Equity as a measurement of leadership

Dr Whetuu Nathan and Laurayne Tafa

DOING WHAT �WORKS FOR US�

Laurayne Tafa

I Mulifanua, Waipu

I Master Trainer – Teaching and Leading to the NorthEast

I Creator Managing Director of Tafa_Ed

�Dr Whetuu Nathan

I Te Rarawa, Whakatōhea - Kāuru Kura

I Director of Education at Ako Mātātupu Teach First NZ

Move through R.A.D.I.C.L

Examine beliefs and theories

Absorb key acts of leadership

Consider new norms

Back read research

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Ngā Ihirangi

Contents

NOTES FOR US

• 60 mins
• 24 participants
• 8mins start and end
• 6 points – 7mins each

Combination – instruction, discursive and individual

• 1 min provocation - disciplined
• 2 min talanoa
• 5 min learning – workbook reference

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NOTES FOR US

Provocation

Talanoa

Whakamarama

• Let the quote linger
• Add to it with our korero scripted to 1 min

• workbook

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Research links (insert some geneology pics????)

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Racism has nothing to do with race !

The roots of racism is othering…

Examine our explanations…

Examine the real explanations we collect for the lack of progress and attainment.

Can you:

• recognise what are the racist, deficit, discriminatory explanations?
• recognise these explanations in your context – your voice?
• Reconstruct these in the agentic voice?

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R.A.D.I.C.L�

�Recognise the roots of racism (othering) and reject all forms.

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If you are in the power position, you have to train yourself to see the power- imbalances…and invite critique.

Seek out power-imbalances…

• Consider you diverse community.
• Who are left on the margins…?
• Who can see themselves represented in daily school life?
• What protocols are in place to critique the balance of power…

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R.A.D.I.C.L�

�Address power-imbalances explicitly with protocols.

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Unless you change the experience of learning for the most marginalised - you change nothing.

Critique your data set…

• Consider the weighting you give to different data sets….
• Consider what training and monitoring is given to data collection
• Consider what demands are on teachers to examine their discourse of interactions and the impact of certain groups.

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R.A.D.I.C.L�

�Data to deal to disparities.

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Teacher variability is big problem, not A,B or C …and… leaders have the means to address it…

What is proven pedagogical approach….?

• Can you track from research policy to practice
• Are there regular feedback loops so all teachers are supported to be proficient
• What are your integrity tests?

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R.A.D.I.C.L�

�Implement with integrity of a proven pedagogical intervention

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Pātai | Questions?

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Thank you

Tēnā koutou

Fa’afetai lava

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Thank you

Tēnā koutou

Fa’afetai lava

Presenter guidelines

Sessions should:

• Be interactive and participatory.
• Model innovative teaching and learning strategies and technologies that support the conference themes.
• Provide real examples that relate to the range of learning settings: early years, large, small, urban, bilingual, rural, primary, secondary etc). Consider using student work examples.

If your submission is accepted, guidelines will be available to help you to deliver a successful presentation.

Link to supporting themes

Research

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Presenter slides instructions

1. To add new slides from the template click the arrow beside the �“New Slide” button��

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• At minimum we would like you to bookend your presentations using the �1. Title slide and 13. Final slide thank you. These slides have been added to this presentation.

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Tātai Aho Rau Karakia

From the confusion comes understanding

Unuhia te pō, te pō whiri mārama

From the understanding comes unity

Tomokia te ao, te ao whatu tāngata

We are interwoven, we are interconnected

Tātai ki runga, tātai ki raro, tātai aho rau

We are interwoven, we are interconnected, together as one!

Haumi ē, hui ē, tāiki ē!