ADOLESCENT DISENGAGEMENT FROM SCHOOL

1. ADOLESCENT DISENGAGEMENTFROM SCHOOL FOCUS Disengagement and low achievement of Māori and Pasifika adolescent males Seminar Presentation to Principal, Senior Management and Heads of Learning. Sue Carnegie-Harding (Smith)

2. Today’s Programme • 9.00 am – 10.00 am • Welcome and Overview • Disengagement - What the research says • Key Factors in Disengagement and Low Achievement in Adolescents • Key Factors in Disengagement and Low Achievement in Maori and Pasifika Adolescent Males • Something else to consider • Activity (Cross-curricular Teams) – Discussion and ranking of issues and factors as you believe they apply to the school. • 10.00 am – 10.30 am Morning Tea • 10.30 am – 11.30 pm • What is our data telling us about Maori and Pasifika Engagement and Achievement? Issues and Implications. • Proposed new school initiatives to raise achievement and engagement • 11.30am – 12.00 pm • Activity (Cross-curricular Teams) – Discussion around application of proposed initiatives across the school to maximise intended outcomes. Group proposals to be recorded and reported to Principal for consideration. • 12.00am – 12.15 pm • Concluding address.

3. DISENGAGEMENT Adolescence Important period of development and learning A time of greatest risk for disengagement Student motivation and engagement critical

4. ENGAGEMENT • Psychological • Behavioural • DISENGAGEMENT • Psychological • Behavioural • Or an alternative definition that better fits the New Zealand educational system • Physical • Virtual • Unintended

5. Figure 1 Figure 1. Displays the country mean for the sense of belonging and participation indices. (PISA Report 2000)

6. Table 1: “Pasifika achievement in reading, mathematical and scientific literacy as assessed by PISA 2000, is on average lower than for Pakeha, Asian or MĀORI students”. ( Focus on Pasifika Achievement in Reading Literacy – PISA 2000. September 2004. p. 20)

7. Table 2: “Gender difference in average reading literacy levels was found to favour girls within all ethnic groups”. ( Focus on Pasifika Achievement in Reading Literacy – PISA 2000. September 2004. p. 4)

8. KEY FACTORS IN DISENGAGEMENT AND LOW ACHIEVEMENT IN ADOLESCENTS • Socio-Economic Status (SES) • Pedagogy and Curriculum • Learning Needs • Teacher Relationships and Resilience • Learning and Physicality • Behaviour Management • Community Involvement • Transition

9. DISENGAGEMENT AND LOW ACHIEVEMENT IN MĀORI AND PASIFIKA ADOLESCENTS “Coherence in instructional and cultural responsiveness…may be more important than individual teachers’ specific practice.” (Amituani-Toloa, McNaughton, Lai and Arini 2009)

10. KEY FACTORS IN DISENGAGEMENT AND LOW ACHIEVEMENT IN MĀORI AND PASIFIKA ADOLESCENTS • Socio-Economic Status (SES) • Pedagogy and Curriculum • Learning Needs • Teacher Relationships and Resilience • Learning and Physicality • Behaviour Management • Community Involvement • Transition

11. Something else to consider • A central issue in boy’s education is the on-going gap between boys and girls and in particular the low achievement of Māori and Pasifika boys. • Girls’ schools and co-ed schools. • Small schools and rural schools. • High decile schools. (ERO 2008)

12. MORNING TEA 10.00 – 10.30 am He inu māu? Haere mai ki te kai.

13. WHAT IS OUR DATA TELLING US ABOUT MAORI AND PASIFIKA ENGAGEMENT AND ACHIEVEMENT?ISSUES AND IMPLICATIONS “The school’s curriculum provides learners with educational opportunities that contribute to increasing learner engagement, progress and achievement.” (ERO Report 2010)

14. WGP College NCEA Level 1,2 and 3 Data

15. WHAT THE DATA SHOWS ABOUT DISENGAGEMENT AND LOW ACHIEVEMENT OF MĀORI AND PASIFIKA ADOLESCENT BOYS AT WHANGAPARAOA COLLEGE

16. E-asTTle Reports showing possible effect of Transition on MĀORI Learners in Reading Y7,8, 9 A B C D

17. E-asTTle Reports showing possible effect of Transition on MĀORI Learners in Mathematics Y7,8, 9 A B C

18. PROPOSED NEW SCHOOL INITIATIVES TO IMPROVE ENGAGEMENT AND ACHIEVEMENT OF PASIFIKA AND MĀORI ADOLESCENT BOYS “Maintain relentless focus on Maori student achievement.” (Goran 2009) “Pasifikas’ student’s academic success is a matter of national economic and social importance.” (ERO 2012)

19. Information Gathering It is not enough to just gather data. We must be rigorous in our analysis and review. The findings need to be shared – not only with Management and the Board, but with all teachers, with the learners, their families and the community. 50% of schools fail to use findings effectively. (ERO 2012)

20. Transition • Ensure all learners make a successful transition. • In particular Maori and Pasifika adolescent learners • Take into account Maori and Pasifika learner’s cultural needs. • Support learners when they transition from Y6/7 and Year 8/9. • Have a transition programme in place for learners whenever they move to our school (Maori and Pasifika males in particular)

21. Targeted Intervention – Maori & Pasifika Adolescent Males • Iwi/family liaison person • Maori/Pasifika male mentor programme • Maori/Pasifika leadership programme • Pastoral care for Maori/Pasifika males • Whānau rooms for use by Maori/Pasifika males and others - encourage social contact

22. Targeted Intervention • Culturally appropriate contexts in teaching (Maori and Pasifika). • Monitor and report Maori and Pasifika achievement by gender. • Gather student voice (Maori and Pasifika Males) • Set up focus groups of Maori, Pasifika and other males.

23. Targeted Intervention • Acknowledge the ‘unspoken’. • Support Pasifika and Maori parents to understand NCEA . Stop unintended disengagement from occurring. • Investigate the use of the programme Me and My School to gather information regularly about learners levels of engagement. • For learners who are near completion of Level 3 by the end of Year 13, offer further study at Year 14.

24. Highly effective teachers are “inspirational examples of positive, caring, energetic, hard-working, loyal, enthusiastic people who are strongly committed to their schools, their careers and their students.” (Hill & Hawk 2000 p 81) High quality teaching is the most important influence that the education system can have on quality outcomes for diverse students.”(Ministry of Education 2009 p.20)

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