Research: Leadership Inquiry
Aim: Mathematical success for ALL students.
Research: Locating research to inform the actions taken to reach the aim. The Maori concept of Tuakana-teina fits with Dylan Wiliam's concept of activating students as resources for each other. Identifying groups of students at risk can ensure these students voices are heard.
Student Voice: Listening to students and working with students to ensure their learning needs are met. Rather than expect students to fit the system, try to create a system which suits the students. The students who are struggling in mathematics are the most important voices to hear.
Meetings has additional research into leadership models. The conversation triggered the search for research, which is how inquiry learning works. Messy and organic, flexible and fluid.
Actions: Shifting towards a supportive classroom community, away from 'the teacher in charge' of a group of individuals. Activating students as resources for each other, inside and outside of the classroom. Developing leadership skills in all students.
Leahy, S., & Wiliam, D. (2012). From teachers to schools: scaling up professional development for formative assessment. Assessment and learning, 2, 49-71.
Higgins, J., Parangi, M., Wilson, R., & Klaracich, Y. (2004). Effective teaching strategies for Maori students in an English-medium numeracy classroom. Findings from the New Zealand numeracy development projects, 74-78.
Tuakana teina is because of age, but maths is because of knowledge and strategy.
Aim: Developing a new pedagogy of relations that creates culturally appropriate and responsive classroom learning contexts.
WHAT IS HE KĀKANO
He Kākano is a strategic school-based professional development programme with an explicit focus on improving culturally responsive leadership and teacher practices to ensure Māori learners enjoy educational success as Māori. The strategic intent of the project is to improve the emotional, social, cultural and academic outcomes of Māori children in main stream schools
I am searching for new pedagogical actions which allow a new classroom culture to develop. I hope to enable all learners to feel welcome, comfortable, successful and valued. I accept that in the past my pedagogical practises did not bring out the best in all my students. I aim to shift from an individual focus to a group focus. I aim to read, ask questions and listen to students in order to make the desired shifts.
Bobbie Maths
Assumptions based on our own experiences and cultural mindset create barriers to learning for children who don't share them and can't relate to them. Culturally Responsive Pedagogy.
For Māori and Pasifika students, the achievement rate isn’t particularly good. That’s not because of them. That’s because of the system that these kids are having to contend with. Unless we actually get something moving for these kids, we’re going to be stuck with an inequitable society. Bobbie Hunter.
I wish to explore my assumptions and create an equitable classroom. I am attempting to view my pedagogical actions with a different cultural lens. I acknowledge I am not culturally neutral.
If students are not keen to help others, this diagram might help them understand how helping others helps them too.
Research WITH Students.
Done By - Students as researchers
Done With - Students as co-researchers
Done To - Students as active respondents
Done About - Students as data source
Slide from 2016 Powerpoint at Staff Only Day.
Listen Learn Lead
Effective listening requires outreach, openness, and a genuine interest in understanding the thoughts and ideas of others, including those with opinions different from your own. When true listening and learning occur, trust and respect are established and relationships are strengthened. QISVA.
Which student groups need change?
Māori and Pasifika boys are less likely to leave school with University Entrance or higher qualifications than boys from other ethnic groups.