In 2015, 111 kaiako from 35 schools and kura across the North Island were engaged in collaborative support from project facilitators to develop a wide range of skills, knowledge and leadership capacity in Pāngarau.
PLD was highly tailored by kura and facilitator to target support for specific kaiako. Face-to-face, small group facilitation was the most widely used approach for PLD. Observations and in-class modelling were deemed most valuable as kaiako were supported to implement successful teaching strategies, to enhance the learning for all ākonga.
Time was set aside for reflection and review through a process of inquiry (in particular Pakirehua), so that teachers could engage in evidence-based practice to improved learning outcomes in Pāngarau.
Ministry of Education support resources such as Tihei Pāngarau have helped to initiate and sustain some of these changes.
Who was better off?
As a result of the PLD, facilitators have observed increased confidence in knowledge and attitude of both kaiako and school leaders. Kaiako now collect, analyse and use data to group ākonga in order to improve student achievement.
Visible commitment has been made to strengthening OTJ (Overall Teacher Judgement) moderation processes and practices. More kaiako are now focusing on Whenu other than Tau. In addition to tracking student progress, the use of rubrics and OFJs are used to measure shifts in kaiako practice and inform teaching and learning.
A growing number of kaiako demonstrate:
- self review practices
- increased pedagogical content knowledge and confidence with the language of Pāngarau
- ability to engage in moderation of OTJs and data to inform Te reo matatini – online and off
- evidence-based practices such as rubrics assessment matrixes and aromatawai to inform teaching and learning.
Ākonga are increasingly engaging in quality Pāngarau programmes of learning. Students can now:
- talk about clear learning steps
- understand the relevance and importance of Pāngarau in their lives
- see themselves and kaiako as mathematicians.
Challenges in meeting agreed PLD goals can be due to a number of issues, including emerging needs in kura. Other contributing factors include:
- high turnover and changes to staff in kura hinders momentum and progress of the PLD
- some kaiako are not yet able to transfer and implement strategies used with targeted, individual students at classroom level
- limited timeframes for PLD support does not ensure the sustainability of Pāngarau practices
- face-to-face interventions preferred over virtual learning opportunities
- more time needed to provide tailored support for PRTs.
Collaborative relationships; especially with the leadership, is an important part of effecting change in schools. When the leadership of the school has a vision for quality education, systems and effective practice in their schools, they become the drivers of change and ultimately uphold sustainable practices within their school. With the facilitator of PLD working together with the principal, the kaiako and the resource teacher of Māori, changes in attitudes and quality teaching practice for Pāngarau is fast becoming the norm for the school.
In the sound file (top left) Hohepa Campbell talks (in te reo Māori) about importance of collaboration with senior leadership and the PLD provider, as well as high expectations of kaiako and a well thought out structured plan for the PLD within a kura.In the sound file (bottom left) one Kaiako affirms how Pāngarau PLD has supported tumuaki and kaiako to make changes to support their tamariki.
Where to from here?
As the Pāngarau project looks to the future, plans are in place to:
- increased emphasis on providing relevant research alongside the PLD
- provide specific Pāngarau support for Provisionally Registered Teachers
- increase online support as a way of facilitation
- continue support for kaiako with OTJs and moderation
- promote collaboration within and between networks of kaiako, leaders, PLD providers.
The Pāngarau initiative has helped many kura recognise the authenticity of learning in Pāngarau, where both ākonga and kaiako can see themselves as mathematicians and develop life-long skills to be able solve everyday maths problems in the real world.