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Conceptual Framework for Culturally Responsive Quality PLD: Te Reo Māori, Kura and Māori Medium Settings

KO TE MOKOPUNA/ĀKONGA TE PŪTAKE Ō TE MĀTAURANGA Monitoring / Evaluation Guidelines
Regional Ministry collaborate with PLD providers, kura, Māori medium settings and their communities, including iwi to allocat e kura based on sound needs analyses, prioritisation, resource allocation and consideration of identity, language and culture of mokopuna. Regional Ministry will provide specific information to PLD providers to assist in the needs analysis process

Setting kura wide outcomes for this provision in and through te reo Māori
Please provide milestone reports by provision or as appropriate for individual kura.
1. Report on evidence based kura and mokopuna/ākonga outcomes for this provision: a. Initiate an environmental scan to identify kura needs to improve mokopuna/ākonga outcomes. Apply the triangulation approach to gather baseline data. e.g. Reviewing documents, interviewing key personnel, and observations of classroom practice are the three areas providers need to explore to gather relevant data. (See Example 1): below includes some of the possible data sources but are not exhaustive of the list provided to identify mokopuna/ākonga, kaiako, and kura teaching and learning needs. b. Baseline data - List your findings based on the analysis of your environmental scan. c. S.M.A.R.T. outcomes - List the agreed desired outcomes based on mokopuna/ākonga needs between the kura and provider. (See Example 2) d. Who are the key people involved to help achieve these outcomes? e. What data sources were used to determine the desired outcomes?

Ō TE KURA MŌ NGĀ MOKOPUNA/ĀKONGA

Domain 1

Example 1: Triangulation approach to data/information gathering Documentation          Review of: School Charter Strategic Plan BoT Reports Current ERO Reports Policies for Practice NZQA - NCEA data–Wharekura/Secondary Managing National Assessment Report –Wharekura/Secondary Historical Moderation Summary Report–Wharekura/Secondary        Oral Communication Interviews with: Management/Leadership Governance (BOT) Kaiako Mokopuna/Ākonga Whānau/iwi Regional Ministry office       Kura Inquiry Practices Observations of: Classroom practice Planning – kaiako effectiveness Assessments Reporting Trends and patterns

NGĀ TŪMANAKO

PLD needs are collaboratively and accurately identified by kura and Māori medium settings, their communities, including iwi, PLD providers, and the Ministry regional office.

Example 2: Baseline data and desired outcomes

List the Indicative baseline data for this provision.

Who are the key people involved in achieving these outcomes?

List the agreed S.M.A.R.T. outcomes between kura and provider for this provision targeted on mokopuna/ākonga need
 Kaiako knowledge, skill, and understanding of different tuhituhi genre will be planned and implemented by the end of term 2 for: o Narrative writing o Report writing Strengthen kaiako knowledge in narrative and report writing analysis by end of Term 2.

What data sources were used to determine the required outcomes for this provision?

List all relevant baseline data here.  3 of the 10 kura for the central south region appear to have little knowledge about writing genre 4 of the 10 kura for the central south region have little evidence of teacher knowledge in tuhituhi analysis.

Kaiako

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School charter- kura targets Kura strategic plan Mokopuna/Ākonga tuhituhi samples show little conferencing evidence Kaiako planning generalised and not specifically focussed Discussions with Tumuaki, Governance through BoT reports Interviews with kaiako indicate areas for further development


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Governance Tumuaki/Snr Management Mokopuna/Ākonga Whānau/iwi/Wider community Regional Ministry

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Refer to the Setting S.M.A.R.T. outcomes table on the last page of this document.

Documentation for the collaborative way of working for this provision: a. d. planning. 2. implementation and review Kaiako involved in a cycle of inquiry/research. etc Mokopuna/ākonga  Whānau/iwi and/or community organisation Kaiako Regional Ministry        . Example 3: Roles and responsibilities to support Implementation Plan. including iwi.RAUTAKI Domain 2 e.g. List the key people involved in achieving these outcomes. Regional Ministry collaborate with PLD providers to support kura.Moving from baseline data to evidence based outcomes for this provision. including iwi to ensure PLD providers are allocated kura. Collaboratively decide to plan and invest in the needs that matter the most. c. e.T. etc Regional Ministry senior advisors provide necessary documentation to PLD providers     Tumuaki/Snr Management     Senior management to provide written reports to the BOT on specified aspects of mokopuna/ākonga achievement Principal Reports to the BoT of PLD progress towards outcomes Data collected about mokopuna/ākonga engagement Data collected showing whānau participation in planning Classroom inquiry data These documents could include school charter. Provider and kura collaboratively develop an Implementation Plan stating how they will achieve the desired S. outcomes for this provision. Māori medium settings and their communities. What is their responsibility towards the agreed outcomes? What is the agreement for data collection and analysis to inform mokopuna/ākonga outcomes? NGĀ WHĀINGA Ā .A. goal setting. Please provide milestone reports by provision or as appropriate for individual kura. b. Resources and approaches to strengthen capability relevant to identified need are agreed collaboratively by kura and Māori medium settings and their communities.R. PLD providers and Ministry regional office Who are the key people involved in achieving these outcomes?  Governance  What is their responsibility towards the agreed outcomes? What is the agreement for data collection and analysis to inform mokopuna/ākonga outcomes? Develop a process to report on mokopuna/ākonga achievement Support the planning and implementation of PLD opportunities for this provision Mokopuna/ākonga focussed on learning Whānau have input into learning programme. observation.M.

g. in the playground. and throughout their planning Kaiako planning is detailed and focussed on narrative objectives. kaiako. particularly Māori mokopuna/ākonga. a. usage in hui a-kura. and whānau. 3.Regional Ministry collaborate with PLD providers to support kura. Based on the agreed data collection methods identified in Ngā Whāinga Rautaki. What evidence supports your observations of these shifts and outcomes for mokopuna/ākonga. Domain 3  The impact of kaiako effective practice on Māori achieving education success as Māori. including iwi to ensure PLD providers are allocated kura. Example 4: Shifts and outcomes achieved since the last milestone. Pasifika and mokopuna/ākonga with special education needs experience and recognise their success associated with identified need Analysis of observable shifts and outcomes Most mokopuna/ākonga are using specific iwi dialect in their writing All mokopuna/ākonga are engaged in independent writing activities – narrative writing – report writing    Kaiako effectiveness Specific iwi discourses are kura wide Most kaiako have evidence of planning for this provision 15 out of 20 kaiako can understand and know how to analyse samples of writing and identify mokopuna/ākonga next learning steps  kaiako observed using iwi discourses in classroom practice (e. b. Please provide milestone reports by provision or as appropriate for individual kura. wall charts) Kura wide. Māori medium settings and their communities. plans. Documentation of observations of kaiako modelling during writing lessons Attendance numbers have increased Whānau return rate of pānui has increased for parent teacher reporting   Most kaiako are implementing the narrative writing process Most kaiako have established home and school relationships through sharing mokopuna/ākonga writing   Indicative examples of evidence to support your analysis Observations and samples of narrative writing Iwi vocabulary being used in both written and oral communications   Analysis of trends and patterns. Mokopuna/ākonga are regularly producing narrative text Year six mokopuna/ākonga are regularly applying writing conventions NGĀ ĀHUATANGA AKO Mokopuna/ākonga success     Whānau/Iwi/Wider community Most whānau actively participate  in whānau whānui hui at kura   Whānau are engaged in sharing mokopuna/ākonga text . that have occurred since the last milestone report. Reporting on mokopuna/ākonga and kaiako shifts and outcomes. lessons. All mokopuna/ākonga. Report on observable shifts and outcomes. please provide qualitative and quantitative information on shifts and outcomes evidenced through this provision.

What constitutes achievement. kaiako and mokopuna/ākonga) take responsibility for strengthening policies. Who are the key people involved in achieving these outcomes?  Governance  What has been achieved? What areas require further development? What are the next steps? Principal providing report to BoT on mokopuna/ākonga achievement for tuhituhi in Yr 1-8  Kaiako in Y6-8 classes require further support in tuhituhi analysis  Plan and timetable PLD hui for Kaiako      Tumuaki and Snr Management Whānau/Iwi/ community Kaiako Kura practices Regional Ministry                . and the ways forward should be co-constructed with kura.Reflecting on achievements. What areas require further development? NGĀ TIROHANGA ARORAU Domain 4 d. Regional Ministry collaborate with PLD providers to support kura. procedures and practices including on-going inquiry and teaching and learning relevant to identified need. Based on the evidence in Ngā Āhuatanga Ako. reflect on the effectiveness of the provision in strengthening kura/school capabi lity to accelerate mokopuna/ākonga achievement. Māori medium settings and their communities. a. including iwi to ensure PLD providers are allocated kura. 4. communities including iwi. What are the next steps? Example 5: Reflecting on Achievements Kura and Māori medium settings (boards. leaders. What has been achieved? c. Please provide milestone reports by provision or as appropriate for individual kura. kaiako and whānau success? b. areas for further development and next steps. Who has contributed to mokopuna/ākonga.

c.Regional Ministry collaborate with PLD providers to support kura. Please provide milestone reports by provision or as appropriate for individual kura. Report on the focussed ways of working as relevant to your contract. Based on the evidence in Ngā Āhuatanga Ako and Ngā Tirohanga Arorau. b. Māori medium settings and their communities. Domain 5 Example 6: Building Provider Capability and Capacity to strengthen provision outcomes. . Reflect on aspects of your practice in Domains 1 – 4. a. Building provider capacity and capability to strengthen provision outcomes. What has been achieved? What are the requirements to further develop provider personnel for this provision area? What are the next steps? Analyse evidence emerging from your services overall and use what you have learnt to ensure there is continuous improvement to accelerate on-going mokopuna/ākonga achievement. What aspects of practice were successful? What aspects of practice were not successful? What are the professional needs of your facilitators to improve the PLD services to kura? KIA HĀERE WHAKAMUA TITIRO WHAKAMURI. reflect on what has been achieved. 5. what the provider PLD requirements are and the next steps to strengthen provider capacity and capability for this provision. including iwi to ensure PLD providers are allocated kura.

Achievable – an achievable outcome is one that is of importance to the kura that has been planned step by step and has a realistic timeframe.T outcomes. Timely – the outcomes set together should be grounded with a timeframe. taste.A.A. This can also be something that is tangible something your experience with one of the senses. If there is no time frame attached to the task there will be no sense of urgency to achieve it. Realistic – a realistic outcome is one that has been agreed on collaboratively where both the provider and the kura are willing and able to work on.M. Measurable – to determine if your outcome is measurable you are looking at how much and how you will know when you have accomplished it.R. smell.R. sight or hearing.M. Specific – outcomes need to be specific to the provision. . the kura and that they achieve mokopuna /ākonga teaching and learning needs. outcomes: Domain 1 Guidelines for developing agreed outcomes in collaboration with kura leadership When establishing outcomes for this provision providers and kura need to be mindful of setting S. touch.T.Setting S.

librarian .g. RTLB Administration. TKKM o Ngāti Puru Total *Indicates teaching Principal 3 33 The key below is inclusive of roles in both primary and secondary settings for years 1-13 KEY ROLE Tumuaki Senior Management Middle Management Kaiako Kura / Whānau / Iwi / Wider community Learning Support Staff Support Staff DESCRIPTION Principal (full time or teaching principal Deputy principal. kaumātua. Please update this data to show any variances that may have occurred during your time with the kura or Māori medium setting . KURA DATA Participant Demographics Region Kura name Kura Personnel Numbers (Type and Number) Tumuaki Senior Management Middle Management Kaiako Kura Whānau Learning Support Staff Support Staff 2 1* Mokopuna Numbers (Year and Number) Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Year 11 Year 12 Year 13 5 5 6 4 5 1 5 2 e.The following quantitative data is required at the initial stage of the data collection in relation to each kura or Māori medium setting you are working with for the specific provision. RTM. etc Kaiāwhina. caretaker. assistant principal Syndicate leader Scale A kaiako or Subject kaiako in secondary or wharekura Parents.