GEPRISP

Te Kotahitanga

G E P R I S P

Goal Experiences Positioning Relationships Interactions Strategies Planning

GEPRISP

A framework for Te Kotahitanga

Goal To improve Māori students’ educational achievement

Hui Whakarewa: 3 day induction hui

Experiences

of Māori students in education are examined and inform this process

Positioning of teachers within agentic discourses is critical

Relationships that exist in classrooms need to be examined and may need to change

InteractionsCurrent ways of interacting in classrooms may also need to change

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

Which support the use of different interactions

Which develops new relationships ‘a pedagogy of relations’

Which continues to challenge teachers’ positioning and promote teachers’ agency

Creating new experiences of Māori students being affirmed, valued and academically engaged.

Cycle of in-class observations, feedback, co-construction meetings and shadow-coaching

G E P R I S P

E P R I S PGThe need to improve Māori students’ educational achievement

The need to examine Māori students’ current experiences

The need for agentic positioning

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 needed to inform GEPRISP

Measurable increase in Māori students’ educational achievement

Measurable increase in positive experiences for Māori students

Qualitative shifts in thinking from deficit to agentic

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 co-operative,

dialogic and 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:

• AsTTle results• Departmental assessment tasks• School-wide assessments• Academic awards / distinctions• National and international assessments• Literacy and numeracy achievements• Classroom assessments

• 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.

EXPERIENCES: Valuing and legitimating Māori students’ educational experiences

• 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.

POSITIONING: Evidence of agency within teacher positioning

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

RELATIONSHIPS: Measurable evidence of relationships of mutual trust and respect

INTERACTIONS: Evidence of a wide range of teaching and learning interactions observed

Whole Individual GroupC

ulture

Co-construction

Feed forward academic

Feedback academic

Prior experience and knowledge

Feed forward behaviour (+/-)

Feedback behaviour (+/-)

Monitoring

Instruction

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/ power-

sharing

Strategies may include:•Cooperative learning•Formative assessment and goal setting•Student generated questioning•Integrated curricula•Critical reflection•Ako / Reciprocal Learning•Differentiated learning

STRATEGIES: Evidence of the use of interactive and discursive strategies to create a culturally

responsive context for learning

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?

PLANNING: Evidence of planning to achieve the goal of raising Māori student achievement and

participation