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Ministry of Education.
He KakanoTE AWE O NGā TOROA

Co-construction meetings

He_kakano_14

The primary mechanism for the in-school intervention is the establishment of a series of co-construction meetings to establish professional learning communities at a number of levels within the school. Professional Learning Communities are groups of educators whose primary focus is the improvement of student learning and educational outcomes through collaborative problem-solving, based on evidence of students’/groups of students’ educational performance in relation to established goals. These meetings are also prime opportunities for leaders to interrupt deficit explanations about Māori student achievement and to seek alternative explanations, in order that teachers and other leaders are able to work in an agentic manner.

Co-construction Hui Level Functioning Who participates
School Level Term by term problem solving and goal setting pertaining to progress of Māori students towards schools' AREA goals (attendance retention, evidence and achievement). Principal (Chair), BoT Chair, Senior Management Team members, other staff.
HoD/HoF/Deans Level Using evidence gathered at departmental level, HoDs/HoFs/ Deans co-construct ways that they can support their staff to support Māori student learning. Chaired by Principal, HoD/HoFs/Deans in turn.
Departmental/Class-based Level Using evidence of Māori student performance in their classes, teachers co-construct ways that can change their teaching so that Māori students can more effectively improve their learning and outcomes. Chaired by HoD/HoF/Dean (or appropriate delegate) teachers in departments.

Co-construction meetings and associated follow-up activities ‘provide for iterative sense-making opportunities’ that take leaders beyond superficial understandings of language, culture and identity and their place in Māori learner success. They also have an explicit focus on developing pedagogical leadership and teacher practices that will build strong relational trust, leading to improved outcomes for and with Māori learners. In this way, a distributed leadership pattern is supported within each school that ‘will provide intellectual challenge in a ‘’job-embedded’’ situation’. This pattern of support, alongside the networking programme, ‘will cater for the different circumstances and contexts of principals, senior leadership teams and schools.’

Principals and the BoT Chairperson will be supported to:

Goal

  • ensure that the school sets goals related to improving Māori students’ attendance, retention, engagement and achievement (AREA), developing staff commitment to the goals they set and the models of intervention they decide on, and ensuring that the goals are clear, measurable and achievable

Pedagogy

  • ensure that the conditions where effective (culturally responsive) pedagogy can occur are provided
  • develop a culture of evidence-based, problem-solving within the school
  • ensure an orderly and supportive teaching and learning environment

Institution

  • ensure that institutional, organisational and structural supports are aligned so as to support effective pedagogies in classrooms, and constructive problem-solving conversations for effective pedagogical purposes

Leadership

  • ensure that leadership is distributed throughout the organisation so that leadership tasks are carried out at appropriate levels

Spread

  • ensure that all teachers are involved in realising the goals of the school
  • create educationally meaningful relationships within the school and beyond through effective networking
  • ensure that Māori parents and families are able to participate in their children’s education

Evidence

  • ensure that the data management systems are appropriate for formative and summative purposes
  • ensure that discipline systems are aligned with pedagogic practices

Ownership

  • ensure that school resources, including staffing and finance, are strategically aligned to pedagogical purposes
  • ensure that a culture of Māori student improvement becomes normal in the school

Some of the activities that principals and BoT chairs will be supported to lead include:

  • setting vision and goals in relation to Māori achievement
  • changing the organisational structure and policies to support pedagogic reform
  • spreading the reform to include all concerned
  • ensuring ownership of the reform
  • selecting new staff who will commit to the reform
  • changing school policies and processes that limit Māori student achievement
  • overseeing the compatibility of assessment and reporting with the school’s aspirations to include parents and community in the education of their students
  • integration of all professional development in the school so that all PD is focused on achieving the school’s goals
  • ensuring that funding is reprioritised so as to achieve the school’s goals

The Senior Leadership Team will be supported to:

Goal

  • ensure that the means of implementing the goals of the school are effectively working.

Pedagogy

  • ensure that they provide active oversight and consideration of the teaching programme
  • support the implementation of a culture of evidence-based problem-solving across the school

Institution

  • ensure that the alignment of institutional, organisational and structural supports are aligned so as to support effective classroom pedagogies
  • ensure that an orderly and supportive learning environment is implemented effectively

Leadership

  • undertake tasks appropriate to the senior leadership team as part of a distributed leadership approach

Spread

  • ensure that the means of spreading the reform to all members, leaders, students and their families is working effectively

Evidence

  • ensure that data management systems are working to support formative and summative purposes
  • ensure that discipline systems are working in association with pedagogic processes

Ownership

  • assist with ensuring that school resources, including staffing and finance, are strategically aligned to pedagogical purposes

Senior management team members may ensure this happens by:

  • inducting new teachers into the school culture
  • ensuring quality data management systems are in place and working
  • reforming the timetable to allow pedagogic interventions to take place in a quality, sustainable manner
  • ensuring that the discipline system works in a way that is supportive and caring of learning classroom relationships
  • ensuring that all professional development initiatives work in concert towards the school’s goals
  • supporting teachers who are having problems coming to terms with the transformation of the school’s culture
  •  participating in school HoD/HoF co-construction meetings.

HoDs/HoFs will be supported to:

Goal

  • ensure that goals are established at appropriate levels that focus on improving Māori student academic, retention, engagement and achievement goals (AREA)

Pedagogy

  • ensure that they provide support for the conditions wherein effective pedagogy can occur
  • support the implementation of a culture of evidence-based problem-solving across the school

Institution

  • promote collective responsibility and accountability and the opportunity to engage in pedagogic conversations about student achievement and wellbeing by means of conducting departmental level co-construction meetings
  • ensure an orderly and supportive learning environment

Leadership

  • ensure that leadership is promoted with and for all teachers and students

Spread

  • ensure that all teachers are included in co-constructing ways to meet the educational needs of Māori learners

Evidence

  • ensure that evidence of student performance is used for the systematic monitoring of student progress and pedagogic improvement

Ownership

  • ensure that departmental/faculty resources are strategically aligned to pedagogic purposes

Some of the ways that HoDs/HoFs may ensure this happens is as follows:

  • setting Māori achievement goals for their department/faculty
  • gathering evidence of the participation and achievement of Māori students in their department/faculty
  • from this evidence, determine the implications for Māori students, for teachers in the department/faculty and for self as pedagogic leaders
  • acting as a pedagogic leader for staff to support individual teachers’ pedagogy emerging from evidence of student outcomes and from evidence of teacher observations
  • acting as a general pedagogic leader (emerging from aggregated teacher observation data)
  • reprioritising funding and resourcing at appropriate levels
  • supporting the use of assessment for pedagogic purposes
  • participating in co-construction meetings for HoDs/HoFs
  • conducting co-construction meetings for subject departments for cross-curricular groupings.

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