Kia eke ki ngÃ„Â Taumata, kia Pakari ngÃ„Â Kaiako He ... - Te Puni Kokiri

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Smith, L.T. (1999) Decolonising Methodologies: Research and Indigenous Peoples, ZedBooks, New York, and Otago University Press, Dunedin.Smith, R. (2006) Stocktake of Māori Language Education Programmes and Initiatives.Final Report. Prepared for Group Māori, Ministry of Education.Te Puni Kōkiri. (2006) The Health of the Māori Language in the Education Sector 2006.Sourced June 2009 http://www.tpk.govt.nz/en/in-print/our-publications/publications/the-health-of-the-maori-language-in-the-education-sector-2006/?s=a568a773-1f8c-433c-8669-288ae44d2c6c.TeachNZ Employment webpagehttp://www.teachnz.govt.nz/thinking-of-becoming-a-teacher/Māori/employmentTeachNZ Teacher Recruitment Scholarships webpage,http://www.teachnz.govt.nz/scholarships.Timperley, H., Phillips, G., Wiseman, J. & Fung, I. (2003). Shifting the focus: Achievementinformation for professional learning: A summary of the sustainability of professionaldevelopment in literacy – parts 1 and 2. Wellington: Ministry of Education. Cited athttp://www.educationcounts.govt.nz/publications/pasifika_education/5747.Timperley, H., Wilson, A., Barrar, H. & Fung, I. (2007). Teacher Professional Learningand Development: Best Evidence Synthesis Iteration (BES). Wellington: Ministry ofEducation. Cited athttp://www.educationcounts.govt.nz/publications/series/ibes/15341.Tuuta, M., Bradnam, L., Hynds, A., Higgins, J. with Broughton, R. (2004). Evaluation ofthe Te Kauhua Māori Mainstream Pilot Project. Wellington: Ministry of Education. Citedat http://www.educationcounts.govt.nz/publications/schooling/5115.60 | KIA EKE KI NGĀ TAUMATA, KIA PAKARI NGĀ KAIAKO
APPENDIX 1: INFORMATION SHEETParticipant Information SheetIn-Service Support and Professional Development Provision for Māori-Medium Teachers ResearchTēnā koe,Sheridan McKinley (Ngāti Kahungunu, Ngāi Tahu), Nicola Bright (Tūhoe, Ngāti Awa) andPaula Collins (Ngā Rauru, Ngāti Ruanui) are part of the Haemata Ltd research team.Haemata Ltd has been contracted by Te Puni Kōkiri to conduct research on the in-servicesupport and professional development opportunities available to Māori-medium teachers,what support and development is needed by Māori-medium teachers, and the issues thatimpact on teachers’ and Principals’ choices in regard to in-service support andprofessional development.This research will seek to answer the following research questions:Research Questions1. What in-service support and development opportunities are available for Māorimediumteachers and how effective are they?2. What are the support and development needs of teachers working in Māori-mediumschool settings?3. Where are the gaps between what is needed and what is provided?4. What effect do contextual issues have on Māori-medium teacher ability to maximiseany support and development opportunities available?5. What are the issues impacting on teacher choices in regard to in-service support anddevelopment opportunities?The research will involve conducting interviews with the teachers and Principals workingand teaching in Levels 1-4 immersion primary and secondary schools and classrooms.The information will be used by Te Puni Kōkiri to help inform decisions around Māorimediumeducation, and to improve understanding of the needs of Māori-medium teachersto be able to better support them and subsequently resulting in better outcomes for Māorimediumstudents.You have been identified as a prospective interview candidate and we would welcomeyour participation in this research.Jasmine Arthur will arrange for either Sheridan, Nicola or Paula to interview you kanohiki-te-kanohi(face-to-face) or by telephone. If you choose to take part, you will be askedsome questions which will take no more than 40 minutes to answer.You have the right to choose to answer or to pass on any question and you may chooseto withdraw from the interview at any time. You may also withdraw your information fromthe research project at any time up until the completion date.61
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Kia eke ki ngā Taumata, kia Pakari
Page 3 and 4:
CONTENTS4 Executive Summary7 Recomm
Page 5 and 6:
that further promotion may be neede
Page 7 and 8:
RECOMMENDATIONSBased on the finding
Page 9 and 10: 2. BACKGROUNDIn 1999, there were ap
Page 11 and 12: 3. RESEARCH METHODOLOGYKaupapa Māo
Page 13 and 14: The following table shows the numbe
Page 15 and 16: The majority (63%) of teachers part
Page 17 and 18: Teacher RegistrationOf the total 45
Page 19 and 20: of other professional programmes, i
Page 21 and 22: 25%), paperwork (7% vs. 14%), stres
Page 23 and 24: competent, confident, skilled, enth
Page 25 and 26: valuing professional learning, they
Page 27 and 28: Ako Panuku is the new programme dev
Page 29 and 30: Resource Teachers: Literacy (Māori
Page 31 and 32: websites such as Te Kete Ipurangi (
Page 33 and 34: worthwhile securing and leveraging
Page 35 and 36: Resource teachers of Māori are by
Page 37 and 38: Q9 Of the following incentives and
Page 41 and 42: number of Resource Teachers of Māo
Page 43 and 44: translating activities and tools fr
Page 45 and 46: The table below shows the responses
Page 47 and 48: Child care and family commitments 2
Page 49 and 50: Impact of professional development
Page 51 and 52: Informants were also asked about th
Page 53 and 54: TimingProvided in Māori - atapprop
Page 55 and 56: Q15 Is there any type of support or
Page 57 and 58: BIBLIOGRAPHYAitken, H., Bruce Fergu
Page 59: http://books.google.co.nz/books?id=
Page 63 and 64: APPENDIX 2: CONSENT FORMParticipant
Page 65 and 66: • aroha ki te tangata (a respect
Page 67 and 68: initially be contacted by phone to
Page 69 and 70: in-service professional development
Page 71 and 72: APPENDIX 4The information presented
Page 73 and 74: Option 2 (Auckland): St Dominic’s
Page 75 and 76: InterLEAD Consultants, Term One Pro
Page 77 and 78: Waikato University - WorkshopUsing
Page 79 and 80: http://www.educationanswers.com/sem
Page 81 and 82: Time: 9am-3.30pmCost: $980 +GST (in
Page 83 and 84: For registrations please email avai
Page 85 and 86: http://www.waec.ac.nz/shared/plp/ta
Page 87 and 88: Audience: educators and curriculum
Page 89 and 90: Venue:Southland Campus, 100 Nelson
Page 91 and 92: Delivery and content, plus hands-on
Page 93 and 94: Date: Tuesday 31 MarchTiime: 8:30am
Page 95 and 96: ctionid=28Manukau Institute of Tech
Page 97 and 98: Effective Communications - Communic
Page 99 and 100: Ministry of Education: Educational
Page 101 and 102: http://www.edgazette.govt.nz/Notice
Page 103 and 104: secondary school sector, and can be
Page 105 and 106: Contribution to wider school activi
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Kia eke ki ngÃ„Â Taumata, kia Pakari ngÃ„Â Kaiako He ... - Te Puni Kokiri