This newsletter and the Secondary Student Achievement Professional Learning and Development initiative is funded by the Ministry of Education. The providers are The University of Auckland and Te Tapuae o Rehua consortium.

Secondary Student Achievement Professional Learning and Development - National Newsletter

National Newsletter: The Arts

Information and resources for middle leaders in secondary schools | Term 4 2012

Greetings to you all, kia ora, talofa lava, taloha malo elelei, bula vanaka, fakalofa lahi atu. Welcome to term 4 and it will no doubt be a very busy one for you all, especially over the next few weeks as you prepare your students for their external exams and complete folios for verification and marking. Under the umbrella of the Secondary Student Achievement Contract there were a number of very successful free workshops and focus clusters run last term with large numbers of middle leaders registered. On a few occasions in some regions, our facilitators were able to run workshops alongside the NZQA BPW. Having access to the moderators has been a positive experience in enabling a better understanding of NCEA alignment. We are looking forward to meeting with you all again in your regions later this term and early next term (2013) for another round of RAPs x 2 workshops. These workshops will have an emphasis on Level 3 alignment in readiness for 2013. In this newsletter we have attached important dates in the side columns and we have reviewed and summarized four relevant documents/issues for your interest.

1. Education at a Glance - ERO report. 2. Arts Teaching and Learning Guidelines 3. NCEA Comparative Data 4. Tātaiako

All the best for the coming weeks and we hope that your efforts result in the satisfaction of successful outcomes for all your students. Please do not hesitate to get in touch. Di Smallfield Stephen Rowe National Co-ordinator (Arts) National Co-ordinator (Arts) Facilitator (Arts) Secondary Student Facilitator (Arts) Secondary Student Achievement Contract Achievement Contract Team Solutions Team Solutions Faculty of Education Faculty of Education The University of Auckland The University of Auckland T: 09 623 8899 ext. 48392 T: 09 623 8899 ext. 46394 M: 027 5423 801 M: 027 588 0449 E: d.smallfield@auckland.ac.nz E: sw.rowe@auckland.ac.nz Jane Norridge Polly Thin-Rabb Facilitator (Arts) Secondary Student Secondary Curriculum & Learning Achievement Contract Facilitator (Arts) Team Solutions Te Tapua o Rehua Faculty of Education Education Support Services The University of Auckland University of Otago M: 027 554 5430 M: 021 417253 E: j.norridge@auckland.ac.nz E: polly.thin-rabb@otago.ac.nz

RAPs 2 Workshops (Regional Arts Partnerships) Workshops run from 9am-3pm, unless stated otherwise. Content includes:

• Current good models of practice

• Level 3 Alignment – individual Arts Disciplines

Whangarei 16th Oct. 1-4pm Whangarei Boys’ & Girls’ H.S. Kaitaia 17th Oct. 1-4pm Kaitaia College Christchurch 12th Nov. Riccarton Community Centre Dunedin 13th Nov. Coll. of Ed, Uni. of Otago Wellington 14th Nov. Uni. of Otago, Wellington Palmerston North 15thNov. UCOL New Plymouth 16th Nov. New Plymouth Girls H.S. Hamilton 20th Nov. Hamilton Girls H.S. Auckland 23rd Nov. (Dance, Drama, Music only) Kohia Education Centre

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National Moderators’ Newsletters: links Dance – August 2012 Drama – July 2012 Music – June 2012 Visual Art – October 2012

Key assessment dates for the 2012 externals Visual Art The courier collects folios for: Level 1: Wednesday 24th October & L1 provisional grades must be entered Level 2: Wednesday 31st October & L2 provisional grades must be entered Level 3 and Scholarship: Thursday 8th November - own courier arrangements Art History Level 1: Monday 03 Dec PM Level 2: Wednesday 14 Nov AM Level 3: Wednesday 21 Nov PM Scholarship: Wednesday 14 Nov AM Music Level 1: Friday 30 Nov AM Level 2: Wednesday 28 Nov PM Level 3: Friday 30 Nov AM Scholarship: Thursday 22 Nov PM Drama Level 1: Wednesday 28 Nov AM Level 2: Monday 03 Dec AM Level 3: Tuesday 27 Nov PM Scholarship: Friday 09 Nov AM Dance Level 1: Monday 03 Dec AM Level 2: Tuesday 04 Dec AM Level 3 and Scholarship: Thursday 29 Nov PM

Priority Learners – Evaluation at a Glance ERO Report, August 2012 This report is the second in the “Evaluation at a glance” series and discusses aspects of practice that have been especially helpful in raising students’ achievement, particularly our priority learners (lowest performing students), and fostering their engagement in learning. The following quotes are food for thought.

• “To bring about quality learning, there must be a focus on the

interrelationship between how teachers teach and what students learn. This practice works best where teachers and leaders are disposed to trying new or different approaches to teaching and learning that might benefit students.”

• “Schools to develop systems, processes and connections that put students at the heart of learning and teaching, rather than on the periphery of school decision-making and the curriculum.”

• “Promoting and participating in teacher PLD has the greatest impact on student learning.”

• “It is important that leaders respectfully challenge teachers’ thinking, including unpacking the assumptions that sit behind some of their habitual practices, so that the focus of their work is always on improving students’ learning.”

• “A curriculum that does not take account of students’ prior learning places them at even greater risk of failure and disengagement from school.”

• “Schools should be places where learners’ cultural and ethnic identities are acknowledged, celebrated and promoted through the curriculum.”

• “There is a clearly identified need for many leaders to develop their capacity to use achievement data for monitoring students’ achievement and for school self review.”

• “Innovation, creativity and responsiveness should be the norm in all schools and for all students.”

• “Many schools know little about the impact that their programmes or initiatives are having on outcomes for priority students, or for students in general.”

Arts Teaching and Learning Guidelines The New Zealand Curriculum Guides on TKI provide background information to the Arts disciplines, Music, Visual Arts, Art History, Dance and Drama, as a group and as individual subjects. The guides set out:

• a framework for teaching and learning to support teachers designing innovative curriculum programmes for senior students

• pedagogical guidance with specific examples of teaching practice contextualised for specific learning outcomes

• skills and knowledge learned within and through the Arts and how these progress through the senior secondary curriculum

• a description of effective teaching and learning practices focused on the diverse nature and needs of students in New Zealand and the world they engage in as connected global citizens.

The sections of the curriculum guide can be accessed under the following headings:

• Key concepts • Pedagogy • Achievement objectives • Resources

The Curriculum Guides are invaluable for their wealth of information, particularly at this time of the year when Arts teachers are planning their programmes for 2013: http://seniorsecondary.tki.org.nz/The-arts

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NZQA DATA for the Arts in 2011 What student numbers take the Arts in Level 1 NCEA, 2011? What are the ethnicity percentages taking each of the Art subjects at year 11?

• Level 1 Dance attracts a greater percentage of Maori and Pasifika students. • 36.5 % of all NZ year 11 students take an art subject. • Level 1 Visual Art attracts over double the number of students of any other art subject. • Twice as many Pasifika students take Level 1 Music than Drama

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Tātaiako: Aligning the Registered Teacher Criteria to the Cultural Competencies Framework for Teachers of Māori Learners Tātaiako: Cultural Competencies for Teachers of Mäori Learners is about teachers’ relationships and engagement with Mäori learners and with their whänau and iwi. Tātaiako has been developed to help all educators think about what it takes to successfully teach Māori learners.

How much do we as teachers know of our students’ history, tikanga, and worldview – and how is this reflected in our classroom curriculum and environment? What aspirations do whänau and iwi have for their young people? How visible and involved are whänau and iwi in the teaching and learning culture of the school or early childhood education service?

These are the kind of questions that Tātaiako challenges teachers, middle leaders and schools to answer as well as providing a culturally located framework for teachers to work from. The cultural competencies align closely with the Teachers Council's Graduating Teacher Standards (GTS) and Registered Teacher Criteria (RTC). The New Zealand Teachers Council has published a new resource to help teachers/leaders understand how well they are meeting each criterion in the RTCs in a culturally competent manner (reflect, describe, evidence) and what to do next to improve cultural responsiveness for Māori learners.¹ Earl, Timperley and Stewart (2008)² state that “cultural responsiveness is much more than introducing myths or metaphors into class. It means interacting with their families to truly understand their reality; it means understanding the socio-political history and how it impacts on classroom life; it means challenging personal beliefs and actions; and, it means changing practices to engage all students in their learning and make the classroom a positive learning place for all students”.

¹ Both resources can be accessed at: http://www.teacherscouncil.govt.nz/required/tataiako.stm ² Earl, L. M. with Timperley, H., and Stewart, G. (2008). Learning from QTR&D Programme: Findings of the External Evaluation

National newsletters These national newsletters are developed for every learning area by national co-ordinators from The University of Auckland and Te Tapuae o Rehua consortium (University of Canterbury, University of Otago and Te Runanga o Ngāi Tahu). For more information about Ministry-funded professional development for secondary middle leaders, visit this page on TKI: http://nzcurriculum.tki.org.nz/Ministry-curriculum-guides/Secondary-middle-leaders/Professional-learning-and-development

Tātaiako Competencies

WANANGA Communication, problem solving, innovation

WHANAUNGATANGA Relationships (students, school-wide, community) with high expectations

MANAAKITANGA Values - integrity, trust, sincerity, equity

TANGATA WHENUATANGA Place-based, socio-cultural awareness and knowledge

AKO Practice in the classroom and beyond. Reciprocal teaching/learning

Outcomes of learner voice. “My teacher….”

..talks to me about my learning. ..listens to my views and those of my peers. ..cares about what we think.

..I get on well with my teacher/s. ..my teacher knows my parents and whanau. ..I know my teacher as a person.

..treats me and my peers fairly and with respect. ..understands my sense of humour. ..knows about the local tikanga.

..knows how to involve me and what I bring to my learning. ..Is interested in what I know already. ..lets us learn about things we are interested in.

..never gives up on us. ..shows me how to learn. ..seems to enjoy learning from us too.