Stonefields Collaborative Trust-Enhancing Learning Design - A collaborative approach to growing teacher effectiveness

CET funded the pilot project in  2021 which deployed two apps, SchoolTalk and Engagement Sliders, to support teachers’ understanding of how to better design learning, cause learning and evaluate their impact. Key to this has been focusing on the cycle of Teaching, Learning and Assessment (TLA) to become more responsive to learners' needs. The 2021 project identified that teacher effectiveness would be further improved with a focus on 2 aspects-

First, although the TLA cycle is attuning teachers to what is missing from their learning designs, many are only using it in a linear way. Pilot teachers are now able to use progressions and gap analysis to inform future learning designs and decide if adequate progress is being made. However, only a few teachers are using this information to deliberately redesign the current learning and differentiate how learners can better engage in their learning. Additionally, innovative practices, such as collaborative learning design, are seen even less. 
Second, the 2021 project  developed an implementation and support model to support future schools that embark on learning how to use the TLA cycle in practice. A full suite of PLD collateral is part of this innovation. It has been formulated based on learnings from the pilot teachers, learners and whānau involved, but needs to be tested more widely to assess its efficacy.  

In 2022 the project  aims to address these two opportunities for further developing teacher effectiveness by providing 8 schools (7 from the 2021 project plus 1 new) with further collaborative professional learning and support. We propose to continue to use the Engagement Sliders, which generate insights from learner engagement pulse checks, as well as SchoolTalk’s gap analysis against learner progressions, to help teachers become more agile, responsive and strategic in their learning design and future decision making. 

Contact: Emily Ruffell

emily.ruffell@sct.nz


Storytime Foundation -First 1000 Days-Tamariki Thriving in Supportive Home Environments

CET is now providing  3 year funding for this programme which has demonstrated its value since CET funded the pilot  several years ago. The three year funding is to continue to build capabilities from birth to  3 years of age, targeting the most disadvantaged families in communities in Northland and South Auckland. The focus is on parents and whanau understanding the importance of reading/talking/engaging with a baby and young child and having the books and other resources, are key motivators for parents to make these activities normal in a child's day. The emotional well-being of a parent is associated with parents/whanau feeling more confident about their parenting, which in turn leads to parents becoming more engaged in their child’s development.

All of the First 1000 Days initiatives involve collaboration with Maori providers. With the support of Dept of Corrections, SF will be connecting with children of incarcerated parents and  will be working in Auckland and Northland prisons to encourage child-centred prison visiting. SF work with police and provide  information and resources for children that have experienced a Family Harm incident.

Contact Tony Culliney

tony@storytime.org.nz

Ako Mātātupu: Teach First NZ-Teacher Mentoring

The funding is a contribution to the salary of the Mentor coordinator.

Evidence from the TFNZ programme over the last eight years, and other initial teacher education programmes, shows that the in-school support that new teachers are provided by their mentor or ‘associate teacher’ is a key determinant of how well that teacher develops, and their retention in the profession. This is more important for employment-based programmes like TFNZ because of the place-based and practice-based nature of the teacher’s learning, meaning the school and the mentor have a greater influence on the participant’s development. Evidence from TFNZ programme and others shows that this mentoring is the most variable, in terms of quality. As such, if TFNZ can improve the quality of mentoring, through additional support, guidance, and training, this  can improve the quality of the support for participants and  increase teacher effectiveness more broadly.

Contact: Patricia Bell

patricia@teachfirstnz.org

Stewart Germann Grant: Empowerment Foundation-KIDPOWER

The funding to deliver a pilot Kidpower Programme to approximately 1000 school children across 10 schools including Ko Taku Reo (NZ provider of education services for the Deaf and hard of hearing), their teachers and parents/caregivers in Auckland whose funding precludes them for undertaking this vital learning.  The  programmes teach and educate people to use their own power to stay safe, act wisely and believe in themselves and are applicable to young and old, whatever gender, culture or ethnicity.  The Skills gained include:

ecognising and stopping inappropriate touch or behaviour
• Keeping safe when on their own
• Getting help safely from strangers
• Stopping bullying
• Coping with peer group pressure
• Turning fear into positive practical action
• Recognising an emergency situation, and taking quick, effective action.

Contact: Sophie Bailey

sophie@empowermenttrust.nz


COMET Auckland Talking Matters Koreotia Mai

CET has made a 5 year contribution to this project:

  Talking Matters has been piloted in 3 small-scale pilot projects (Māngere-Ōtāhuhu, Tāmaki and Puketāpapa), identifying what models work and inspire families to talk and can be brought to scale. The project will: that is a key part of the Talking Matters process, as well as internal systems, tracking LENA[1] data on words and interactive turns at home, reading minutes and TV use
Use ‘what works’ evidence to underpin capacity building and resource development
Track the medium-term impact of early oral language on a sample of children in TM action communities. The tracking study research will need to run for at least 4 years (to allow children who are now coming up three to have their language assessed in their first year of school). We have identified some possible measures and approaches (e.g. using MacArthur Bates Communicative Development Inventories) but the study will need further scoping in 2019.
COMET thought that the tracking study would be of particular interest to Cognition Education Trust.
Three phases to 2023
1.  Go deeper and learn (2018-2019): Deepen involvement in our action communities; develop and test model; create strategies for Maori and Pasifka-led initiatives; and future matched funding, scope and start the tracking study; establish strategic partnerships with organisations that can take up TM messages.
2. Expand reach (2020-2021): expand and/or replicate in First action communities; test models of action with at least one organisation/programme of national significance and iwi; support activation in other communities; identify key policy pivot points for early language (e.g. ECE initial teacher education and PLD, child wellbeing framework, foster parenting, access to bilingual reading material, universal public health messages about early language); track impact on children’s language development and whānau; hold Summit 2020. 
3. Share and influence (2022-2023): Replicate programmes; establish partnership and business models that can sustain the work; complete tracking study and publish findings; hold TM Summit 2022; build a advocacy platform for service practice and policy reform; collaborate on technology solutions and broad distribution of public health messages about early language.
[1] Language Environment Analysis tool

Maia Centre For Social Justice and Education-Brave Learning

Funding is for the research component of this pilot by the Ministry of Education for Pasefika young people in South Auckland.. It addresses the need for  justice for the many  young people aged 16-19, especially from low-income backgrounds, who made the brave decision to leave school earlier than they otherwise might have done to take on paid employment to support their family as result of the lockdowns in 2020 and 2021. This was often necessary when other members of their family lost their employment when companies down-sized or reduced the hours especially for casual or low-paid employees as a result of the economic downturn caused by the lockdowns. 

The Pilot seeks to provide the responsive support necessary for these young people  to continue to work towards their learning goals alongside their paid employment, no matter what these goals are.

The research questions explored with CET funding are:

What effective support is required for young people from low-income backgrounds who have chosen to leave school earlier than expected (as a result of Covid-19) to continue to work towards their learning goals?
Sub-questions:
What goals do these young people have?
How do these young people understand and articulate the barriers they face in achieving these goals?

Contact Jay Allnutt

jay@maiacentre.org



Tim Bray Theatre Company-Extraordinary Creative Programme

The 2021 grant is for the continuation of the highly successful 2020 pilot programme, funded by the Stewart Germann Grant, of drama classes for neurodiverse children and young people..

The objectives of the programme  are for participants to develop:

strategies and life skills to support communication and self-expression 

confidence and connection

social skills

strategies for self-regulation and executive functioning

friendships.



​The Education Hub: Bright Spots awards

Since 2019, CET has had a partnership agreement to fund up to three Bright Spots projects that align with CET’s strategic granting outcomes.

In 2021 the focus of Bright Spots in 2021 will be on effective literacy instruction in the early primary years (Years 0-2). CET will be contributing to the Models of Effective Practice project which aims to  increase the availability of examples of effective teaching by capturing and disseminating proven models of existing and established effective practice in New Zealand schools that are informed by research.