Keynote - Part 6

Transcript

Dr Mere Berryman
So, I’d just like to acknowledge that there will be sets of DVDs that have come out of Te Puke, out of Alfriston and out of Ngaruawahia for you to use. And the Te Puke ones are up on the website now for you to use. So please put your hands together for those people who went outside their comfort zones and allowed to be filmed.

One of the things that we’ve been doing now, and this is a little bit of a sneak preview, because these data sit in our latest report, which we’ve had the pleasure of working with Professor Janice Wearmouth, um, working with the rest of the team on. And so I understand that this stuff is sort of hot off the press and I’m going to give you a little bit of a taster, because as soon as the report has gone through the Ministry processes it will be available to you. And this is about Phase 3 and Phase 4. Researchers are constantly asking themselves, yes but did that happen by chance? Could I do it with a different group of people? What will happen if …? And so as the person who’s being working mainly in the professional development, that’s been one of the questions that I’ve asked myself, what do we know about the professional development with Phase 3 that is transferrable to Phase 4 and Phase 5, and any other phases that we’re able to get funding for? Is it transportable? Does it have applications in other schools? And because you probably can’t read all of the fine print, I’ll give you the quick run over.

In Te Kotahitanga, the first thing that we do in the professional development is stand alongside you and shadow coach you into the jobs that you do, a very formative process, which is then followed by the next time you do it in a very summative process. Phase 5 are undergoing this process as we speak, or not as I speak but at the moment. And this is on the um hui whakarewa - you’ll see the mauve is Phase 4 and the purple is Phase 3. Each of those elements …, so the first one is about the overall average and up the side each one of those is scored according to a five. So we come in, we observe when we do the summative process and you can see culturally appropriate, well actually Phase 4 did a little bit better. But I have to say, I think we as a research and development team did a little bit better on the basis of what we learned alongside Phase 3. So I don’t think this is about Phase 3 did this, well look Phase 4 are cleverer, I think it’s on the backs of Phase 3 that we as a professional development team have got smarter. And so if you have a look at culturally appropriate, culturally responsive, the GEP, the R and the I, so all of the activities that sit around that, and the S and the P. So when you look at that data, compare Phase 3 with Phase 4 hui whakarewa, you’ll see that we’re doing very well.

This one here is the ‘truth and integrity’ that James talked about yesterday, on the observation tool, yes he’s right - we have been doing a review of this practice and where possible developing it further. So if you have a look at the top you’ll see George and Mallery and what they would define as excellent, or good, or acceptable. So when we do a comparison, we want to get above six. We want it to either be acceptable, good or excellent. You can see Phase 3, we’ve done this with you, with all of your lead facilitators. We did it first in 2006 and then we picked up your new lead facilitators in 2009. And you can see that really you did pretty, pretty good. Phase 4, there you go and again it’s above acceptable. So, there is practice review and development around each of the tools that we developed, around each of the processes that you use, so that we’re aware of how we are embedding this process in your school and how transportable it is for another group.

 Here’s the comparison of Phase 3 and 4 in terms of the co-construction meetings. So you can see we got the smarts on that one Phase 3, thanks for your help. And we were able to work with the Phase 4 schools a little bit smarter. But those are marked out of 100% and again you know, when you see one of our team come in for the practice development review, that’s what it looks like at the end. So we’ve got a lot of people bunched together, we’ve got a few outliers at the top and the bottom, but basically we’re doing a pretty good job, you’re doing a pretty good job and so we can say that that has applications across settings. What does this mean for your teachers?

Well, this new set of graphs comes from Sandra. Where’s Sandra? There she is over there. This is Sandra’s analysis. And what Sandra did was took out a group of teachers, the same teachers in … over 3 years. She took the same type of test in a pre/post situation and this involves over 700 students. The blue at the top is non-Māori, you can see the red at the bottom is Māori. That was the first time this was done with this group of teachers. She went looking for them the following year, another group of Year 10 students. Can you see what’s happening? So this is showing that the teachers are keeping on keeping on, getting better … getting better. So you people in your professional development, you’re doing the smarts on that and this for me is a joy, your teachers are doing a better job. But I just want to talk for a minute because some of your teachers, I know, take very little to be like this. But, this is a whole sample of teachers, together, and so for many of your teachers, it takes time. So be patient, but this is the first set of data of this type I’ve seen and it is really something to be proud of, be proud.