GEPRISP
Te Kotahitanga
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
within
agentic
discourses is
critical
that exist in
classrooms
need to be
examined
and may
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’
positioning
and promote
teachers’
agency
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
E
P
The need to
improve Māori
students’
educational
achievement
The need to
examine
Māori
students’
current
experiences
The need for
agentic
positioning
Measurable
increase in
Māori
students’
educational
achievement
Measurable
increase in
positive
experiences
for Māori
students
Qualitative
shifts in
thinking from
deficit to
agentic
R
I
S
The need for
relationships
of mutual trust
and respect
The need for
a wide range
of
interactions
The need for
strategies
that support
discursive
practices
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,
dialogic and
and
interactive
strategies
P
The need to
plan for all
this to happen
Evidence of
planning:
• in-class
• in-school
• whole
school
GOAL: Measurable improvements of Māori
students’ participation
Māori student participation indicators may
involve data from:
• Attendance records
• Suspensions and stand downs
• Retention
• Exemptions
• Referrals
GOAL: Measurable improvements within
Māori students’ achievement
Māori student academic achievement
evidence may include:
•
•
•
•
•
•
•
AsTTle results
Departmental assessment tasks
School-wide assessments
Academic awards / distinctions
National and international assessments
Literacy and numeracy achievements
Classroom assessments
EXPERIENCES: Valuing and legitimating Māori
students’ educational experiences
• Evidence about the current 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 agency within
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
relationships of mutual trust and respect
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: Evidence of a wide range of
teaching and learning interactions observed
Whole
Individual
Group
Co-construction
Feed forward academic
Prior experience and
knowledge
Feed forward behaviour (+/-)
Feedback behaviour (+/-)
Monitoring
Instruction
Culture
Feedback academic
INTERACTIONS: Evidence of a wide range of
teaching and learning interactions observed
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 and experience
Student involvement in co-construction/ powersharing
STRATEGIES: Evidence of the use of interactive
and discursive strategies to create a culturally
responsive context for learning
Strategies may include:
•Cooperative learning
•Formative assessment and goal setting
•Student generated questioning
•Integrated curricula
•Critical reflection
•Ako / Reciprocal Learning
•Differentiated learning
PLANNING: Evidence of planning to achieve the
goal of raising Māori student achievement and
participation
Evidence of goals and / or action plans at:
• an individual level
• a department level
• a school level
Are goals / action plans Specific, Achievable and Measurable?
Relevant and Time-framed?
What evidence do we have of the relationship
between evidence of outcomes for Māori students, planning
and delivery?