Presentation on theme: "Becoming effective teachers for under 25 students: A model for professional development decision making Judith Honeyfield - Bay of Plenty Polytechnic Dr."— Presentation transcript:
Becoming effective teachers for under 25 students: A model for professional development decision making Judith Honeyfield - Bay of Plenty Polytechnic Dr. Vaughan Bidois – Te Whare Wānanga o Awanuiārangi Other team members: Dr. Lesley Petersen - Eastern Institute of Technology Mike Crossan - Wintec, Liz Fitchett, Helen van Toor & Leonie Nicholls - Waiariki Institute of Technology
Overview of this project Five partners EIT, BoPP, TWWOA, Wintec, Waiariki. Ako Aotearoa funded – 2 year - NPF. 70% of case studies are trades programmes and national certificates with an industry focus 30% at degree level - Education (Primary and Early Childhood), & Computing. Utilises a Kaupapa Maori Framework – social, cultural and political context. Each institution has its own context, environment and cultural setting.
Aim and Purpose of the Project To investigate and evaluate decision making processes that positively impact upon the success and achievement of Under 25 students. To identify key factors that support decision making processes and professional development for effective teaching of under 25 students. To critically analyse existing perceptions of professional development in the advancement of a student-centred, teacher driven decision making model of success and achievement
Project background TES Priority Groups The Tertiary Education Strategy (TES) calls for better performance from the tertiary education sector including raising achievement and progression for all students under 25 and for the M ā ori and Pasifika students. EIT Study A study undertaken at the Eastern Institute of Technology in 2013, investigated teacher professional development for youth, Maori and Pacific students, found that there is no evidence- based model that guides professional development decision-making for teachers of this student cohort.
Decision making model
Methodology - Kaupapa Māori Transformative and Collaborative Student-centered Research Critical and Reflexive in its Approach – Ethical Framework Culturally Responsive and Context Situated (Fa’a Samoa and Kaupapa Māori Approaches) 2 Research Team Hui to address and agree – Embedding Kaupapa Māori Acknowledging Diversity of Student Identity and Culture How do we know what we know? - Challenging ourselves as researchers and as a research team.
Social Policy Evaluation and Research (SPEaR)
Developing a Conceptual Framework Political Structural Cultural Political Structural Cultural
Participants and tools 10 Case studies high number under 25 - Action research approach Student focus groups Teacher interviews Staff developer and learner support staff interviews Line managers and Heads of school Project champion Range of PD interventions – delivery – resource development Student & teacher evaluations – iterative, critical and reflexive
Progress to date 253 Student interviews 76 Teaching staff interviews 12 Staff developers & student support interviews 28 Leadership team interviews PD activities constructed/monitoring
Key themes emerging informed by student voice across the five institutions : Case study participants as champions – repositioning Decision-making processes engaging with and challenging the traditional notion of PD ( external vs internal) Key questions emerging from the case studies - what is professional development? - more reflective/reflexive about own practice with under 25’s Leadership/sponsorship and champions – as researchers and teachers General engagement – seen as valuable and yet some disengagement
Project next steps Continued Data collection Capturing uniqueness of case studies Tracking PD planning, resources, decision-making and outcomes for staff and students. Repositioning how we think and talk about PD as researchers Acknowledging current effective practice as well as identifying areas for new resource development for PD for under 25’s Team meeting as reflexive praxis talks to social, political and cultural influences on ourselves as educators and researchers to transform the lives of our students.