COL Interview 2024 Question 1

Because I talk too much, I've decided to break my interview questions into two parts.  This is part ONE.

1.  What achievement challenge are you considering as an area of focus in 2024 and why? Include in your WHY both evidence and your own passion/expertise.

The achievement challenge the I am focusing on is achievement challenge #1 Raise Māori student achievement through the development of cultural visibility and responsive practices across the pathway as measured against National Standards and agreed targets for reading Years 1-10 and NCEA years 11-13.

I am a year 10 mentor/tutor this year, its that year between being fresh at year 9 and feeling the pressures at year 11.  As the years progressed, we seeing the struggle to engage with the learning, to stay motivated and focused.  As of this week, the average attendance of our year 10’s was 53% for the year (including hybrid learning)

This term the school wanted to see if we could have them focus on relevant learnings that are worth credits.  So English, Science, Maths and my dept Social Sciences decided to offer at least 3 credits. I found a level 1 standard 4 credits.  I taught level 1 this year and decided I would try and rearrange the timetable so that I will be the one to teach all the year 10’s for 3 of the 4 periods of Social Studies classes each week.

To start the process, I looked at what the challenges and barriers were for learning. One of them was that not every student had a device.  When thinking about a framework as to how to create the environment for learning, I thought about the iceberg theory: the stuff you can see on top is the organisational stuff, below the iceberg is the shift in thinking that leads to a shift in teaching.

 ICEBERG THEORY:  Above the water

1. No devices unless you need it to research
2. Every child provided the tools to learn (black clearfile, worksheets, pens)
3. Learning space - the school library
   

BELOW THE ICEBERG

• Building an environment of learning that is safe and comfortable.  
• Learning through the values lens and using the language to guide the learning.
• Setting high expectations (constant affirmations, you can do it, well done). 
• Provocations that lead to critical thinker.
• Showing passion and conviction ‘this is so important to know and I know you know it’.

Structure of lessons

• Structured way of learning that is repetitive 
• Feedback and feedforward:  Every weekend I’ve taken each box home and marked and put comments on every child who’s been present their folders and provided feedback.

So far the sessions have been going well but my next questions were: 

• How do I keep the momentum going and allow now for the differentiation in learning?
• How do I ensure that learning is deep enough and wide enough?
• How do ensure that my Māori learners are engaged and can achieve success?

I’ve had some ups and downs so far.  Ups: Students seem engaged and I have received has been positive feedback.  Teachers have also accidentally observed me.  Downs:  It takes a lot to organise and I’m exhausted at the end of each day.  But I know the investment is worth it!

When talking with teachers who have observed me, they have shared how they have found the lessons engaging.  This leads me to think about leading learning for teachers.  

During one of COL meetings this year, our Co-ordinator mentioned Dr Russell Bishops work around teaching to the north east.  I was interested in hearing about the research and spent some time researching and looking at his work.  At my next department meeting, I put to my team, what is the biggest impact on Maori achievements in education?  The feedback interesting and Bishops studies found it was the teacher student relationship.  On the other side, the biggest barrier was deficit thinking. 

My next questions are:

• What is my theory of teaching?
• How does it guide my pedagogy?
• How do I unpack my unconscious bias around deficit thinking?
• Can I support other teachers to unpack theirs without being frustrated?

I have so many things to consider and will try and identify a more concise inquiry with more research.