Evidence-based Inquiry video kete

Where Are We Now?

  • Key Content

    In this clip members of the strategic change leadership team (SCLT) talk about the way in which the use of evidence facilitated learning around tracking and monitoring processes can lead to changed processes and practices focussed on Māori student outcomes.

  • Things to Think About

    Conversation framework for those new to Kia Eke Panuku:

    1. Who is involved in the analysis of the NCEA achievement data in your school? What opportunities are created for a range of people to be part of that analysis and the development of a planned response?
    2. The phrase ‘could have, should have’ was used in the clip to describe the initial response to the data. The clip goes on to demonstrate the way in which a planned response and continued focus on the data across the school saw an improvement in outcomes for Māori students.
      • To what extent do data analysis conversations in your school move beyond the ‘could have, should have’ phase? Is there variability within your school context on how data is shared, analysed and acted upon? How do you know?
      • In what ways do leaders and teachers use data throughout the school year to evaluate the effectiveness of your actions for student outcomes?
      • How do you communicate to ensure students are at the centre of such cycles of inquiry? What are the implications if they are not?

    Conversation Framework for Kia Eke Panuku schools:

    1. In this clip the ‘November rush’ is talked about and the need for the proactive use of data to avoid the issues that occur. To what extent is the ‘November rush’ a phenomenon within your school? What opportunities do evidence to accelerate and reflect, review and act conversations within the Ako: Critical Cycle of Learning provide to avoid this?
    2. In the clip, the analysis of longitudinal data showed the potential fragility of gains made for Māori students. How do you currently use longitudinal data within evidence based decision-making? In what ways do you triangulate this data with current data to determine targeted responses for specific cohorts and individuals? What are the implications if we do not use both longitudinal and current data?
    3. Thinking critically about the current pathways and course structures for students from year 9 into year 13 in your school, how flexible are these pathways to allow students to have flexibility and change their mind? How might an individual’s data be used to determine the course of their pathway? What systems and structures might need to change or be developed to create such flexibility? What are the implications for Māori students if there is no flexibility within the pathway they begin on?

    Conversation Framework for Kia Eke Panuku Strategic Change Leadership teams:

    1. This clip talks about a tracking and monitoring of NCEA data and junior achievement data. Thinking about the range of evidence collected in your school, including such things as Rongohia Te Hau, Mahi Tahi Data Tool, and the Intensity Matrix, how does / might such data sets be part of your tracking and monitoring processes?
    2. How do Māori students and their whānau currently have access to the detailed data such as discussed here? To what extent are their voices present in the type of critically reflective conversations presented in this clip? Refer to the video clip Whānau Conferencing as part of this conversation.
    3. How are you working to ensure the sustainability of the kaupapa within your school? Using the Spotlight diagram (as a framework for your reflection, what does ‘sticking to the knitting’ mean within your school? Who needs to be part of these conversations? What evidence do you currently use to review, track and monitor the sustainability of this kaupapa within your school? What additional evidence could you use ? You might like to consider the Intensity Matrix and Critical Conversation Continuum alongside this conversation.

Other videos (2)

Scroll to view all videos