Mori achieving education success as Mori Redesign of

Māori achieving education success as Māori Redesign of Professional Learning and Development: Purchasing for 2012/13 Wednesday 18 May 2011

100 Māori 5 yr old children who start school in 2011 (system under performance) Māori Pākēha 89 98 87 70 Will have participated in early childhood education prior to school Will go to school in the North Island 60 16 Will attend a decile 1 -4 school 17 1 Will enter Māori Medium Education 18 4 3 1 Will not have achieved basic literacy and numeracy skills by age 10 Will be frequent truants by year 9/10 5 2 Will be stood-down from school 66 83 34 13 16 6 48 75 Will become disengaged from any of education, employment or training by age 17 Will leave school with NCEA Level 2 or better 20 49 Will leave school with a university entrance standard 10 25 Will attain a bachelors level degree by age 25 Will continue studying at school until at least their 17 th birthday Will leave secondary school without a qualification

System performance for Māori Participation in ECE 1 0, 8 First year degree retention rates 0, 6 School leavers with NCEA level 2 or above 0, 4 Retention rate of students to Māori 17. 5 year-olds Non-Māori School leavers qualified to attend university

Stretch Targets

Ka Hikitia – Managing for Success Strengthened as Government Priority! 4 Ka Hikitia is based on what will work for and with Māori in education 4 When it is fully implemented, the strategy will work and the results we seek will be achieved

Three priorities going forward Outrage – system performance Identity, Language and Culture centre stage (as Māori) New models for Maori learner success

Identity, Language and Culture 4 Maori potential 4 Cultural Advantage 4 Inherent Capability

KH = Personalising the education system!

Progress Against the Pasifika Education Plan’s Targets

100 Pasifika children who start school in 2011… Pasifika Non Māori + non Pasifika 85 98 93 71 16 72 17 4 2 3 85 1 2 83 8 10 3 5 60 25 12 79 54 25 Involvement Indicator Will have participated in early childhood education prior to school Will go to school in the North Island Will attend a decile 1 -4 school Will not have achieved basic literacy and numeracy skills by age 10 Will be frequent truants by years 9 and 10 Will be stood-down from school Will continue studying at school until at least their 17 th birthday Will leave secondary school without a qualification Will become disengaged from education, employment or training by age 17 Will leave school with NCEA Level 2 or better Will leave school with a university entrance standard Will attain a bachelors level degree by age 25

The review of special education and what parents told us • 22% said the professional development of teachers and other school-based staff is the single most important change for them • 15% said attitudes toward students with special education needs had to change and inclusiveness actively promoted

The review of special education and what parents told us • Almost two-thirds want a system that offers choice with access to classes within regular schools • About 20% said trainee teachers need more and better training about special education. • Nearly 30% said ongoing teacher education was needed.

The review of special education and what parents told us • About 40% want improved internal systems and processes within schools, emphasising strong leadership, governance and wholeschool professional development. • They all said teachers with the right skills and knowledge were needed.

Parent quotes “Teachers need to be trained at the bachelor of teaching and learning degree. They need a full placement (12 weeks) in special education, so that they can truly get a feel for special needs. They can see children being looked after from a health and educational perspective. They can view how to adapt a curriculum to suit all learning needs. They need to learn empathy for our kids who are all different and unique. They need disability awareness. ” [Parent or caregiver]

ERO review of inclusive practice (2009) • 50% of schools doing well • 30% okay but could do better • 20% poor practice By 2014 we are working to have 80% of schools doing well and the other 20% on the way. The indicators used are appended to the ERO report “Including Students with High Needs” (2009)

Meeting the needs of students, educators, schools, kura and boards Presentation to PLD Providers - 18 May 2011

Lifting student achievement Three powerful levers combined Target group Students Initiative Targeted, additional learning programmes and resources Teachers and leadership Professional Learning and Development Leaders and boards of Student Achievement kura and schools Function

What are we changing? From To • Partly contestable process for preferred providers • Schools and kura make their own arrangements with providers • PLD not reaching the schools and kura that need it • Lots of information gathered but not well enough used or understood • Fully contestable process to open the field to new players • Schools and kura will work with regional Ministry staff to identify needs for PLD • Targeted PLD reaching the schools and kura that need it • Gather, use, and share information for continuous improvement

In the regions: working with kura and schools • Kura and schools will work with regional staff to identify what PLD they need • Evidence for this can come from school self review – 50% are already there • ERO reviews might also point to the need for PLD • The regional co-ordinator will then have a significant role in allocating and monitoring PLD • As providers, you can expect to work with regional offices much more closely

In National Office: co-ordination • Select preferred providers from a contestable process • Allocate the PLD on advice from the regions and after assessing the need • Make sure the money goes to the right places – to the schools and kura that need targeted PLD to lift student achievement • Build up a picture of PLD across the country -- what’s happening where, what the results are, what’s working well and what is not

Students at the centre Kura, school, students, community: teaching and learning, self review Ministry regional office: assessing needs, recommending PLD Ministry national office: oversight, co-ordination

Accountabilities -- evaluation Providers Ministry How did the PLD lift student achievement? Why did we allocate this PLD to this provider? How do you know? What follow-up did we do with the kura or school? What are the next steps for the kura or school? Is the kura or school growing its capability for self review? How do we know? What will you do differently next time? What will we do differently next time?

Next steps 23 May: Expression of Interest (EOI) released on GETS 20 June: all EOIs received 15 September: Request received Proposal (RFP) from selected providers End of November: 2012 contracts developed and signed

Core principles: non-negotiable • Lifts student achievement with an urgent focus on Māori, Pasifika and students with special education needs • Is based on evidence of student needs within a school or kura • Has clear and measureable outcomes for students • Is based on Te Marautanga o Aotearoa and the New Zealand Curriculum • Builds sustainable school-wide inquiry and practice within schools in collaboration with school leadership, parents, whānau, iwi and communities • Is flexible and responsive to the diverse identity, culture and language needs of students.

Last words: we need Innovative ways to address the needs of all students

Innovation • Uses evidence, experience, and new ideas • Uses the right delivery methods, including e-learning and other technologies • Has flexible and responsive business models – partnerships, clusters • Challenges providers, schools, kura and the Ministry • Makes a huge difference in the lives of students