schools using a Kaupapa Māori research approach
• examined national and international literature
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Findings of The Scoping Exercise
Participants could clearly theorise their education experiences.
There was a clear mismatch between the descriptions and explanations of the students and their teachers.
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Teacher student relationships and interactions, together with structural issues, impeded and limited the progress of Māori students.
Findings clearly revealed the value of a Kaupapa Māori research approach for identifying and talking about solutions.
Findings of The Scoping Exercise
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Te Kotahitanga Phase I2001 – 2002
Researchers sought to:
• understand more about what was behind the ongoing discrepancies in Māori students’ educational achievement compared with their non-Māori peers
• identify how to raise Māori student achievement
![Page 8: Te Kotahitanga Phase 5 The Genesis of Te Kotahitanga.](https://reader036.fdocuments.in/reader036/viewer/2022062314/56649e675503460f94b61ee9/html5/thumbnails/8.jpg)
Te Kotahitanga Phase I
Research in 5 secondary schools by talking with:
• Year 9 and 10 Māori students
(engaged and non-engaged)
• Their whānau
• Principals
• Teachers
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2001 - 2002: Te Kotahitanga Phase 1
• Each group provided rich narratives of experience from which the basis for the Te Kotahitanga professional development intervention emerged.
• The intervention worked well for Māori students with a few trained teachers in these schools, but traditional relationships and interactions outside of these contexts and within the wider school proved to be counterproductive.
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2002 - 2003: Te Kotahitanga Phase 2
• Te Kotahitanga Phase 2 trained more of the teachers in 3 schools in order to maximise the effects of the intervention across each school.
• The intervention worked well for many of the trained teachers, and learning opportunities for Māori students in these settings undoubtedly improved.
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2002 - 2003: Te Kotahitanga Phase 2
• The collection and use of evidence of student learning outcomes to monitor and inform new learning was less commonly applied.
• Professional communities, rather than professional learning communities emerged.
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2003 - 2009: Te Kotahitanga Phase 3
• In-school facilitators in 12 schools were trained to work with cohorts of teachers to implement the professional development cycle in their schools.
• Teachers were trained by in-school facilitators.
• Greater emphasis on the effective use of student learning outcomes to monitor and inform new learning.
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2003 - 2009: Te Kotahitanga Phase 3
• Review of Practice and Development in observations, feedback and co-construction for both formative and summative purposes.
• GPILSEO: Sustainable school wide implementation
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2006 – 2009: Te Kotahitanga Phase 4
Facilitation teams from 21 new schools began training in October 2006. Since 2006 ongoing professional development for facilitation teams through:•Out-of school face to face PD hui •In-school face to face Review of Practice and Development visits in 2008 and 2009 •Distance support through online community and 0800 number
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Māori students Non-MāoriMāori
University of Waikato
Ministry of Education