Te+Kotahitanga+slides

Te Kotahitanga is a research project and professional development programme which supports teachers to build more effective teaching and learning relationships to improve the educational achievement of Year 9 and 10 Māori students in English-medium secondary schools. The following words are often used in regards to Te Kotahitanga. They are important aspects to include in classroom teaching. **Manaakitanga** caring for students as culturally located individuals **Mana motuhake** high expectations for learning **Whakapiringatanga** managing the classroom for learning **Wänanga** discursive teaching practices and student-student learning interactions **Ako** range of strategies to facilitate learning **Kotahitanga** promote, monitor and reflect on learning outcomes for students · Teachers have professional development courses that focus on Māori achievement. · Teachers are able to explore their knowledge of Māori customs. · Teachers aim to have better relationships with their students that focus on **Whānau.** · helping Māori learners to feel they belong in the classroom and that they have something of value to contribute · Staff members build on and improve their own knowledge about things Māori and the Māori world. · **Teachers** acknowledge the importance of Māori identity as a vital to promoting Māori student achievement · Te Kotahitanga supports students culturally and instils pride in being Māori. Some say that many New Zealand secondary schools are 'mainstream' and disempower Māori students. · Teachers have high expectations for their student’s achievement. · Teachers discuss with students the importance of attendance and being active learners rather than the importance of test scores. · Now operational in 33 Secondary schools, 12 of which started in 2004 Te Kotahitanga has raised Maori students achievement through 7 areas: 1) Increase in teacher-student interactions; Traditional to more modern 2) Increase in closeness of teachers to students (means more possibility of positive interactions) 3) Increase in cognitive level of class (expectations) 4) Increase in student academic engagement 5) Increase in student work completion 6) Increase in, or maintenance of, high levels of student attendance 7) Increase in student short-term achievement. These are the results of NCEA level 1 after the first year Te Kotahitanga was introduced into schools
 * What is Te Kotahitanga? **
 * Important words for teachers to know **
 * How do they do this? **
 * What is it doing to help raise achievement? **
 * What has it done? **
 * Does it work for other ethnicities? **

· Continued support needs to be available for the Te Kotahitanga professional development model. This will help to improve classroom teaching and learning for Māori students. · The Ministry of Education should provide technical support to all schools so that data can be easily collected. Designated school personnel need to be responsible for this data. · All schools, and particularly English-medium schools with a considerable amount of Māori students, should provide support for teachers so they are able to improve student achievement in culturally responsive ways. · Focus on high achievement is needed for all Māori students. · Summary data on student outcomes should be available to teachers for use in planning and to improve instruction, should also be shared with whānau and the students. · Whānau and students should have opportunities to partake in the visioning and goal setting for the school.
 * What needs to continue to happen for it to work? **