Improved classroom practice in Kia Eke Panuku schools

Student and teacher surveys

From the large scale surveys, completed as part of Rongohia te Hau, a comparison of collated Kia Eke Panuku student and teacher responses shows positive shifts in the perceptions of both students and teachers between 2014 and 2015.

There was an increase in the mean ratings for all groups for both the items related to in-class relationships and items relating to dialogic pedagogic practice.


Survey participants

The table shows the number of survey respondents in 2014 and 2015.

2014

2015

Māori students

3192

3226

non-Māori students

5699

5948

Teachers

2249

1589

Survey items

The survey responses were collated and a comparison was made between responses from Māori students, non-Māori students, and teachers. Two mean-ratings were calculated for the “relational” items (questions 4 to 6 in the survey) and for the “dialogic” items (questions 7 to 12 in the survey) for the different participant groups.

Relational

    4. Teachers in my school know me and I know them.
    5. Teachers in my classes respect me and I respect them
    6. Teachers in my classes care about me
    7. Teachers in my classes listen to our ideas about learning

Dialogic

    8. Teachers in my classes expect that I will achieve
    9. Teachers in my classes know how to help me learn
    10. Teachers in my classes know how to make learning fun
    11. Teachers in my classes let us help each other with our work
    12. Teachers talk with me about my results so I can do better

Survey Results

The chart shows the comparison between the 2014 and 2015 mean ratings on the 5-point scale (Never = 1; Hardly ever = 2; Sometimes = 3; Mostly = 4; Always = 5) for the relational and dialogic survey items.

Classroom observations

Between 2014 and 2015, the proportion of teachers demonstrating integrated culturally responsive and relational pedagogy into their classroom practice rose from 25% to 34%.

As part of Kia Eke Panuku, Rongohia te Hau classroom observations collect a snapshot of the degree to which culturally responsive pedagogy of relations are embedded in classrooms across these schools.

Evidence of classroom practices are compiled by completing a walk-through observation of a representative sample of at least 30% of the teachers in each school – the exact number of teachers observed is determined by the school.

In each school the in-class observers (Strategic Change Leadership Team members with initial support from Kia Eke Panuku kaitoro) collaboratively decide specific indicators of a range of behaviours they might expect to see over a one to five continuum (from 1 there is no evidence of implementation of a culturally responsive pedagogy, to 5 there is full integration of a culturally responsive pedagogy of relations throughout the lesson).

These indicators serve as a guide for the objective collection (what is seen, heard and can be counted) of teaching and learning behaviours.

Evidence Gathered

The following data shows the collated results in 2014 baseline observations in Tranche 1 and 2 schools and second-cycle observations in those schools in terms 3 and 4, 2015.

Number of schools and teachers participating in 2014 & 2015 Rongohia Te Hau Classroom Observations

Baseline – 2014 data

Second Cycle- 2015 data

Number of schools

54

43

Number of observations completed

1566

1174

% of teachers observed

44%

45%

Collated data from the Tranche 1 and Tranche 2 Kia Eke Panuku schools (54 schools in 2014 and 43 schools in 2015) that have completed the Rongohia te Hau classroom observations by November 30th, are presented below. The continuum used by schools is a 5-point scale. The results are reported below across the 5-point scale, and for discussion purposes, the scale has been collapsed to the following categories:

Basic: Rated as a 1 on this scale:Teachers who have either yet to, or are just beginning to implement the basic aspects of culturally responsive and relational pedagogy.

Developing: Rated as a 2 or a 3 on this scale: Teachers who are developing implementation of culturally responsive and relational pedagogy.

Integrating: Rated as a 4 or a 5 on this scale. Teachers who are integrating/have integrated culturally responsive and relational pedagogy into and throughout their day-to-day practice.

Number and % of teacher ratings on the Rongohia Te Hau Classroom Observations, 1 to 5 pedagogy continuum

1

2

3

4

5

Baseline: Number of teachers

56

410

701

333

66

Baseline: % of teachers

3.6

26.2

44.8

21.3

4.2

Second cycle: Number of teachers

28

206

541

313

86

Second cycle: % of teachers

2.4

17.5

46.1

26.7

7.3

Basic

Developing

Integrating

These data show that at baseline (terms 2 and 3, 2014), 25.5% of teachers observed in the schools where Rongohia te Hau classroom observations had been conducted, were integrating culturally responsive and relational pedagogy into their day-to-day practice. By terms 3 and 4, 2015 this had increased to 34%. The percentage of teachers assessed at Developing and Basic have decreased over this one-year period as shown in the graph below.

Rongohia te Hau Classroom Observations – 2014 and 2015