Whakawhanaungatanga is an important part of establishing and growing relationships. So when pāngarau facilitators encourage collaborative partnerships between facilitators and teachers, the positive flow-on effect to students can be clearly acknowledged and celebrated. One school now reports an astonishing 14% increase in student achievement in pāngarau in one year.
Key aims of pāngarau PLD are to:
- Support kura to improve student learning and accelerated achievement informed by Te Marautanga o Aotearoa, Ngā Whanaketanga Rumaki Māori and/or paerewa paetae (NCEA);
- Kaiako increasing their use of pāngarau pedagogical and content knowledge and use of the language of pāngarau in their classroom programmes;
- Learning networks of kura and Māori medium settings collaborate to find innovative solutions to challenges related to teaching pāngarau.
For more information and impact from Pāngarau PLD, see the 2014 infographic data.
One school's story
Pukeatua Primary School in Wainuiomata, is a dual medium school with three teachers in the rumaki. Before pāngarau PLD began in the school, data showed only 38% of the students were working 'at' or 'above' standard for pāngarau. There had been significant changes in staff and there was some disparity around the success of the students. Pukeatua Primary was immersed in both Māori medium and English medium PLD, and the use of some English medium practices in the rumaki classes created some challenges and confusion in a Māori context.
The teachers (kaiako) were confident with the number strand in Pāngarau, so requested further professional learning in the other maths strands (Geometry, Measurement etc). There was an existing assessment schedule throughout the school, however the data collected was not always moderated or analysed to inform next steps in teaching. When the school data was analysed, it was quickly realised a focus on teacher practice would help to raise student achievement.
Collectively, the kura developed a professional learning rubric, where 2014 would see a focus on 'quality teaching' and 2015 would provide an opportunity to further develop content knowledge. PLD goals included:
- Quality teaching: Ensure diverse repertories of rich pedagogical practices are evident in classrooms to the meet the needs of individuals and groups of pupils
- Content: Kura/kaiako will be able to demonstrate evidence of increasing use of pāngarau content knowledge and the principles within TMoA pāngarau.
Pāngarau facilitator Tania (who also worked as a facilitator for the Programme for Students project) worked hard to build trust and establish strong relationships (whakawhanaungatanga) with the kaiako in the rumaki. They worked collaboratively (mahi tahi) to implement the additional stands of pāngarau into the classroom - with a focus on rigorous moderation and assessment practices.
Through regular visits to the school, Tania was able to observe practice, introduce pāngarau resources (such as Poutama tau numeracy programme), work alongside kaiako modelling in the classroom, and build in time for teacher reflection. This enabled kaiako to develop a better understanding of the progressions in pāngarau; what they looked like and how they might look in the classroom, with considerations for next steps. In the spirit of reciprocity and mahi tahi, kaiako also shared their expertise in pāngarau.
Impact for tamariki
As a result of the PLD interventions, at the end of 2014, there were major shifts for Māori student achievement in pāngarau showing an increase of 14% for students achieving 'at' and 'above' standard. As the following graph shows, at the end of 2013, 38% of the students were 'at' and 'above' and by the end of 2014, 52% were 'at and above' in pāngarau.
Not only has the student data shown raised levels of achievement, there are also increased levels of student engagement. Students now demonstrate they have more ownership of their learning and understand how pāngarau makes sense in their lives.
Impact for kaiako
There have been some significant shifts for teachers as well. Teachers' expectations of their students’ ability in pāngarau have increased, with a belief that more students can achieve 'at' and 'above' standard. Teachers have increased confidence in effective classroom practices that use: strategies (teaching in groups), language (Te Reo) and activities (problem solving) targeted to learning abilities in real-world contexts. As one teacher explains (in te reo):
The sound byte above translates as,
Impact for tumuaki
The principal empowers the teachers to own their professional learning and development, which has had results. The community continues to be kept up-to-date with pāngarau developments and informed of the continued rise in student achievement.