29 March 2007 Speech

Embargoed until 9.30am

Te Kotahitanga Phase Three Report

Speech releasing the report at James Cook High School, Manurewa

Good morning and thank you for your warm welcome. It’s great to see students and staff here today, as well as members of Te Kotahitanga Research Team including Professor Russell Bishop.

Welcome also to the principals from the twelve schools involved with Te Kotahitanga, friends from the wider education sector. In particular thank you to Bryan Smith (Principal) and everyone at James Cook High School for hosting us here today.

We’re here today to release the phase 3 research report for Te Kotahitanga. The release of this important report is an opportunity to tell a story that works for Māori students. The government recognises the urgency for improving outcomes for Māori students in mainstream schooling and I am pleased to be here to share this with you.

The unrelenting focus on Māori student achievement is at the heart of Te Kotahitanga. The student stories of how they experienced teaching and learning led to the development of the Effective Teaching Profile. The programme provides the opportunity for teachers to pay attention to the voices of their students.

An example of how a teacher at Waitakere College in Te Kotahitanga has connected Māori students to their learning by validating what is important for Māori students – and for all students in this country.

I used the Māori Battalion as a lead in for Māori students to World War
One poetry so that Wilfred Owen was not some figure on a foreign field, but was connected to those students in a very real way, because Māori soldiers are respected and famous for their courage and sacrifice.

Clearly, as the research report shows, when Māori students have a good relationship with their teachers they thrive at school.

The research report shows gains for Māori students in literacy and numeracy. Non-Māori students also showed gains, demonstrating what seems to be working for Māori is supportive for all students.

Also, the phase 3 research report shows that teachers have undergone a philosophical shift in the way they think about teaching and learning through Te Kotahitanga professional development, which is very pleasing and very important.

Te Kotahitanga professional development includes an initial induction hui in a Māori context, observations in the classroom, interactive feedback sessions, goal-setting and coaching. This programme works because at the very beginning a teacher sits down on a marae and thinks about Māori students and talks about them.

This discussion continues through the year in a way that analyses teacher practice and supports change so that they can be ever more effective in their teaching.

We have in-school facilitators who can support daily progress around Māori student achievement in the classroom and say to their teaching colleagues, for instance, ‘how’s Erena going today?’ and keep that conversation going. It’s important that teachers are supported to keep it at the front of their minds.

Now let’s hear what we’ve learned from Te Kotahitanga. An example of the difference of the programme has made is highlighted by a student:

I was down in the N’s. I was a Not Achieved, Not Achieved, Not Achieved, but now it’s like ….I haven’t got a Not Achieved in Maths, it’s a Merit. I’ve gotten two Excellences and a Merit since I’ve been in Mrs H’s class. It feels good.

Anjali Khurana, of Whakatane High School, talks about the difference the programme made for her:

How did I change my practice after 15 years of teaching? I concentrated on building respectful relationships with students; I demonstrated that I was very interested in the experiences they brought to the classroom – their family connections, their interests and I ensured that they helped me in the correct pronunciation of their names.

And finally, it’s good to know that the programme has made a difference for principals too. Joan Middlemiss, Kerikeri High School’s principal, says:

It’s the most exciting professional development I’ve had in a long time. It’s totally invigorated me and I feel incredibly proud of our teachers and their ability to embrace this project and the challenges it has presented. They have proven how powerful really good teaching can be for all our students.

Education shapes the future, and we must make every effort so that every student in New Zealand can succeed. Māori student success at school has flow on effects for their schools, their communities and for New Zealand as a country. Māori success is New Zealand’s success. It is our success.

I’d now like the students here to give the taonga we have prepared for each of the twelve participating schools.

ENDS

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