GEPRISP
Te Kotahitanga Phase 5
GEPRISP
A framework for Te Kotahitanga
G
E
P
R
I
Goal
Experiences
Positioning
Relationships
Interactions
S
Strategies
P
Planning
G
E
P
R
I
S
P
Hui whakarewa: 3 day induction hui
Goal
Experiences
Positioning
Relationships
Interactions
To improve
Māori
students’
educational
achievement
of Māori
students in
education
are
examined
and inform
this process
of teachers,
from deficit
to agentic
discourses is
critical
that exist in
classrooms
need to be
examined
and may well
need to
change
Current
ways of
interacting in
classrooms
may also
need to
change
Creating new
experiences
of Māori
students
being
affirmed,
valued and
academically
engaged.
Which
continues to
challenge
teachers’
deficit
positioning
and promote
more agentic
positioning
Which
develops
new
relationships
a pedagogy
of relations
Which
support the
use of
different
interactions
Strategies
are
introduced to
create
opportunities
for different
ways of
interacting
Plan
We need
to plan
for all
this to
happen
New
strategies
can be
introduced
Cycle of in-class observations, feedback, co-construction meetings
and shadow-coaching
Evidence needed to inform GEPRISP
G
Goal
The need to
improve Māori
students’
educational
achievement
Measurable
increase in
Māori
students’
educational
achievement
E
P
R
I
S
P
Examine
Māori
students’
current
experiences
Challenge
teacher
positioning
The need for
new
relationships
The need for
new
interactions
The need
for new
strategies
The
need to
plan for
all this to
happen
Measurable
increase in
positive
experiences
for Māori
students
Qualitative
shifts in
thinking from
deficit to
agentic
Evidence of
relationships
of caring at
three levels:
Caring,
Expectations
and
performance
Shifts in
interactions
from
traditional to
discursive
Evidence of
increase in
range and
type of cooperative
and
interactive
strategies
Evidence
of
planning:
• in-class
• in-school
• whole
school
• school
systems
GOAL: Measurable improvements of Māori
students’ participation and achievement
Student performance indicators may involve data
from:
• Attendance and absenteeism records
• Suspensions and stand downs
• Retention
• Exemptions
• Referrals
GOAL: Measurable improvements of Māori
students’ achievement
Māori student academic achievement may
include:
• AsTTle testing
• Departmental assessment tasks
• School-wide assessments
• Academic awards/distinctions
• National and international assessments
• Literacy and numeracy achievements
• Classroom assessments
What other evidence could we use?
EXPERIENCES: Information about Māori
students’ experiences
• Evidence about the schooling experiences of
Māori students.
• Evidence of Māori student’s improvements in
morale, engagement and participation in
learning.
• Use of this evidence in a systematic manner to
inform a range of learning and professional
outcomes.
POSITIONING: Evidence of shifts in teacher
positioning
•
•
•
•
Teachers are able to identify their own
positioning in relation to Māori students.
Teachers reject deficit thinking as a means
of explaining Māori students’ educational
performance.
Teachers reject the deficit thinking of others
as a means of explaining Māori students’
educational performance.
Teachers know and understand how to bring
about change in Māori students’ educational
performance.
RELATIONSHIPS: Measurable evidence of caring
relationships
Evidence of the teacher:
• caring for Māori students as culturally–located individuals
• demonstrating high expectations for the learning
performance of Māori students
• demonstrating high expectations for the behavioural
performance of Māori students
• providing a well-managed learning environment
• providing culturally appropriate and culturally responsive
contexts
INTERACTIONS: Measurable shifts in the patterns of
teaching and learning interactions
Whole
Individual
Group
Co-construction
Feed forward academic (+/-)
Prior experience and
knowledge
Feed forward behaviour (+/-)
Feedback behaviour (+/-)
Monitoring
Instruction
Culture
Feedback academic (+/-)
INTERACTIONS: Measurable shifts in the
patterns of teaching and learning interactions
Whole
Co-construction
Feed forward academic (+/-)
Feedback academic (+/-)
Prior experiences and
knowledge
Feed forward behaviour (+/-)
Feedback behaviour (+/-)
Monitoring
Instruction
Individual
Group
C
U
L
T
U
R
E
INTERACTIONS: Measurable shifts in the
patterns of teaching and learning interactions
•
•
•
•
•
•
•
Evidence of changes in:
Student engagement in learning
Student work completion
Student-teacher interactions
Teacher location in terms of proximity
Increase in the cognitive level of lessons
Use of Māori students prior knowledge
Student involvement in co-construction/ powersharing
STRATEGIES: Evidence of the use of more
interactive and discursive strategies
•
•
•
•
•
•
•
•
Narrative pedagogy
Co-operative learning
Formative assessment
Student-generated questioning
Integrated curricula
Critical reflection
Ako / Reciprocal Learning
Differentiated learning
PLANNING: Evidence of planning for the
goal
Evidence of goals at:
• an individual level
• a department level
• a school level
• Are they SAM goals?
(Specific, Achievable and Measurable)
• Relevant and Time-framed
• What evidence do we have of the relationship
between planning and delivery?