1. Te Kotahitanga What can we learn from it? A powerpoint presentation to SCT cluster by Mary Jamieson School Support Services School of Education University of Waikato 2007

2. Aim of Project To investigate how to improve educational achievement of Maori students in mainstream secondary school classrooms. Collection of narratives of students, their whanau, principals and teachers Effective Teaching Profile

3. The Professional Development Intervention Induction hui: the hui whakarewa Te Kotahitanga Observations Individual Teacher Feedback Co-construction Meeting Shadow Coaching

4. The hui whakarewa Usually held at a local marae with elders present and actively engaged in training GEPRISP Examination of data, narratives, own positioning Relationships, Interactions, Strategies, Planning PSIRPEG

5. Te Kotahitanga Observations 10 second periods Move around room to hear Teacher can nominate 5 students

6. Individual Teacher Feedback Negotiate time for feedback/forward Talk about in-class experiences Co-construct new directions – individual goals for future teaching Facilitators trained to give the following types of feedback…

7. Feedback 1. Feedback on what was observed 2. Feedback to reflect 3. Opportunities for teacher to feedback 4. Feedback on relationships 5. Positive Feedback 6. Feedback to feed-forward 7. Responsive feedback

8. The co-construction meeting A group of teachers who ideally work with the same group of students Time to collaboratively reflect and co- construct solutions Examine evidence Set times and dates with facilitator for shadow coaching

9. Shadow Coaching Might involve- collaboratively planning lessons, making adaptations to the learning environment or curriculum, physically modelling steps towards goal Most likely to be another opportunity for feedback and reflection from an observation May have to provide shadow coaching a number of times to reach goal

10. So what happened in classrooms? Shifts from traditional to discursive interactions Teacher use of discursive practice Shifts between whole class, individual and group interactions Shifts in classroom relationships Shifts in teacher and Maori student proximity Shifts in cognitive level of the classes Shifts in Maori students academic engagement and work completion

11. Narratives of students It would be cool if a teacher could come down to where we are and teach us and not think that theyre all high and mighty and you have to listen to them or else youre going to get in trouble. Mrs S…cant even say my name…and I always argue with her. She makes me feel like Ive got a dumb name and Im dumb…She goes, well, that is what Ive got down here, and I go, No, it isnt my name, and then I just let her go off. I know what shes going to say. Ive heard it all before.