Te Kotahitanga Using Research and Development R D

Te Kotahitanga Using Research and Development (R & D) to make a much bigger difference for our children and our society Adrienne Alton-Lee Ph. D Chief Education Adviser Iterative Best Evidence Synthesis (BES) Programme Ministry of Education Te Kotahitanga Conference / 26 November 08

Hutia te rito o te harakeke Kei hea te komako e ko Ki mai ki ahau He aha te mea nui o tenei ao Maku e ki atu He tamariki, he rangatahi Te Kotahitanga Conference / 26 November 08

The Iterative Best Evidence Synthesis (BES) Programme is a catalyst for collaborative knowledge building and use across policy, research and practice in education • Why ‘best’? How (dare) ‘best’? Valued outcomes for diverse students as a touchstone. • Bodies of evidence (R & D) about what works and why in education, what makes a bigger difference, and what does harm? • More positive impact for diverse students, less stress for educators. • http: //www. educationcounts. govt. nz/goto/BES Te Kotahitanga Conference / 26 November 08

Our Challenges • 21 st Century Challenges • The silent revolution Te Kotahitanga Conference / 26 November 08

Our Educational History Te Kotahitanga Conference / 26 November 08

The effect of the interaction between schooling and Maori ethnicity in New Zealand Harker, R. (2006). Ethnicity and school achievement in New Zealand. Some data to supplement the Biddulph (2003) BES. Te Kotahitanga Conference / 26 November 08

Making a bigger difference – effect sizes as a way of judging comparative magnitude of impact A benchmark In our own New Zealand studies, we have estimated the yearly effect in reading, mathematics, and writing from Years 4 to 13 (N = 83, 751) An effect size of. 35 – although this is not linear “…In some years and for some subjects there is more or less growth. The inference for the argument… is that teachers typically can attain between. 20 to. 40 growth per year and that this is to be considered average. They should be seeking greater than. 40 for their achievement gains to be considered above average, and greater than. 60 to be considered excellent. ” Hattie, J. (forthcoming). Visible teaching – Visible learning: A synthesis of 800+ meta-analysis on achievement. London: Routledge. Te Kotahitanga Conference / 26 November 08

Figure: Trends and Patterns in NZ Certificate of Achievement, equivalent attainment Level 2 and above Te Kotahitanga Conference / 26 November 08

Te Kotahitanga Conference / 26 November 08

“The decrease in engagement from years 7 -10 remains particularly stark for Maori learners. ” Penny Bishop (2008) Te Kotahitanga Conference / 26 November 08

Reading Literacy – New Zealand’s High Mean and Large Variance Source: OECD (2001) Knowledge and Skills for Life, Appendix B 1, Table 2. 3 a, p. 253, Table 2. 4, p. 257 Te Kotahitanga Conference / 26 November 08

Maori School Leavers with NCEA Level 2 Qualification or above Wharekura and All Maori (1998 -2006) Te Kotahitanga Conference / 26 November 08

Maori Excellence in Education • 2003 – first national assessment of the quality of research in the tertiary sector: The Performance Based Research Funding (PBRF) Quality Evaluation • Maori educational research identified as national strength • Linda Tuhiwai Smith and Graham Hingangaroa Smith – transformational strategy at tertiary level to develop a national cohort of Maori Ph. Ds • Commitment to research & development to make a bigger difference for Maori in education – kaupapa Maori research • Professor Russell Bishop’s determination to use research as a tool for change – international recognition – Handbook of Qualitative Research (3 rd ed. ) Continued… Te Kotahitanga Conference / 26 November 08

Maori Excellence in Education • Dr Mere Berryman – Poutama Pounamu Research & Development Centre – assessment tools & strategies to make several years of difference in student gains over business-asusual in early literacy in Maori & English medium • Collaborative approach – Aunty Nan – He tamariki, he rangatahi Te Kotahitanga Conference / 26 November 08

The role of classroom practice in the persistence of inequality Best evidence syntheses document substantial evidence over some decades of centrality of culture to educational processes and the inequitable teaching of Maori learners • Fewer teacher-interactions, • Less positive feedback – contrast with Maori medium • More frequent negative desists – contrast with Maori medium • Under-assessment of capability • Mispronounced names • Absence of Maori themes/contexts in curriculum • Lack of access to Te Reo Maori • The negative effects of racism on those who engage in it and those who experience it Te Kotahitanga Conference / 26 November 08

Average Number of Talk More Invitations per Child-Morning (Clay, 1985) Te Kotahitanga Conference / 26 November 08

Social Studies – ‘A Study of Cultural Differences’ Year 8 Joe is Pakeha, Ricky is Maori: Teacher: Because White people. . . Joe (talking to Ricky): Honkies. Ricky (talking to Joe): Shut up! Teacher: Europeans, we were. . . Joe (talking to Ricky): Nigger! Teacher: Watch this way please, Ricky! – were often wanting to get things. . . Joe (talking to Ricky): Black man! Samoan! … Teacher: …East Indies Joe (talking to peer): Ricky, they’re going to play cricket!… Shut up! prove it! Get stuffed, Ricky. Te Kotahitanga Conference / 26 November 08

Social Studies – ‘A Study of Cultural Differences’ Joe (kicks Ricky under the table): You kicked me first you nigger! Ricky (talking to Joe): Did not you honky honk. I’m not a nigger … Joe (talking to Ricky): Shut up! Teacher: Ricky, could you try and watch here please? Joe (talking to Ricky): God, you’re dumb! Now I’ll prove that you’re dumb. Ricky removed from the class to work alone after complaint from Pakeha boys to the teacher that he disrupted their work. Te Kotahitanga Conference / 26 November 08

Interviews Ricky: Sometimes people (are) racist to me ‘cause I annoy them. Sometimes… Sometimes I just get up and hit them and they stop. Interviewer: You say the English are more advanced? Ricky: Oh well, the Indians just had bows and arrows I think and they (the English) had guns. Te Kotahitanga Conference / 26 November 08

Teacher and Co-author I thought it was: Heart-rending because I would have liked to have thought that I was tuned in to what was happening in the class… I just didn’t know… Prior to doing this research I would’ve said : “Yes, you know, I’m fully aware of these things. ” It comes as a real blow to find that in actual fact you’re not necessarily doing things that are line with what you believe. I believe that (the outcomes) are extremely positive because they’ve increased my level of awareness. They’ve altered my action…It’s altered the things that I think are important when I’m devising a curriculum… It’s altered the way I treat other people too. Alton-Lee, A. Nuthall, G. , & Patrick, J. (1993). Reframing classroom research: A lesson from the private world of children. Harvard Educational Review 63(1). p. 80 Te Kotahitanga Conference / 26 November 08

Published in Unterrichtswissenschaft (2001)No. 3 New Zealand Year 10 class in a social studies discussion about Civil Rights: Rosa Parks’ husband: Father a White American – mother a Black American… Unidentified student calls out: Mongrel! What different strategies could the teacher use in response to the call out of the unidentified student? What would be the likely implications? Te Kotahitanga Conference / 26 November 08

Published in Unterrichtswissenschaft (2001)No. 3 Teacher : Who is that person? Tim: Me. It’s true Teacher: Who said ‘mongrel’? Why did you use that term? Tim: Because dogs and stuff like that… Teacher (to whole class): Listening, thank you. Listen. Tim: Because dogs and stuff like that… Not as a racist Lily: Yes, you’re a racist. Te Kotahitanga Conference / 26 November 08

Published in Unterrichtswissenschaft (2001)No. 3 Teacher: Tim: Hang on a minute. I’ve just heard a term to describe Raymond Parks… ‘mongrel’ – and I’ve reacted to that and I am asking the person, who’s Tim who said it, to explain why he said it. Tim? Well, um… Simon: I know why Teacher: Hang on. Give him a minute. Tim: Because he was… he had different… different um colours in him, like animals and stuff they’ve got different colours in them. I wasn’t using it as a racist, saying that Blacks are dogs… Te Kotahitanga Conference / 26 November 08

Published in Unterrichtswissenschaft (2001)No. 3 Teacher: …Anyone like to comment because I thought it was important for us to talk about it. Yes, Simon? Simon: I don’t…like when…It’s not bad is it? I don’t think there is anything wrong with that. Teacher : Okay, Simon thinks that it is quite acceptable… for me to put the word… Simon: Oh, no. I thought Tim was saying it under his breath or something. Te Kotahitanga Conference / 26 November 08

Published in Unterrichtswissenschaft (2001)No. 3 Teacher: OK. Yes? (Jon) Jon: Um…well…. (becomes inaudible during interruption) 2 senior staff arrive for a uniform check – they move up and down the rows doing a visual check Teacher: Jon: Can we just listen to this please? Despite the fact that there is some distraction in the classroom. Can we just listen to what Jon is saying because it is a really important point. Thank you, John. Um, Tim was just looking at it from a White perspective, maybe and not from his own point of view. Te Kotahitanga Conference / 26 November 08

Published in Unterrichtswissenschaft (2001)No. 3 Teacher: Ok. Do you think it is acceptable or not acceptable? Nuku who is wearing sports shoes rather than standard shoes exits the class as he is directed by staff checking uniforms to get his shoes from his school bag Jon: Well, not really. Because it is just not… that’s what you use for dogs. Te Kotahitanga Conference / 26 November 08

Negation of Pasifika Funds of Knowledge in NZ Intermediate Classroom Cultures Discussion of sharks in peer group in intermediate class in science: Kurt: They’re cold blooded. And they like shallow water. Teine: Yeah, they do. Robin: They like warm water? Teine: Yeah they do. In Samoa, the sun shines on the sea, and you can see some sharks. Kurt: (laughing and exaggerating Teine’s accent) In Samoa, the sun shines on the sea. Teine: (Tries to slap Kurt) “Other times when Teine referred to her country of origin, the other students simply ignored her. So long as she talked about things that were part of their common experience, she seemed an integral part of the social group, but the moment her unique experiences came up the conversations stopped. ” Nuthall (2007, p. 146) Te Kotahitanga Conference / 26 November 08

Culture is central to classroom processes – across the curriculum Te Kotahitanga Conference / 26 November 08

Evidence about Impact of Teaching on Variance in Student Outcomes “Recent research on the impact of schools in student learning leads to the conclusion that 8 -19% of the variation in student learning outcomes lies between schools with a further amount of up to 55% of the variation in individual student learning outcomes between classrooms within schools. In total approximately 60% of the variation in the performance of students lies either between schools or between classrooms with the remaining 40% being due to either variation associated with the students themselves or to random influences. ” Cuttance, P. (1998) in International Handbook of Educational Change pp 1158 -1159) See also Timperley & Alton-Lee (2008) Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education Vol. 32 Chapter 10 p. 328 Note: The Complexity of Community & Family Influences BES (2003) Te Kotahitanga Conference / 26 November 08

Figure 3. Variation in student performance within and between schools for 38 countries on the PISA Mathematics Literacy Scale (2003) Te Kotahitanga Conference / 26 November 08

Education Leadership Best Evidence Synthesis Iteration (BES) forthcoming 2009 • • • Professor Viviane Robinson – Hedley Beare Award for William Walker Oration Dr Margie Hohepa Dr Claire Lloyd International Quality Assurers • Professor Michael Fullan • See the first analysis for this BES – the William Walker Oration on the BES website: http: //www. educationcounts. govt. nz/goto/BES Te Kotahitanga Conference / 26 November 08

The impact of different leadership activities on student outcomes What makes a much bigger difference in educational leadership? Te Kotahitanga Conference / 26 November 08

Teacher inquiry and knowledge-building cycle to promote valued student outcomes Te Kotahitanga Conference / 26 November 08

New Zealand Teachers Making a Difference in Te Kotahitanga Schools Te Kotahitanga – Longitudinal Impact NCEA Level 1 Te Kotahitanga Conference / 26 November 08

18. 8 63. 9 62. 5 69. 0 39. 0 22. 6 32. 1 48. 4 Success in NCEA Level 1, 2005 -2006 12 Te Kotahitanga schools Te Kotahitanga Conference / 26 November 08

The Evidence of Hard-Forged Change • 3 rd of 4 th phase school self-monitoring • Reports from principals Te Kotahitanga Conference / 26 November 08

Teacher Professional Learning and Development: Best Evidence Synthesis Iteration (BES) • Professor Helen Timperley, Aaron Wilson, Heather Barrar & Irene Fung, University of Auckland. • http: //educationcounts. edcentre. govt. nz/goto/BES from November • Synthesis of findings of 97 studies or groups of studies of professional development that influenced valued outcomes for students • P. 259 Te Kotahitanga case Leaders: • Ensure new information is understood • Engage with dissonance • Ensure opportunities to learn are productive • Provide incentives for teachers to enact new learning in practice • Ensure site-based leaders working with effective external expertise Te Kotahitanga Conference / 26 November 08

The Struggle for Change – An acknowledgement • Not evangelical – not magic - enormous effort by educators • Te Kotahitanga a case in the Teacher Professional Learning and Development BES because the model exemplifies the findings of what works (but depends on the conditions) • Te Kotahitanga requires organisational support, conditions and a professional learning community for effective professional learning • Without sufficient pedagogical expertise, the pro-active commitment of principal, senior, middle level and teacher leadership TK has been less successful • Teacher engagement in learning more important than initial volunteering • If teachers theories are bypassed rather than addressed then change unlikely – hence importance of the TK processes: hui, GEPRISP, Effective Teaching Profile, opportunities to reflect and apply Te Kotahitanga Conference / 26 November 08

The Struggle for Change – An Acknowledgement • Te Kotahitanga a world leader also in cross-curricular focus • Challenge for availability/capability building of knowledgeable expertise • Maintaining momentum with loss of expertise, staff and leadership changes in context of expertise scarcity, continuities dependent upon political context, and ongoing public attacks Te Kotahitanga Conference / 26 November 08

Key Messages – Educational Leadership BES • • • The more leaders focus their relationships, their work and their learning on the core business of teaching and learning, the greater their influence on student outcomes Importance of relationships to every other leadership activity See William Walker Oration online BES website Te Kotahitanga Conference / 26 November 08

Leadership Dimensions – Findings of the Educational Leadership BES Ahuatanga 1: Whaia te iti kahurangi Ahuatanga 2: Ma nga huru ka rere te manu Ahuatanga 3: Kia pai te whakatere i te waka Ahuatanga 4: Ko te waka matauranga, he waka eke noa Ahuatanga 5: Ka tika a muri, ka pai a mua Ahuatanga 6: Ehara i te toa takitahi engari i te toa takitini Ahuatanga 7: He kaha ki te whakahaere i nga raru Ahuatanga 8: Nga tapu ngaio. Whiria, mahia Seek the treasure that is valued most dearly It is the feathers that enable the bird to fly Steer well the canoe Dimension 1: Establishing Goals and Expectations Dimension 2: Resourcing Strategically Dimension 3: Planning, Coordinating and Evaluating Teaching and the Curriculum The waka of knowledge is the waka for everyone Dimension 4: Promoting and Participating in Teacher Learning and Development If all is right at the back, all will be good out the front Dimension 5: Ensuring an Orderly & Supportive Environment Dimension 6: My strength is not mine alone but that of the multitudes Creating Educationally Powerful Connections Able to settle disputes, manage and mediate Dimension 7: Engaging in Constructive Problem Talk Choose and use the specialist tools Dimension 8: Selecting, Developing and Using Smart Tools Te Kotahitanga Conference / 26 November 08

Emeritus Professor Christine Sleeter, then Vice President of the American Educational Research Association’s Division K (Teaching and Teacher Education) “I see more potential to make significant and sustained improvements in schools for students from historically underserved communities in this project (Te Kotahitanga) than in any other project that I have had contact with. ” March 28, 2005. Te Kotahitanga Conference / 26 November 08

The Challenges of Scale Up • • • Breadth Te Kotahitanga is available now in 33 schools Political will – principal, AP, DP and teacher demand Success of spread will depend upon: – Leadership – Focus on Maori student outcomes – Depth – Use of evidence – Ownership Need for a national learning community across policy, research & practice to support Te Kotahitanga capability building across New Zealand schools. The debate about the best use of money Te Kotahitanga Conference / 26 November 08

Te Kotahitanga an R & D Activity: ‘Educational R & D as a percentage of total expenditure on education is on average less than 0. 3% in six countries for which data are available. This is a very small figure when education is compared with other knowledge sectors, for example, the health sector where between 5 -10% of the total health expenditure in public and private sectors are directed to R & D. ’ New Zealand $ for R & D even lower than that for other OECD countries at between 0. 17 - 0. 20%: ‘At the same time New Zealand invests far less in research and development of any kind than other developed countries, and has far lower R & D personnel per million population than Australia or Western European countries. New Zealand is successful educationally, but is, by R & D standards, not becoming a knowledge economy. ’ OECD Country Review for New Zealand R & D (2003) (p. 89) Te Kotahitanga Conference / 26 November 08

Public Sector Financing of Research 2007 -08 MORST Te Kotahitanga Conference / 26 November 08

“The simple answer in the discussion of economic implications of education is that cognitive skills have a strong impact on individual earnings. More than that cognitive skills have a strong influence on economic growth…” “The important thing for policy is simply that the intervention actually improves achievement. ” Hanushek & Woessman (2008) The role of cognitive skills in economic development. Journal of Economic Literature 46(3) 607 -668. Te Kotahitanga Conference / 26 November 08

Hanushek & Woessman (2008) Te Kotahitanga Conference / 26 November 08

Body of evidence about how to: • Make connections to students’ lives • Align experiences to important outcomes • Build and sustain a learning community • Design experiences that interest students • Take an inquiry approach Our new BES By Associate Professor Graeme Aitken and Dr Claire Sinnema Te Kotahitanga Conference / 26 November 08

Making a bigger difference: Evidence from three BESs e. g. Complex instruction - middle school evidence-base • Structured, productive cooperative group work – open ended problem solving • 1. 06 effect size for achievement & higher order thinking over 4 months • Strengthened social skills • Reduction in peer racism & bullying • Reduces teacher stress – supports teacher inquiry • Bilingual tasks • Defined group roles • Managing self, relating to others, participating & contributing • Cohen Designing Groupwork: “ 1994” Strategies for the heterogeneous classroom • Awaiting NZ R & D with bilingual tasks Te Kotahitanga Conference / 26 November 08

Video Clip from Te Mana Korero Teacher Pedagogical Leadership Collaborative Learning Te Kotahitanga Conference / 26 November 08

Hutia te rito o te harakeke Kei hea te komako e ko Ki mai ki ahau He aha te mea nui o tenei ao Maku e ki atu He tamariki, he rangatahi Te Kotahitanga Conference / 26 November 08