Poutama Pounamu Online - Module 7 Evidence to Accelerate

As a team, we were able to have quite a frank and robust discussion around what
acceleration looks like and feels like in our context. Discussion around whether we
view acceleration as a deficit perspective - our previous encounters with professionals
in education have been negative and we have come away disillusioned. I feel strongly
that we critique our programmes, decisions made are research-based and the effects
of our actions are monitored. However, I am aware that we are not 'all' the teachers in
the profession and our thoughts are based on our experiences in our context. We must
also remember that we are a bubble within the school, and what may be happening
outside our bubble could look and feel very different. Having a safe and inclusive learning
environment is important for students learning and feel that relationships are primary and
then comes acceleration.

We have to have a starting point when working with staff about their practice. Approaching
this as a collective with support, will aide the transparency of data/information. We need be
able to understand the evidence being presented, ask critical questions co-construct a plan
of action with time set aside to discuss, refine and take further action. Building professional
relationships across the school where peer observations focused around culturally
responsive pedagogies, and developing ako- critical contexts for change is the next step.
All staff need to share responsibility - “our students”. What can be added to my kete to
move the student forward?

What are two key ideas you are taking from this activity?

My first key idea is to clearly identify across the curriculum achievement for our Māori
students - gaining some understanding of what and why something may be
happening for our Māori students. If we start with our students before moving onto
whole school achievement for our Māori students, we will have a better understanding
of how to ask specific critical questions to focus discussions with the staff.

My second key idea is to collect feedback from our Te Ao Māori programme (teachers
and students) to help me look critically at what we have done this year against the Te
Aho Arataki Marau mō te Ako i Te Reo Māori - Kura Auraki document and co-construct
our next steps with staff.

What actions do I and others intend to undertake as a result?

We have put together a Goals, Actions, Outcomes google doc for our Whenua Team
where we have begun to identify specific goals, action to be taken, who is responsible,
the date added and results. This is in its infancy but it is a start and we will add to this
once we have critiqued our data and information gathered and the responses to our
survey.