GEPRISP Te Kotahitanga GEPRISP A framework for

GEPRISP Te Kotahitanga

GEPRISP A framework for Te Kotahitanga G E P R I Goal Experiences Positioning Relationships Interactions S Strategies P Planning

G E P R I S P Hui Whakarewa: 3 day induction hui Goal Experiences Positioning Relationships Interactions To improve Māori students’ educational achievement of Māori students in education are examined and inform this process of teachers within agentic discourses is critical that exist in classrooms need to be examined and may need to change Current ways of interacting in classrooms may also need to change Creating new experiences of Māori students being affirmed, valued and academically engaged. Which continues to challenge teachers’ positioning and promote teachers’ agency Which develops new relationships ‘a pedagogy of relations’ Which support the use of different interactions Strategies are introduced to create opportunities for different ways of interacting Plan We need to plan for all this to happen New strategies can be introduced Cycle of in-class observations, feedback, co-construction meetings and shadow-coaching

Evidence needed to inform GEPRISP G E P The need to improve Māori students’ educational achievement The need to examine Māori students’ current experiences The need for agentic positioning Measurable increase in Māori students’ educational achievement Measurable increase in positive experiences for Māori students Qualitative shifts in thinking from deficit to agentic R I S P The need for relationships of mutual trust and respect The need for a wide range of interactions The need for strategies that support discursive practices The need to plan for all this to happen Evidence of relationships of caring at three levels: Caring, Expectations and performance Shifts in interactions from traditional to discursive Evidence of increase in range and type of cooperative, dialogic and interactive strategies Evidence of planning: • in-class • in-school • whole school

GOAL: Measurable improvements of Māori students’ participation Māori student participation indicators may involve data from: • Attendance records • Suspensions and stand downs • Retention • Exemptions • Referrals

GOAL: Measurable improvements within Māori students’ achievement Māori student academic achievement evidence may include: • • As. TTle results Departmental assessment tasks School-wide assessments Academic awards / distinctions National and international assessments Literacy and numeracy achievements Classroom assessments

EXPERIENCES: Valuing and legitimating Māori students’ educational experiences • Evidence about the current schooling experiences of Māori students. • Evidence of Māori student’s improvements in morale, engagement and participation in learning. • Use of this evidence in a systematic manner to inform a range of learning and professional outcomes.

POSITIONING: Evidence of agency within teacher positioning • • Teachers are able to identify their own positioning in relation to Māori students. Teachers reject deficit thinking as a means of explaining Māori students’ educational performance. Teachers reject the deficit thinking of others as a means of explaining Māori students’ educational performance. Teachers know and understand how to bring about change in Māori students’ educational performance.

RELATIONSHIPS: Measurable evidence of relationships of mutual trust and respect Evidence of the teacher: • caring for Māori students as culturally–located individuals • demonstrating high expectations for the learning performance of Māori students • demonstrating high expectations for the behavioural performance of Māori students • providing a well-managed learning environment • providing culturally appropriate and culturally responsive contexts

INTERACTIONS: Evidence of a wide range of teaching and learning interactions observed Whole Individual Group Co-construction Feed forward academic Prior experience and knowledge Feed forward behaviour (+/-) Feedback behaviour (+/-) Monitoring Instruction Culture Feedback academic

INTERACTIONS: Evidence of a wide range of teaching and learning interactions observed Evidence of changes in: • • Student engagement in learning Student work completion Student-teacher interactions Teacher location in terms of proximity Increase in the cognitive level of lessons Use of Māori students’ prior knowledge and experience Student involvement in co-construction/ powersharing

STRATEGIES: Evidence of the use of interactive and discursive strategies to create a culturally responsive context for learning Strategies may include: • Cooperative learning • Formative assessment and goal setting • Student generated questioning • Integrated curricula • Critical reflection • Ako / Reciprocal Learning • Differentiated learning

PLANNING: Evidence of planning to achieve the goal of raising Māori student achievement and participation Evidence of goals and / or action plans at: • an individual level • a department level • a school level Are goals / action plans Specific, Achievable and Measurable? Relevant and Time-framed? What evidence do we have of the relationship between evidence of outcomes for Māori students, planning and delivery?