Evidence-based Inquiry video kete

"Day of the Long Hard Look"

  • Key Content

    In this clip members of the strategic change leadership team (SCLT) discuss how a significant drop in the NCEA achievement outcomes of their Māori students, which had been consistently tracking upwards since 2009, created a context that required a critically reflective analysis of both cohort and individual data, alongside a review of the current tracking and monitoring processes and tools.

  • Things to Think About

    Conversation framework for those new to Kia Eke Panuku:

    1. What are the technologies, skills, systems and knowledge needed at the whole school and classroom level in order to make tracking and monitoring of Māori students timely, relevant and utilised to inform teaching and learning? How do the current systems in your school support this work?
    2. This clip demonstrates the importance of a clear focus on Māori students through use of timely and disaggregated data. In what ways does your school currently make use of this type of data across all levels within the school?
    3. In what ways do you currently make use of junior data to accelerate Māori students achievement? What more might you do?

    Conversation Framework for Kia Eke Panuku schools:

    1. To what extent is the analysis and use of data at the junior level of your school focused on a few standardised tests, such as eAsTTle or PAT? In what ways might classroom-based diagnostic and formative assessment be used within evidence to accelerate conversations? How might the discussion of such evidence with Māori students support the implementation of culturally responsive and relational pedagogy within the classroom?
    2. How is the responsibility for tracking and monitoring Māori students in your school shared? What are the implications if this responsibility rests with an individual or small group of people?
    3. In your school, if you were asked the question ‘What’s happened for this Māori student?’ what processes exist to investigate the answer to that question thoroughly? And to what extent is the student and their whānau involve in that conversation?

    Conversation Framework for Kia Eke Panuku Strategic Change Leadership teams:

    1. In what ways does this clip exemplify the notions of conscientisation, resistance and transformative praxis at the leadership level? (Activating Critical Theories Voices)
    2. As an SCLT, how have you used evidence of outcomes for Māori students to critically reflect on the effectiveness of the actions you have taken within Kia Eke Panuku? To what extent has that reflection led you to surface and challenge current assumptions about such processes as tracking and monitoring within your school?
    3. This clip shows a way in which academic success for Māori can be monitored, how might you use the learning from these practices to consider ways to track and monitor “success as Māori" to further inform your critical reflections?

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