My NAPP Enquiry

13 Oct

NAPP

This week it is the beginning of the end for my inquiry.  The process is complete.

The focus of your inquiry

What was the inquiry question? “To examine the nature and effectiveness of a Mentor on the achievement and attendance of Maori/PI students at SHGC”

What were the learning needs? I wanted Deans from just gathering data to connecting with these students. It is important for staff to understand both narrative and data of these priority learners. In turn the greater body of staff would be workshop through Ministry initiatives such as Tu Rangatira, Ka Hikitia and Tataiako. I acknowledged this change and development to take place over a period of time so that real changes could be embedded.

The methods you used to lead others in a cycle of change

What learning experiences did you and your team design and engage in to address your inquiry question? We followed the steps of Ka Hikitia

Hei Whakaaro: Thinking

SLT, Deans and Staff examine “Maori achieving education success as Maori.”

Tutukia: Explore & investigate the evidence. Deans begin to track students

Examine data to guide Deans and Staff how Mari students are progressing. Deans identify Maori students in there cohort. Identify potential issues. Dean’s meetings used to discuss evidence. This may lead to further PD.

Mōhiotanga: Understanding and connecting

Richer relationships are developed. Increase knowledge of the cultural background of the learners. Making sure engagement is meaningful and authentic. E.g. relationships between Classroom teachers, Vertical Form teachers and Deans.

Whakamahi: Putting it into practice

The aim of culturally responsive teaching and learning is to improve Maori education outcomes where the child, parents and family, iwi are integral to determining the education journey: responding to “the child’s cultural experiences” e.g. Incubator, Kapa Haka, Powhiri

STEP THREE: Reflection, sharing the process school wide

Can we use this model to develop other target areas such goal setting?

Our school staff is well underway understanding ‘teaching as inquiry.’ This currently forms the basis of our appraisal process and PLGs. As part of leading PLGs in 2013 HOFs and Deans are working thorough Leading inquiry at a teacher level: It’s all about mentorship by Fowler. Develop extension and enrichment activities that have a positive effect on achievement for Maori and Pasifika learners e.g. whanau hui

The outcomes achieved so far

How has practice changed as a result of the inquiry? What is the impact of the changed practice for the Professional Learning Network? My focus was to on a small number of priority learning students which data suggested were not doing well in our environment. It became evident from an early stage that some of many of the systems put in place Deans and the greater staff were already doing.

1. Connectivity

This made a significant impact on student learning and engagement and resulted in much

improvement for those learners.

2. Becoming more aware of issues: Two teachers concentrated on a small group of students and used evidence to establish shared goals with their learners and their caregivers.

3. Greater focus in Deans Meetings.

Rather than spending a great amount of grappling with nuts and bolts issues a shared project or communion inquiry goal was established. The changed the culture of the meeting. It became more about professional development.

4. Deans evaluations are still to come.

The intended outcomes for student learning

What is the impact of the changed practice for students? There has been a positive impact for student learning. Our Deans previously had a great understanding of their students and this just highlighted this fact.

Thoughts on Leading learning

• Meaningful: Change must respond to complexity and collective “disquiet”

• Backed by research

• Critical reflection (individual and collective)

• Must allow other to add to (develop change)

• Leading change is one facet of education leads to change in other areas of practice (complexity)

• Leading change has to consider taking care of the welfare of others (staff and students)

• Understanding of the Kiwi Leadership Model and Tu Rangatira

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