New Zealand Association of Mathematics Teachers
Biennial Conference 2003
"Proud sponsors of Maths Education in New Zealand"
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THE MAWHERA/
GREYMOUTH CLUSTER
TE KAUHUA
MAORI MAINSTREAM
PILOT PROJECT.
The Greymouth High School Mathematics Department is taking a lead role in the Mawhera/Greymouth cluster of the Te Kauhua Maori Mainstream Pilot project.
A programme of action research began with a Maths student survey to measure teacher/ teaching strengths and weaknesses, carried out in Term 4 2002. Data was analysed on an individual class basis, as well as a department wide basis.
A workshop with Maths teachers was held to discuss the survey data.
As a result they agreed to set three personal professional development goals across the department using peer-supported class observations on three priority areas based on the information provided by Maori students (and their non-Maori classmates):
- Making Maths fun
- Increasing academic feed back and feed forward
- Increasing effective praise
The data showed Maori and non-Maori students identify the same strengths and weaknesses in their class teachers, but Maori students generally rate their learning experience and relationship with their teacher less favourably than their classmates.
Maori educationalists Mere Berryman and Kura Hingston delivered training in peer observation in Term 1 2003. They carried out classroom observations, and worked collaboratively with maths teachers to develop a tailored peer observation tool in a series of workshops. The expertise and training provided has been critical to the success of the programme.
The project has facilitated the implementation of the peer observation programme in the maths department with HOD Una Byrne responsible for rosters of classroom observations involving self-selected pairs of teachers. Two paid project hours per week are provided for this task, and occasional relief where needed, with a part-time Maths reliever contracted to support the programme.
A follow-up student survey focused on Years 9 and 10 classes was carried out in Term 2, 2003. The data collected will be provided to Maths teachers in a workshop in early Term 3. Meanwhile the peer observations will continue. A workshop is being planned for September with Mere Berryman and Kura Hingston to review the observation data, and re-visit the observation tool, making any necessary changes.
We are also keen to measure Maori/non Maori student engagement, and looking to develop an observation tool for this purpose later this year.
Enquiries, suggestions and comments to website@nzamt8.ac.nz
copyright NZAMT8 Committee 2002, 2003