Evaluation

=Evaluation - Hui (18,19,20 March, 2008)

__**DAY 1:**__ Your reasons:
 * Ka Hikitia – Managing for Success**
 * Not useful** **Partly Useful** 1 **Useful** 2 **Very Useful** 1
 * I have heard the key messages before but good to hear them again. Loved the quiz so may look at doing this with my colleagues
 * This gave me an overview of Ka Hikitia: the key messages and the governments intent. The fact that this is a 'professioanl response' may in some way support a clearer understanding of why we have an initiative that focuses on tamariki Māori.
 * Her commitment and passion is the model we Māori need to 'copy' and share with schools and community. Ka rawe
 * Had a good working knowledge prior to attending the hui

The New Zealand Curriculum – significant shifts and implications Not useful Partly Useful 1 **Useful** 2 **Very Useful** 1 Your reasons:
 * There are lots of information/updates that need to be fed through to us so good to get this in chunks. I wonder if those who are presenting would consider the presentation of slides that they are using in their power point (size of fonts). Very difficult to see some of ideas
 * Too much information, too little time!! Too fast!!
 * We need to constantly look back on this info and it's significance to reo Māori/ao Māori hoki
 * Had a good working knowledge prior to attending the hui

Your reasons:
 * Te Reo Māori in eM Action Plan: Update on progress**
 * Not useful** **Partly Useful** 1 **Useful** 1 **Very Useful** 2
 * Building towards effective communication
 * It is interesting to see the change of direction with the change of leadership. Was this inevitable??? I can see the benefits of hooking into the revised NZ Curriculum but am unsure about the terms specialist/generalist. Don't want the intent of the document lost. Tame's comment about 'dabbling' makes me think that we too are aslo guilty of this because of many restraints
 * Not enough time
 * Confusing

__**DAY 2:**__ Your reasons:
 * Technology – exploring ICT and the potential for building effective learning communities**
 * Not useful** **Partly Useful** **Useful** 2 **Very Useful** 3
 * I'm going to work on creating and using my blogs and wiki. Great to see how Dee uses her computer (blogs and wikis) to communicate with teachers. I can see how this can be done with our teachers who are on the other side of the South Island
 * Some extremely useful ideas especially of a practical nature. However, unless one is constantly using these inerventions it is easily forgotten
 * Ka Mau te Wiki!!! He kōtiro tino mōhio a Dee e pā ana te mahi hangarau. He hinengaro koi hoki. Tūmeke. Kia tau te mauri!!! Anō!!!
 * Lost track. Glitch in systems but information and message put across well
 * Great! Can see some 'real' uses for this. I have been utilising some IT so this has added to my knowledge base.
 * This enables us as facilitators to kōrero and share aspects of our work and further developments of PD for teachers. He mihi whānui hoki ki a Dee.

Your reasons:
 * Best Evidence Synthesis: Teacher Professional Learning and Development**
 * Not useful** **Partly Useful** 2 **Useful** **Very Useful** 3
 * I was surprised to see that it didn't matter if teachers volunteered or it was put on them as to whether the PD was successful or not!! I thought it was better for teachers to volunteer - not even!!
 * Always good to hear from a person who is involved in a project. Uncomplicated and very easy to follow as well as giving some clear directions
 * Appropriate and relevant to all the work we do!!! Validates some of the understandings we have about PD. Informs us about effective practices for PD
 * Very organised material and power point was well 'talked to' to add a detailed information package.
 * Aroha mai, was a little tired by then
 * A clear and specific focus into professional learning and development enabling Best Evidence to challenge teachers' existing practices to make a difference in their classrooms, student achievement and communities.

Your reasons:
 * Evidence informed inquiry – adviser/teacher reflection**
 * Not useful** **Partly Useful** **Useful** 1 **Very Useful** 3
 * It was great to have adviser exemplars and a teachers story as well.
 * All speakers were dynamic, passionate and of a similar purpose. A question to some of them - Where were the Māori stats?
 * The action research model gives me an idea of how I can utilise the short amount of time I have effectively
 * Filled in gaps
 * Ka Mau te Wehi-Awesome, Fantastic-Enjoyed this presentation showing the process and stages of Action Research. Recognising teaching practice to improve successful student achievement.

Your reasons:
 * Learning Progressions**
 * Not useful** **Partly Useful** **Useful** **Very Useful** 5
 * It was wonderful to have Blackie's explanations for the six steps. I need to really think about how I will explain these to my teacher/s that I work with and the impications of these. I do think that these progressions will be a good start to teachers actually thinking about where there kids are at
 * Nga mihi ki a Papa Blackie. These overarching principles set the tone for language acquisition, sustainability as well as including the esoterical values of mana and wairua
 * Discussion and clarification about the use of progressions. Blackie's input is invaluable - a good introduction for people to 'ngā kupu mai te ao tawhito'. A Māori model of how to present and use the progressions needs to be developed.
 * Filled in gaps esp on understandings that I have had queries about. Important for teachers to help them in their approaches.
 * A breakdown of a clear understanding from te ao kohatu of the kupu bestowed, shared by Papa Blackie. To gain a further insight reflecting 'te ao Māori'-Much needed and realistic for our goals to maintain our Māori perspective.

__**DAY 3:**__ Your reasons:
 * Effective Professional Practices - Milestone reporting and database use**
 * Not useful** **Partly useful** **Useful** 4 **Very Useful** 1
 * Wow! I can see the potential for this programme to help us to gather and analyse data about school language programmes and also the teachers in those programmes. Definite food for thought Grant, about how to store and share student work. Thanks for explaning the ipod as mini hard drive
 * Interesting to see the different approach to regional planning that Auckland has taken
 * Avoids sifting through data scattered around on paper or on computer. A good helpful idea I could use once I have mastered the installation ie need expertise a bit. Modifying is possible for personal use. Flexible
 * Hope to utilise the software, can see real potential for data gathering
 * Another useful tool for data gathering and an easy access to current information.

Your reasons:
 * Task-based second language teaching and learning**
 * Not useful** **Partly useful** **Useful** **Very Useful** 4
 * He rawe tēnei wāhanga mō te hui nei. He hononga mō ā tātou mahi ki te taha o ngā kaiako. Tēnā koe Rachael
 * Ka pai rawa atu tēnei kaupapa. Very useful in that it reinforces my understanding and gives me opportunity to move to another level of thinking about communicative language.
 * It's great being able to link theory to practice ... tūmeke
 * Ae! E pai rawa atu te mahi nei. An extension of communicative language where both the learner and teacher are involved in the process of learning. This is going to be very useful and helpful for teachers to implement in their classroom practice.

__**Overall**__ What PD do you consider is most needed?**
 * There will be Ministry funded PD for teachers to accompany the launch of the Te Reo Māori in the New Zealand Curriculum.
 * Unpacking the document/guidelines (whatever form it takes). Resources that support the document. PD about integration and resources to use.
 * Session on 'The Big Picture' ie what is it that the marau is intending to do. The document should not be used to drive programmes but to give direction to learning and what students in the future might need to know.
 * There needs to be opportunity (and lots of it) for teachers to interact with activities/tasks (the second tier) materials to support their programme. Everything you do needs to link back to the document. Model the use of TRM in the PD. Give examples of authentic contexts. Teachers design activities/tasks of their own.
 * Ellis's principles - activities to address these. Progressions - AO (complete). IT and TRM
 * Aua - heaps
 * Roving the TKI languages site-totally viewing what is available and how to implement these current resources into teachers' Te Reo Māori language programmes.


 * What are the issues/concerns you have and why?** *
 * Our audience (specialist/generalist definitions). Being updated with changes (in whatever form that takes) about the document/it's format etc. Timelines - knowing when things are going to happen so that PD is timely with us knowing what's happening. Another change in mind set for me/ for teachers about the way this document will be formatted (not necessarily issue/concern)
 * That the document is so 'prescriptive' in appearance that people can remain 'effective' teachers of te reo at the lower levels with out intending to move forward.
 * Is there an obligation for schools to commit to follw-up eg observations. Make sure there is some binding/agreement to ensure follow-up is able to happen. Concerned about schools reciving funded PD then pulling out of the last part of the process
 * Pre-service training - TRM requirements to gain Dip Tchg. Status of the reo (needs more recognition). Schools teaching TRM without support (monitoring ie are they teaching our reo correctly?)


 * What trends do you see in your practice?**
 * I work with mainly 'generalist' teachers, who have been waiting for a Te Reo doc for a long time. They have celebrated the fact that this doc has come out and we need to be clear about the messages that we give them as far as how it will be finalised and formatted.
 * Firstly there is a lot of good will oout there for Te Reo but that goodwill has to be supported by constant contact, encouragement and PD opportunities
 * Schools have been loaded with lots of things to teach. TRM is not a priority - need to work hard to keep people interested.
 * Approaches based on research in L2 not evident. Integration popular


 * What messages do you have for the Ministry?**
 * Be clear about timelines for docs/resources/guidelines etc
 * Clarify the positioning of all parts of Te Reo learning and teaching - how do they dovetail in. Provide a clear pathway!
 * To be more effective more time need to be given to C4 in Otago/Southland region.
 * Teacher training re vamp - more hours, minimum requirements for DipEd


 * Do you have any further comments? (e.g. venue, food, organisation etc)**
 * A great venue. Organisation was great. Thank you! Ngā mihi aroha ki a koutou mō ngā tini manaaki!!
 * A great venue - excellent organisation
 * Pai
 * Outstanding organisation, healthy food and always nice to catch up with everyone.

Thank you for your feedback