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Case study: Otautahi Christchurch Cluster
Sections
Schools' professional development focus
The professional development activities in the Otautahi Christchurch cluster schools focused on building teacher capacity in:
- the use of te reo Māori and tikanga Māori in classroom practice
- relationship building with Māori parents and whānau.
Background
Three decile two state schools formed the Otautahi Christchurch cluster: Bishopdale, Gilberthorpe, and Northcote Primary schools. The Māori student population in the schools ranged from 15–33 percent. Two of the 25 teachers involved in the Te Kauhua Pilot were Māori, one was Pacific Island, and the other 20 teachers non-Māori.
All teachers in the three cluster schools were involved in the professional development initiatives. In addition, two Māori support staff, a liaison teacher at each school, two co-facilitators, a mentor to the facilitators, the school principals, a resource teacher of Māori, Ngai Tahu Development Corporation Education officers, whānau /parents and caregivers and all students were participants in the Te Kauhua pilot.
Four key data gathering methods were utilised to evidence shifts in teacher, whānau and student behaviour, attitudes and/or achievement. These were:
- teacher surveys
- teacher interviews
- whānau interviews
- school-wide literacy statistics.
Intended outcomes
The intended outcomes for the three schools forming the Otautahi Christchurch cluster were improved achievement outcomes for Māori students through:
- the use of current research as a tool for teacher professional development
- increased whānau participation in school events
- increased knowledge and confidence in te reo Māori and tikanga Māori across the school communities.
The Te Kauhua journey for the Otautahi Christchurch cluster schools centred upon two key initiatives:
- Teacher professional development in te reo Māori and tikanga Māori, resulting in the growth and development of culturally located classroom teaching and learning environments. The cluster schools perceived this to be a key strategy in raising the achievement levels of Māori students.
- Developing relationships with whānau and raising the levels of their involvement in school life.
The Te Kauhua funding provided for resourcing in three key areas:
- It enabled facilitators to be employed to coordinate the project and gather data.
- It resourced teacher release and the contracting of professional development facilitators.
- It provided for the acquisition of resources to support increased te reo Māori and tikanga Māori practice across the cluster schools.
Key results
To date, there is limited evidential data of shifts in Māori student achievement as a result of the pilot. The following outcomes from the Te Kauhua initiative in the Otautahi Christchurch Schools cluster have, however, been effected:
- greater visible evidence of Māori cultural icons in classrooms
- increased numbers of teachers incorporating te reo Māori and tikanga Māori in curriculum planning and class routines and activities
- full staff participation in te reo Māori and tikanga Māori professional development
- Māori student participation and achievement included as a goal in school strategic plans
- improved home–school communication and relationships, resulting in greater whānau involvement and participation in school events and activities
- increased Māori parent representation on boards of trustees
- wider Māori community involvement in the cluster schools, for example Ngai Tahu Education Officers, kaumatua
- increased inter school collaboration and dialogue.
Lessons for ongoing practice
There are implications for teachers and school communities from this pilot project.
Firstly, the success of any initiative to enhance Māori student achievement rests upon the contracting of specialist people who have the requisite experience and knowledge to be able to communicate effectively with staff, whānau, and parents. Clearly articulated performance agreements and communication about project expectations, aims, and budget, provide an essential foundation to such an initiative.
Secondly, the support, commitment, and regular communication and consultation with, and by, the senior management is critical to the successful attainment of intended goals. Principal leadership of such projects is essential.
Finally, the development and use of meaningful and effective data collection tools that evidence shifts in student achievement are crucial to the credibility of such studies.
Conclusion
The Te Kauhua Pilot has enabled the Otautahi Christchurch cluster to facilitate professional activities aimed at heightening staff awareness and implementation of te reo Māori and tikanga Māori in classroom practice. It has also facilitated increased whānau and community engagement in school events and activities.
Survey and interview data suggest that Māori parents/whānau are well informed of school-wide initiatives aimed at supporting Māori student achievement. The data also indicate that teachers are more frequently engaging in collegial interactive dialogue, which is focused on factors relating to Māori student achievement.
Regular and detailed measurement/evaluation of changes in teacher strategy is now needed to assess the ongoing impact of pedagogical and other interventions being employed in schools across the cluster.
It is important that professional development in the area of effective teaching practices be developed and continued, supported with principal involvement. These remain the challenges in the post pilot phase for the Otautahi Christchurch cluster schools.