Whakapiki i te Reo Victoria University of Wellington Contract Information Guide for Tumuaki, Regional Coordinators, In-School Facilitators
Whakapiki i te Reo
Victoria University of Wellington
Contract Information Guide
for
Tumuaki, Regional Coordinators, In-School Facilitators
1. Overview
2. Acknowledgements
3. The Model
4. The Programme
5. Contract Information
6. Board of Trustees/Tumuaki/Kura Information
7. Regional Coordinator Information
8. In-school Facilitator Information
9. Assessment and Monitoring
10. Calendar
Index of Content
Overview
This section includes information about: • The Whakapiki i te Reo Professional Development Programme • Our Goal
In June 2006 Te Kura Māori, Faculty of Education, Victoria University of Wellington (VUW) secured one of the Whakapiki i te Reo (WPR) contracts with the Ministry of Education. The purpose of WPR is to strengthen teachers’ capability to teach through the medium of te reo Māori, by providing a high quality professional learning and development programme (PLD) that improves teachers’ language proficiency and increases their knowledge, skill and application to support students’ language achievement.
There are three teacher engagement components within this PLD programme: online, face-to-face, and digital technology, (see Figure 1: Concept Design below). Each component has a number of aspects, activities or information that contributes to the overall programme. The online component has material that is available to participants via the computer and Internet. The face-to-face component supports activities that take place between the Regional Coordinator (RC), the In-school Facilitator (ISF), and the participants. The digital technology component material is downloaded and viewed on the iPod Touch or iPad.
The Concept Design also illustrates an underpinning philosophy of creating a teaching and learning partnership between home and school by way of the student.
Examples of these include informing parents through the kura newsletter of the WPR PLD programme and how this contributes to their children’s language success, informing parents of links to online educational language sites and giving parents ideas of language activities and strategies to use at home with their children. Another example of this teaching and learning partnership could be through targeted activities that participants use directly in the classroom, which also involve a home component to see family as active participants in student language development.
The digital world offers opportunities for strengthening Māori identity, expressing a Māori world view and communicating in a local, national and global context. Digitising mātauranga Māori can be a powerful way to transmit aspects of culture, heritage and identity to future generations and those who have moved away from their rohe [area]. (Ministry of Economic Development, 2008, p. 27).
Our GoalTe Kura Māori, VUW have a vision to be New Zealand’s best PLD provider for te reo Māori within Māori Medium educational settings. Being the best means having professional staff that provide a high quality programme in order to increase proficiency of te reo Māori for students, teachers and schools. The developers plan to realise this vision by providing a quality PLD programme that targets prospective sector participants, engages schools, and utilises modern technology. The programme can be delivered as a whole school or a cluster school arrangement. The programme has been developed to meet the needs of the sector as well as the benefits for the Ministry.
Figure 1: Concept Design
Acknowledgements
This section includes acknowledgement to: • The VUW Project Team • The Regional Coordinators and In-school Facilitators • Professor Ray Harlow and Professor Paul Nation
Te Kura Māori, Faculty of Education, VUW would like to acknowledge those who contribute to the delivery of the programme including:
VUW Project Team • Rawiri Toia • Tabitha McKenzie • Kahu Ropata • Basil Morgan • Daisy Walker, Administrator
RC and ISF Team • Jennifer Rutene, Te Tai Tokerau RC • Brian Wiki, Te Tai Tokerau ISF • Shannon Matenga, Te Tai Rāwhiti RC • Materoa Phillip, Te Tai Rāwhiti ISF • Hemi Ballantyne, Te Tai Rāwhiti ISF • Horowai Smith, Te Tai Rāwhiti ISF • Drummond Morice, Te Tai Rāwhiti ISF • Lavinia Pewhairangi, Te Whanganui-a-Tara ISF • Awaroa Rapana, Te Whanganui-a-Tara ISF • Misty Ormsby, Te Tau Ihu RC • Kaiya Smith, Te Tau Ihu ISF • Suzy Garlick, Te Tau Ihu ISF
Special AcknowledgementsA special acknowledgement is made to Professor Ray Harlow (Waikato University) and Professor Paul Nation (Victoria University) for giving approval for their work to be used as part of the WPR PLD programme.
The Model
This section includes information about: • The Whakapiki i te Reo Professional Development Model • The Implementation Timeline
WPR is a PLD programme aimed to support Māori medium schools and settings deliver high quality Māori language programmes for their students.
The PLD programme utilises mobile devices to integrate language teaching and learning theories, effective teaching strategies and assessment processes that inform classroom practice.
One of the advantages of using mobile devices is its ubiquitous anytime, anywhere learning. The VUW WPR team knows that teachers are very busy and the use of mobile devices means teachers don’t have to leave their school for six months of intensive training.
The placement of the VUW WPR model as a school-based programme allows participants to analyse and trial a range of concepts related to te reo Māori, second language acquisition and teaching and learning theories within their classroom on a daily basis. Participants will be given time to plan and align the WPR programme with their classroom programme. This will allow opportunities for classroom inquiry to occur to identify students‘ language needs. Classroom observations, in-class modelling, weekly ‘Hei mahi‘ and discussions with the ISF, RC and colleagues will provide participants with the skills and knowledge required to identify and plan appropriate intervention to support the specific linguistic demands and needs of students to achieve their learning goals and outcomes.
VUW are the first WPR provider to use mobile assisted technology, revolutionising the way te reo Māori is being taught to help students achieve their learning goals and outcomes. The technology has allowed VUW to go nationwide and reach rural schools that often don’t get to participate in PLD programmes because of their isolation.
The VUW WPR programme focuses on providing participants with the skills and knowledge required to identify and plan for the specific linguistic demands and needs of students to achieve their learning goals and outcomes. The PLD programme is also cognisant of the school’s protocols, vision and language aspirations as key components and provides learning opportunities for students to explore and celebrate their language learning successes.
Implementation TimelineThe VUW WPR implementation programme is outlined in the table below starting from August 2009 and continuing to the end of the contract in December 2013. The name of each kura is identified as well as their immersion level and the number of participants undertaking the WPR programme.
Long term plan
Region coverage Name/s of kura settings in each region
Immersion level
Number of participants
Aug 2009– Jun 2012
Te Tai Tokerau KKM o Te Rangiāniwaniwa 1 15
Te Tai Rāwhiti Te Kura o Muriwai/KKM o Rangiāwhia 1 1
Te Whanganui-a-Tara Te Ara Whānui 1 14
Jul 2010– Dec 2013
Te Tai Tokerau KKM o Pukemiro 1 12
Te Tai Rāwhiti Te Kura Reo Rua o WaikirikiriKKM o Ngā Uri a MāuiTe Kura o Whatatutu
1, 211
1293
Te Whanganui-a-Tara TKM o Porirua 1 11
Te Tau Ihu Te Kura o Victory 2 15
Jan 2012–Dec 2013
Te Tai Tokerau KKM o te Tonga o HokiangaKKM o Kaikohe
11
TBCTBC
The following table identifies each kura and their stage of implementation and completion of the WPR programme.
Completion June 2012 Names of kura involved
Implementation of phase 3 of programmeFinal evaluations
Te Ara WhānuiMuriwai/KKM o RangiāwhiaKKM o Te Rangiāniwaniwa
Completion December 2013 Names of kura involved
Establishing contactsConfirmationProgramme trainingNegotiation of programme protocolsImplementation of phase 1, 2 and 3 of programmeFinal evaluations
Te Kura Reo Rua o WaikirikiriKKM o Ngā Uri a MāuiTe Kura o WhatatutuTKM o PoriruaTe Kura o VictoryKKM o Pukemiro
Completion December 2013 Names of kura involved
Establishing contactsConfirmationProgramme trainingNegotiation of programme protocolsImplementation of phase 1, 2 and 3 of programmeFinal evaluations
KKM o te Tonga o HokiangaKKM o Kaikohe
The Programme
This section includes information about the WPR: • Programme Aims • Programme Summary • Programme Objectives • Programme Effectiveness • Implementation Plan • Teacher Participation Funding
The WPR PLD Programme Aims
The WPR programme is planned to: • increase te reo Māori language proficiency of Māori medium teachers • support whole school and cluster school development • increase learner access to quality teaching models of te reo Māori • increase the effectiveness of teaching and learning in, and through te reo Māori • include Te Marautanga o Aotearoa as a pathway to develop a curriculum that meets the aspirations of
whānau, hapū, iwi, students, and community • maximise students’ language needs • support the provision of dialect and iwi specific discourses at school or cluster level • provide kura with a quality language proficiency programme that is cutting edge in its use of technology
through video podcasting and iPods • meet the present challenges of limited relief staff for the Māori medium sector • provide a professional development framework that provides coherent opportunities for classroom
implementation and inquiry.
The WPR programme will involve: • support for the goals and aspirations of their kura participants and how these will be reflected and
aligned to the kura or cluster vision that has been developed • strengthening kaiako Māori language capacity, and raising kura capability and sustainability of kaiako • the incorporation of the effective use of Māori resources that support teaching and learning and provide
access to mātauranga Māori • the provision of coherent opportunities for classroom inquiry to occur to identify students’ language
needs and allows kaiako to analyse and trial a range of concepts within their classroom focussed on valued student outcomes
• the implementation of the programme to be informed by kura leaders, during the development stage, to ensure the programme reflects the language goals and aspirations they have developed, in consultation with whānau, hapū, and iwi, for their students.
Programme Summary
The WPR programme will be based on the following understandings and underlying principles:
• develop collaborative relationships with kura leaders to share expertise, work together on effective teaching and learning opportunities, and inform kura decision making about students language achievement and success in Māori medium schools and settings
• review national and international theoretical studies and classroom inquiry to form the basis of the implementation and practice of the WPR professional learning and development programme they deliver
• provide high quality professional learning opportunities that raise kaiako capability and raise kura capacity and sustainability in language teaching and learning programmes
• set priorities based on what works best to ensure students have access to high quality Māori language education opportunities
• provide appropriate information to the kura and/or clusters that will assist them to support kura whānau, hapū and iwi aspirations to regenerate tikanga, mātauranga, and te reo Māori particular to their school settings
• participate in regular meetings with the Ministry’s National Coordinator, and evaluator to report on progress, provide documented evidence of success, identify areas that require further improvement and, together, develop strategies to address these
• provide regular reports to the Ministry, through the National Coordinator and/or evaluator about the learning progression of kaiako to assist Māori medium students to experience success in language learning; what kura have done to support their kaiako to experience success in the programme, and about the areas that require further improvement to maximise students’ language development.
Programme Objectives
The expected outcomes of the school-based programme are for teachers to have: • improved their reo proficiency to effectively provide high quality teaching and learning opportunities to
raise students‘ language development • a deepened understanding of second language theories and teaching methodologies to teach second
language learners • increased their knowledge of Te Marautanga o Aotearoa, teaching and learning pedagogy within a Māori
immersion setting and assessment practices that are aligned to the Māori medium National Standards framework
• knowledge, skill and practice to co-construct, with their students, learning intentions and success criteria based on their reo Māori learning programme
• a WPR programme that will incorporate assessment processes to provide appropriate information of students’ progress in language proficiency aligned to the Māori medium National Standards framework
• demonstrated knowledge, skill and practice to integrate reading, writing and oral language as a foundation skill for students
• developed new knowledge, skills and practice to improve learning through the use of sound theoretical knowledge, evidence-informed inquiry skills, shifts in practice, and supportive organisational conditions in their language programmes
• demonstrated change in kaiako practices to better support students‘ language needs leading to high literacy achievement outcomes.
Programme Effectiveness The outcomes, indicators and evidence of the progamme for each kura should include evidence that indicate progress made towards the outcomes sought from the WPR programme.
The effectiveness of the programme will be measured using a variety of strategies.
The following Language Effectiveness Table has been developed as an indicative sample demonstrating the type of programme indicators the VUW model develops with the kura. This also includes the effectiveness in relation to programme implementation.
Language Effectiveness Table
Kura Intended Outcomes Indicators
Demonstrated improved teacher capability through increased proficiency, confidence and application of te reo Māori in Māori medium teaching contexts.Participants will be able to demonstrate:
• increased correct use of kīwaha, whakataukī and kupu hou being spoken by kaiako in a variety of contexts
• the appropriate use of second language learning methodologies in a Māori medium teaching context
• improved kaiako knowledge, skills and capability to produce a high quality Māori medium teaching exemplar.
Participants will: • produce quality second language acquisition unit plans
to be checked by a peer following set criteria before teaching
• be formally observed delivering quality second language acquisition teaching
• provide detailed evaluations and next teaching steps with each completed unit plan
• keep reflective notes on their shifts in teaching practice • produce a high quality exemplar that has been trialed,
evaluated and peer reviewed.
Increased teacher knowledge and skills in aspects specific to Māori medium teaching.Participants will be able to demonstrate:
• increased use of Te Marautanga o Aotearoa in their teaching.
Participants will: • produce quality second language acquisition unit
plans using Te Marautanga o Aotearoa and supporting materials as key resources
• be formally observed delivering quality second language acquisition teaching based primarily on Te Marautanga o Aotearoa
• keep reflective notes on their shifts in teaching practice in regards to the use of Te Marautanga o Aotearoa.
Improved collaboration and sharing of experiences and learning within kaupapa mātauranga Māori.Participants will be able to demonstrate:
• collaborative practices to support their cluster and kura to promote kaupapa mātauranga Māori teaching and learning.
Participants will: • promote their exemplar in their current kura and
wider cluster • deliver a presentation on the production of a quality
exemplar in their current kura and wider cluster • collate a database of resources to share with their
current kura and wider cluster • produce a long-term te reo Māori implementation plan
for their current kura.
Implementation Plan The ISF, RC and a member of the VUW programme team in meeting the objectives will create an implementation plan.
Your School’s Contribution:Please make sure that according to the Implementation Plan:
• appropriate resources and teacher time are made available • relevant student achievement data is available • time is allocated for in class visits and feedback to teachers • access to whānau in the school to carry out the WPR programme requirements • cover replacement costs of equipment and resources in the event of loss, damage, or theft.
Te Kura Māori, VUW, Faculty of Education’s Contribution: • provide high quality training to ensure participants are supported through the programme • provide necessary resources including people, ICT and literature advise you on gathering appropriate
data • work with you to devise an implementation plan • model and share best practice in your school • evaluate the effectiveness of the plan and identify any further steps your school may need to take.
Teacher Participation Funding (TPF) Victoria’s Contribution:The Ministry of Education will manage the payment of TPFs for the release of teachers from their school, and payment of release teachers. Documentation to support this process will be provided by the VUW team.
This section includes information about: • Milestone 8 Deliverables for Clusters Involved from 2009–2012 • Milestone 9 Deliverables for Clusters Involved from 2009–2012 • Milestone 5 Deliverables for Te Tau Ihu • Milestone 6 Deliverables for Te Tau Ihu
The following Milestones are for the kura who have been involved between 2009–2012 and are from Te Tai Tokerau, Te Tai Rāwhiti and Te Whanganui-a-Tara.
Work to be completed to achieve Milestone 8a) Milestone 8 is due 6th March 2012.b) Details of the tasks to be completed by the Contractor to achieve this milestone are set out in the table below.
Milestone 8 Deliverables Comments on Successes, Emerging Issues and/or Explanations of Variance
8.1 Liaise with the Ministry’s Senior Adviser assigned to the project and other key stakeholders.
8.2 Provide a detailed report on the delivery of services as described below: • Kura stakeholder relationships and networks • Confirm outline of agreement of achieving the specified outcomes with
kura, BoTs and kura whānau • Confirm kura/cluster settings as participants • Confirm list of participants, class levels, immersion level and name of
kura • Confirm facilitation team names and roles, responsibilities and
Facilitator contacts hours with kura per week • Submit copies of kura presentations to BoTs, leadership and kura whānau • Submit copies of confirmation letters sent to kura leadership and BoTs
as participants • Submit a WPR programme implementation framework • Submit outline of agreed management and reporting systems • Submit language assessment tools that will be applied to identify kaiako
and student entry data • Implement a kaiako and student proficiency assessment and enter data
and analysis to guide the programme of work • Report on how the programme will address identified kaiako and
student linguistic needs.
8.3 Submit a detailed progress report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures including: • an executive summary of issues and any recommendations to the Ministry • any issues, including relationship management issues arising, and how
they are being managed in the kura/cluster.
8.4 Submit the detailed report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures. Provide a disbursement schedule and an invoice for payment.
Contract Information
Work to be completed to achieve Milestone 9a) Milestone 9 is due 22 June 2012. b) Details of the tasks to be completed by the Contractor to achieve this milestone are set out in the table
below.
Milestone 9 Deliverables Comments on Successes, Emerging Issues and/or Explanations of Variance
9.1 Liaise with the Ministry’s Senior Adviser assigned to the project and other key stakeholders.
9.2 Provide a detailed summative report of the professional learning and development programme that will include:
Operational • description of the nature, number and duration of programme Facilitator
contacts hours with each school • implement a post language proficiency assessment of kaiako and
students’ language • provide an analysis of the proficiency data • provide evidence to support comment on kaiako and students’ language
achievement; and issues for further development. Effectiveness
• report with evidence on the knowledge, skills kaiako and student have gained from programme
• report on changes in teaching practice that has improved teaching and addressed the language needs of students
• provide evidence in the report on the progress of students in their language development
• comment on successes and issues in relation to language proficiency data collection and analysis.
9.3 Provide an overview summative report that will outline the following: • report on the trends over time • comment on succcesses and issues in relation to data collection and
analysis.
9.4 Provide an overview summative report that will outline the following: • qualitative information on programme effectiveness • evaluation of programme effectiveness including trends, successes and
issues • benefits, improvements, opportunities and risks • recommendations based on evidence for future improvements.
9.5 Submit the detailed report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures.Provide a disbursement schedule and an invoice for payment.
The following Milestones are for the kura who have been involved between 2010–2012 and are from Te Tau Ihu.
Work to be completed to achieve Milestone 5a) Milestone 5 is due 12 March 2012.b) Details of the tasks to be completed by the Contractor to achieve this milestone are set out in the table
below.
Milestone 5 Deliverables Comments on Successes, Emerging Issues and/or Explanations of Variance
5.1 Liaise with the Ministry’s Senior Adviser assigned to the project and other key stakeholders
5.2 Provide a detailed report on the delivery of services as described below: • Kura stakeholder relationships and networks • Confirm outline of agreement of achieving the specified outcomes with
kura, BoTs and kura whānau • Confirm kura/cluster settings as participants • Confirm list of participants, class levels, immersion level and name of
kura • Confirm facilitation team names and roles, responsibilities and Facilitator
contacts hours with kura per week • Submit copies of kura presentations to BoTs leadership and kura whānau • Submit copies of confirmation letters sent to kura leadership and BoTs as
participants • Submit a WPR programme implementation plan • Submit outline of agreed management and reporting systems • Submit language assessment tools that will be applied to identify kaiako
and student entry data • Implement a kaiako and student proficiency assessment and enter data
and analysis to guide the programme of work • Report on how the programme will address identified kaiako and student
linguistic needs.
5.3 Submit a detailed progress report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures including:
• an executive summary of issues and any recommendations to the Ministry
• any issues, including relationship management issues arising, and how they are being managed in the kura/cluster.
5.4 Submit the detailed report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures. Provide a disbursement schedule and an invoice for payment.
Work to be completed to achieve Milestone 6 a) Milestone 6 is due 25 June 2012 . b) Details of the tasks to be completed by the Contractor to achieve this milestone are set out in the table
below.
Milestone 6 Deliverables Comments on Successes, Emerging Issues and/or Explanations of Variance
6.1 Liaise with the Ministry’s Senior Adviser assigned to the project and other key stakeholders
6.2 Provide a detailed summative report of the professional learning and development programme that will include:
Operational • description of the nature, number and duration of programme
Facilitator contacts hours with each school • implement a post language proficiency assessment of kaiako and
students’ language • provide an analysis of the proficiency data • provide evidence to support comment on kaiako and students’ language
achievement; and issues for further development. Effectiveness
• report with evidence on the knowledge, skills kaiako and student have gained from programme
• report on changes in teaching practice that has improved teaching and addressed the language needs of students
• provide evidence in the report on the progress of students in their language development
• comment on successes and issues in relation to language proficiency data collection and analysis.
6.3 Provide an overview summative report that will outline the following: • report on the trends over time • comment on succcesses and issues in relation to data collection and
analysis.
6.4 Provide an overview summative report that will outline the following: • qualitative information on programme effectiveness • evaluation of programme effectiveness including trends, successes and
issues • benefits, improvements, opportunities and risks • recommendations based on evidence for future improvements
6.5 Submit the detailed report to the Ministry including an electronic copy in Word format on each of the above tasks and relevant performance measures.Provide a disbursement schedule and an invoice for payment
Board of Trustees Outline
This section includes information about: • The Board of Trustee’s Commitments • The Participant Expectations • Teacher Participant Funding • Memorandum of Understanding – Kura • Memorandum of Understanding – Participant • Information Sheet for Whānau Members • Consent Form for Whānau Members
The Board of Trustees commits to:1. Supporting the participants for the duration of the 40-week programme2. Providing the VUW team member access to students/teachers/whānau in the school to carry out WPR
related components3. Enabling the teacher continued use of a laptop computer where this has been issued to that teacher
under the Laptop Provision scheme or its equivalent4. Developing a contingency plan in the event that the participant does not complete the duration of the
40-week programme5. Cover replacement costs of equipment and resources in the event of loss, damage, or theft.
Participant ExpectationsThe Whakapiki i te Reo participant commits to:1. Positive engagement and completing all course work 2. Failure to meet complete assignment and course work requirements without due cause, may result in
expulsion of the participant from the course3. Negotiating with the school access to students/teachers/whānau in his/her capacity as a programme
participant for aspects of the programme that require release from his/her teaching class5. Advising the WPR Facilitators immediately of extenuating circumstances that arise during the course of
the programme that may compromise active participation.
The Whakapiki i te Reo Participant will: • complete all course work • watch podcasts and complete weekly worksheet • complete weekly reflections and report to the In-school Facilitator (ISF) and/or Regional Coordinator
(RC) • meet regularly with the ISF and/or RC • gather writing and oral samples of students at the required time • implement learning into the classroom programme and report on progress • negotiate with the school, access to students, teachers, whānau, as a programme participant, to complete
aspects of the programme that require release from classroom teaching • advise the VUW team immediately of any circumstances that arise during the programme that may
compromise active participation.
Teacher Participant observation:From time to time a designated observer i.e. ISF or RC within a classroom context will observe the participant. Teacher participant observations are an important part of the WPR programme. The teacher participant will have developed a set of language goals to be assessed by the observer. This information is collected, then collated and analysed by the ISF, RC and the VUW team and forms part of the information reported to the Ministry. At all times individual teacher confidentiality is maintained and information provided to the Ministry is primarily made up of quantitative data with unnamed narrative data used to highlight particular initiatives, successes, and/or target language needs.
Teacher Participation Funding
Entitlement to Teacher Participation Funding:Kura are entitled to claim reimbursement under the WPR programme for the ISF and are required to complete a Teacher Participation Funding Form.
Evidence must be provided about:
• When the hui took place • Who attended the hui • The duration of the hui.
This information can be collated and set in a spreadsheet format to accompany the TPF form.
An invoice on the kura letterhead must be completed totaling the number of hours to be claimed. Once all documentation is completed, the documents must be submitted to the VUW Administrator.
Memorandum of UnderstandingWhakapiki i te Reo (WPR)
Professional Learning and Development ProgrammeBETWEEN: Te Kura Māori, Te Whānau o Ako Pai ki te Ūpoko o te Ika a Māui
Victoria University of Wellington (VUW) Faculty of Education
AND
(Kura)
The Professional Learning and Development Programme AimsThe programme is planned to:
• increase te reo Māori language proficiency of Māori medium teachers • support whole school and cluster school development • increase learner access to quality teaching models of te reo Māori • increase the effectiveness of teaching and learning in, and through te reo Māori • include Te Marautanga o Aotearoa as a pathway to develop a curriculum that meets the aspirations of
whānau, hapū, iwi, students, and community • maximise students’ language needs • support the provision of dialect and iwi specific discourses at school or cluster level • provide kura with a quality language proficiency programme that is cutting edge in its use of technology
through video podcasting and iPods • meet the present challenges of limited relief staff for the Māori medium sector • provide a professional development framework that provides coherent opportunities for classroom
implementation and inquiry.
The programme will involve: • support for the goals and aspirations of their kura participants and how these will be reflected and
aligned to the kura or cluster vision that has been developed • strengthening kaiako Māori language capacity, and raising kura capability and sustainability of kaiako • the incorporation of the effective use of Māori resources that support teaching and learning and provide
access to mātauranga Māori • the provision of coherent opportunities for classroom inquiry to occur to identify students’ language
needs and allows kaiako to analyse and trial a range of concepts within their classroom focussed on valued student outcomes
• the implementation of the programme to be informed by kura leaders, during the development stage, to ensure the programme reflects the language goals and aspirations they have developed, in consultation with whānau, hapū, and iwi, for their students.
Programme Summary The WPR programme will be based on the following understandings and underlying principles:
• develop collaborative relationships with kura leaders to share expertise, work together on effective teaching and learning opportunities, and inform kura decision making about students language achievement and success in Māori medium schools and settings
• review national and international theoretical studies and classroom inquiry to form the basis of the implementation and practice of the WPR professional learning and development programme they deliver
• provide high quality professional learning opportunities that raise kaiako capability and raise kura capacity and sustainability in language teaching and learning programmes
• set priorities based on what works best to ensure students have access to high quality Māori language education opportunities
• provide appropriate information to the kura and/or clusters that will assist them to support kura whānau, hapū and iwi aspirations to regenerate tikanga, mātauranga, and te reo Māori particular to their school settings
• participate in regular meetings with the Ministry’s National Coordinator, and evaluator to report on progress, provide documented evidence of success, identify areas that require further improvement and, together, develop strategies to address these
• provide regular reports to the Ministry, through the National Coordinator and/or evaluator about the learning progression of kaiako to assist Māori medium students to experience success in language learning; what kura have done to support their kaiako to experience success in the programme, and about the areas that require further improvement to maximise students’ language development.
Programme ObjectivesThe expected outcomes of the school-based programme are for teachers to have:
• improved their reo proficiency to effectively provide high quality teaching and learning opportunities to raise students‘ language development
• a deepened understanding of second language theories and teaching methodologies to teach second language learners
• increased their knowledge of Te Marautanga o Aotearoa, teaching and learning pedagogy within a Māori immersion setting and assessment practices that are aligned to the Māori medium National Standards framework
• knowledge, skill and practice to co-construct, with their students, learning intentions and success criteria based on their reo Māori learning programme
• a WPR programme that will incorporate assessment processes to provide appropriate information of students’ progress in language proficiency aligned to the Māori medium National Standards framework
• demonstrated knowledge, skill and practice to integrate reading, writing and oral language as a foundation skill for students
• developed new knowledge, skills and practice to improve learning through the use of sound theoretical knowledge, evidence-informed inquiry skills, shifts in practice, and supportive organisational conditions in their language programmes
• demonstrated change in kaiako practices to better support students’ language needs leading to high literacy achievement outcomes.
Programme EffectivenessThe outcomes, indicators and evidence of the progamme for each kura should include evidence that indicate progress made towards the outcomes sought from the WPR programme.
The effectiveness of the programme will be measured using a variety of strategies.
The following Language Effectiveness Table has been developed as an indicative sample demonstrating the type of programme indicators the VUW model develops with the kura. This also includes the effectiveness in relation to programme implementation.
Langauage Effectiveness Table
Kura Intended Outcomes Indicators
Demonstrated improved teacher capability through increased proficiency, confidence and application of te reo Māori in Māori medium teaching contexts.Participants will be able to demonstrate:
• increased correct use of kīwaha, whakataukī and kupu hou being spoken by kaiako in a variety of contexts
• the appropriate use of second language learning methodologies in a Māori medium teaching context
• improved kaiako knowledge, skills and capability to produce a high quality Māori medium teaching exemplar.
Participants will: • produce quality second language acquisition unit plans
to be checked by a peer following set criteria before teaching
• be formally observed delivering quality second language acquisition teaching
• provide detailed evaluations and next teaching steps with each completed unit plan
• keep reflective notes on their shifts in teaching practice • produce a high quality exemplar that has been trialed,
evaluated and peer reviewed.
Increased teacher knowledge and skills in aspects specific to Māori medium teaching.Participants will be able to demonstrate:
• increased use of Te Marautanga o Aotearoa in their teaching.
Participants will: • produce quality second language acquisition unit
plans using Te Marautanga o Aotearoa and supporting materials as key resources
• be formally observed delivering quality second language acquisition teaching based primarily on Te Marautanga o Aotearoa
• keep reflective notes on their shifts in teaching practice in regards to the use of Te Marautanga o Aotearoa.
Improved collaboration and sharing of experiences and learning within kaupapa mātauranga Māori.Participants will be able to demonstrate:
• collaborative practices to support their cluster and kura to promote kaupapa mātauranga Māori teaching and learning.
Participants will: • promote their exemplar in their current kura and
wider cluster • deliver a presentation on the production of a quality
exemplar in their current kura and wider cluster • collate a database of resources to share with their
current kura and wider cluster • produce a long-term te reo Māori implementation plan
for their current kura.
Implementation Plan The ISF, RC and a member of the VUW programme team in meeting the delete objectives will create an implementation plan.
Your School’s ContributionPlease make sure that according to the Implementation Plan:
• appropriate resources and teacher time are made available • relevant student achievement data is available • time is allocated for in class visits and feedback to teachers • access to whānau in the school to carry out the WPR programme requirements • cover replacement costs of equipment and resources in the event of loss, damage, or theft.
Te Kura Māori, VUW, Faculty of Education’s Contribution: • provide high quality training to ensure participants are supported through the programme • provide necessary resources including people, ICT and literature advise you on gathering appropriate data • work with you to devise an implementation plan • model and share best practice in your school • evaluate the effectiveness of the plan and identify any further steps your school may need to take.
The Regional Coordinator will: • support and meet regularly with the In-school Facilitator and/or participants • provide resources and equipment for the In-school Facilitator and participants • inform the In-school Facilitator of the programme progress and reporting requirements • report progress of the participants to the VUW team for contract reporting requirements • provide a set time of working with participants to unpack the information that is loaded onto the iPod e.g.
wetereo and hopu reo • provide onsite support with in class observations, feed back and feed forward on teacher practice and
how they use the language structures as well as identifying successful 2nd language activities/strategies • work alongside the participant (or in groups) to discuss how the wetereo and hopu reo concepts could be
implemented in to the classroom • support participants with readings used as follow up e.g. Harlow and Ellis • facilitate on-going school wide wānanga to discuss and unpack the WPR programme. For example use
time during staff meetings including a question and answer time for participants. • facilitate small focus group discussions through selecting a hopu reo principle (i.e. Ellis’s principles of
language acquisition) or a wetereo aspect and capture this in-class practice on video or written form.
In-school Facilitator will: • provide onsite support with in class observations, feed back and feed forward on teacher practice and
how they use the language structures as well as identifying successful 2nd language activities/strategies • collect evaluations and work from participants (participants could complete this in hardcopy or
electronically • undertake the programme to meet the desired level to then facilitate the programme with the participants • liaise with the principal and the Regional Coordinator for the duration of the contract • gather evidence for the preparation of progress reports • organise and coordinate in-class observations.
Teacher Participation Funding (TPF)The Ministry of Education will manage the payment of TPFs for the release of teachers from their school, and payment of release teachers. Documentation to support this process will be provided by the VUW team.
The Whakapiki i te Reo participant will: • complete all course work:
c watch podcasts and complete weekly worksheet c complete weekly reflections and report to the In-school Facilitator(s) and/or Regional Coordinator c meet regularly with the In-school Facilitator(s) and/or Regional Coordinator c gather writing and speaking samples of students at the required time c implement learning into the classroom programme and report on progress.
• negotiate with the school, access to students, teachers, whānau, as a programme participant, to complete aspects of the programme that require release from classroom teaching
• advise the VUW team immediately of any circumstances that arise during the programme that may compromise active participation
• return all programme materials in their original distribution condition, as listed below:
� Apple iPod Touch 32GB and accessories
NB: VUW take no responsibility or liability for any material on the iPod/iPod Touch other than that directly related to the Whakapiki i te Reo programme.
SIGNED: Date: Te Kura Māori, Faculty of Education, VUW
SIGNED: Date: In-school Facilitator
SIGNED: Date: Regional Coordinator
SIGNED: Date: Board of Trustees Representative
Memorandum of UnderstandingWhakapiki i te Reo (WPR)
Professional Learning and Development Programme
BETWEEN: Te Kura Māori, Te Whānau o Ako Pai ki te Ūpoko o te Ika a Māui Victoria University of Wellington (VUW) Faculty of Education
AND
(Participant)
The Whakapiki i te Reo Participant will:
• complete all course work: � watch podcasts and complete weekly worksheet � complete weekly reflections and report to the In-school Facilitator(s) and/or Regional Coordinator � meet regularly with the In-school Facilitator(s) and/or Regional Coordinator � gather writing and speaking samples of students at the required time � implement learning into the classroom programme and report on progress.
• negotiate with the school, access to students, teachers, whānau, as a programme participant, to complete aspects of the programme that require release from classroom teaching
• advise the VUW team immediately of any circumstances that arise during the programme that may compromise active participation
• return all programme materials in their original distribution condition, as listed below:
� Apple iTouch 30GB and accessories
Serial number
Note: VUW take no responsibility or liability for any material on the iPod/iPod Touch other than that directly related to the Whakapiki i te Reo programme.
SIGNED: Date: Participant
SIGNED: Date: Victoria University of Wellington
Memorandum of Understanding Form for Participant
Information Sheet for Whānau Members
Whakapiki i te Reo, Faculty of Education, Victoria University of WellingtonKa nui ngā mihi ki a koutou ki runga i ngā āhuatanga o te wā. Rere kau atu ngā roimata māturuturu mai i ngā kamo mō te hunga okioki, nō reira koutou kua wheturangitia, haere, haere, moe mai rā koutou ki a koutou. Ka hoki mai ki a tātou ngā mahuetanga o rātou mā, tēnā rā tātou.
Te Kura Māori of Victoria University of Wellington has been contracted by the Ministry of Education to provide a Whakapiki i te Reo professional learning and development programme in level 1 and 2 Māori medium schools from 2009–2013.
What is the Whakapiki i te Reo professional learning and development programme?The programme:
• is a 3 year programme for developing te reo Māori • is focused on a whole school approach (all or the majority of staff) • includes an In-school Facilitator (staff member/s from your school to facilitate the programme with
other staff members) • includes support from the Regional Coordinator, Programme Coordinators and Project Director of the
contract.
The aims of the programme are to: • improve teachers’ knowledge of aspects specific to teaching in kaupapa mātauranga Māori settings • strengthen teachers’ understanding of theory, methodology and strategies pertaining to teaching within
an immersion or bilingual environment • strengthen teachers’ understanding of assessment in an immersion and/or bilingual environment • strengthen teachers’ capability and confidence to teach through the medium of te reo Māori • improve teachers’ understanding and use of Te Reo Māori i roto i te Marautanga o Aotearoa and the
Te Reo Māori in Mainstream curriculum document • make links between school (teacher), student, home (family and community) to support the language to
flourish (see diagram below).
Why is it happening?The Ministry of Education’s Māori Education Strategy identifies supporting the growth of quality kaupapa Māori education as one of its key goals.
The purpose of the Whakapiki i te Reo programme is to strengthen teachers’ capability to teach through the medium of te reo Māori, by providing programmes that improve teachers’ language proficiency and increases their knowledge and skill in how to become more effective Māori medium teachers.
The broad outcomes for the Whakapiki i te Reo programme 2009–2013 are: • demonstrated improved teacher capability through increased proficiency, confidence and application of
te reo Māori in Māori medium teaching contexts • increased teacher knowledge and skills in aspects specific to Māori medium teaching • improved collaboration and sharing of experiences and learning within kaupapa mātauranga Māori.
How will assessment information be gathered?As part of the Whakapiki i te Reo programme, Victoria University of Wellington provide a report to the Ministry of Education identifying key initiatives and successes by kura who are part of the programme. There are three identifiable areas for the collection of this information these are; kura or school-wide data; teacher data; and student data.
• Kura-school wide data: This could include current assessment practices, statistical or data base information collated within schools pertaining to two modes of learning: tuhituhi and kōrero.
• Teacher data: Data collected through a language proficiency test, activities related to the Whakapiki i te Reo programme, weekly reflections, discussions at staff meetings and one-to-one meetings with the Regional Coordinator.
• Student data: 1. Data based on identified learning outcomes in the school wide/syndicate/classroom planning stage.2. Data based on error analysis/standardised forms of language assessment.
c all students will be assessed in their development of te reo Māori c for the purposes of reporting to the Ministry of Education, teachers will identify three students to
be tracked over a selected period of time. This information is collected, collated and analysed by the In-school Facilitator or Regional Coordinator, as well as the assigned personnel from the VUW team and forms part of the information reported to the Ministry. At all times individual teacher and student confidentiality is maintained and information provided to the Ministry is primarily made up of quantitative data with unnamed narrative data used to highlight particular initiatives, successes, and /or target language needs.For further information, please contact Rawiri Toia (Project Director).Nō reira kei aku nui, kei aku rahi, ka iriiri te kete kōrero mō tēnei wā ki te pātū o te whare whakairo. Ko te tūmanako ka whai hua ngā hiahia me ngā mahi o te tau.Noho ora mai.
Rawiri ToiaKaiwhakahaere Kirimana/Project Director 027-563 [email protected]
Basil MorganKaiwhakahaere Hōtaka/Programme Facilitator06-868 [email protected]
Tabitha McKenzieKaiwhakahaere Hōtaka/Programme Coordinator04-463 [email protected]
Kahu RopataKaiwhakahaere Hōtaka/Programme Facilitator04-463 [email protected]
Consent Form for Whānau Members � I, the undersigned, do hereby consent to the use by Victoria University of Wellington (VUW) of work
samples (unnamed), video images, voice or both, in relation to the Whakapiki i te Reo (WPR) teacher professional learning and development programme.
� I have been provided information about the nature of the VUW WPR programme currently operating in my child’s school.
� I am the legal parent/guardian of the child named below. � I have read this consent form and fully understand its purpose. � I give permission for work samples (unnamed), video footage, still images and voice recordings of my
child named below to be used as part of the delivery and content of the VUW WPR programme. The use of work samples (unnamed), video, photograph, or audio capture could include the development of video podcasts and teacher booklets for the WPR teacher professional learning and development programme.
Student name:
School:
Year Level:
Teacher name:
Printed name of Parent/Guardian:
SIGNED: Date: Parent/Guardian
SIGNED: Date: Principal
SIGNED: Date: Victoria University of Wellington
Regional Coordinator Information
This section includes information about: • The Regional Coordinator Role • The Programme Effectiveness • The Implementation Plan • Memorandum of Understanding – Regional Coordinator
Regional Coordinator Role • support and meet regularly with the In-school Facilitator and/or participants • provide resources and equipment for the In-school Facilitator and participants • inform the In-school Facilitator of the programme progress and reporting requirements • report progress of the participants to the VUW team for contract reporting requirements • provide a set time of working with participants to unpack the information that is loaded onto the iPod
e.g. wetereo and hopu reo • provide onsite support with in class observations, feed back and feed forward on teacher practice and
how they use the language structures as well as identifying successful 2nd language activities/strategies • work alongside the participant (or in groups) to discuss how the wetereo and hopu reo concepts could be
implemented in to the classroom • support participants with readings used as follow up e.g. Harlow and Ellis • facilitate on-going school wide wānanga to discuss and unpack the WPR programme. For example use
time during staff meetings including a question and answer time for participants • facilitate small focus group discussions through selecting a hopu reo principle (i.e. Ellis’s principles of
language acquisition) or a wetereo aspect and capture this in-class practice on video or written form.
NB. In the first instance the Regional Coordinator will be taking on both the Regional Coordinator as well as the In-school Facilitator role until an In-school Facilitator can be identified and trained. Most likely the In-school Facilitator will be ready for year two of the programme.
Programme EffectivenessThe outcomes, indicators and evidence of the progamme for each kura should include evidence that indicate progress made towards the outcomes sought from the WPR programme.
The effectiveness of the programme will be measured using a variety of strategies.
The following Language Effectiveness Table has been developed as an indicative sample demonstrating the type of programme indicators the VUW model develops with the kura. This also includes the effectiveness in relation to programme implementation.
Language Effectiveness Table
Kura Intended Outcomes Indicators
Demonstrated improved teacher capability through increased proficiency, confidence and application of te reo Māori in Māori medium teaching contexts.Participants will be able to demonstrate:
• increased correct use of kīwaha, whakataukī and kupu hou being spoken by kaiako in a variety of contexts
• the appropriate use of second language learning methodologies in a Māori medium teaching context
• improved kaiako knowledge, skills and capability to produce a high quality Māori medium teaching exemplar.
Participants will: • produce quality second language acquisition unit plans
to be checked by a peer following set criteria before teaching
• be formally observed delivering quality second language acquisition teaching
• provide detailed evaluations and next teaching steps with each completed unit plan
• keep reflective notes on their shifts in teaching practice • produce a high quality exemplar that has been trialed,
evaluated and peer reviewed.
Increased teacher knowledge and skills in aspects specific to Māori medium teaching.Participants will be able to demonstrate:
• increased use of Te Marautanga o Aotearoa in their teaching.
Participants will: • produce quality second language acquisition unit
plans using Te Marautanga o Aotearoa and supporting materials as key resources
• be formally observed delivering quality second language acquisition teaching based primarily on Te Marautanga o Aotearoa
• keep reflective notes on their shifts in teaching practice in regards to the use of Te Marautanga o Aotearoa.
Improved collaboration and sharing of experiences and learning within kaupapa mātauranga Māori.Participants will be able to demonstrate:
• collaborative practices to support their cluster and kura to promote kaupapa mātauranga Māori teaching and learning.
Participants will: • promote their exemplar in their current kura and
wider cluster • deliver a presentation on the production of a quality
exemplar in their current kura and wider cluster • collate a database of resources to share with their
current kura and wider cluster • produce a long-term te reo Māori implementation plan
for their current kura.
Implementation Plan The ISF, RC and a member of the VUW programme team in meeting the above objectives will create an implementation plan.
Memorandum of UnderstandingWhakapiki i te Reo (WPR)
Professional Learning and Development Programme
BETWEEN: Te Kura Māori, Te Whānau o Ako Pai ki te Ūpoko o te Ika a MāuiVictoria University of Wellington (VUW) Faculty of Education
AND
(Regional Coordinator)
The Regional Coordinator will: • support and meet regularly with the In-school Facilitator and/or participants • provide resources and equipment for the In-school Facilitator and participants • inform the In-school Facilitator of the programme progress and reporting requirements • report progress of the participants to the VUW team for contract reporting requirements • provide a set time of working with participants to unpack the information that is loaded onto the iPod e.g.
wetereo and hopu reo • provide onsite support with in class observations, feed back and feed forward on teacher practice and
how they use the language structures as well as identifying successful 2nd language activities/strategies • work alongside the participant (or in groups) to discuss how the wetereo and hopu reo concepts could be
implemented in to the classroom • support participants with readings used as follow up e.g. Harlow and Ellis • facilitate on-going school wide wānanga to discuss and unpack the WPR programme. For example use
time during staff meetings including a question and answer time for participants • facilitate small focus group discussions through selecting a hopu reo principle (i.e. Ellis’s principles of
language acquisition) or a wetereo aspect and capture this in-class practice on video or written form • return all programme materials in their original distribution condition, as listed below:
� Apple iTouch 30GB and accessories
Serial number � Bruce Biggs. (1998). Let’s Learn Māori. Auckland: Auckland University Press. � Ray Harlow. (2001). A Māori Reference Grammar. Auckland: Pearson Education New Zealand. � Laptop/iPad and other accessories.
NB: VUW take no responsibility or liability for any material on the mobile devices other than that directly related to the Whakapiki i te Reo programme.
SIGNED: Date: Regional Coordinator
SIGNED: Date: Victoria University of Wellington
Memorandum of Understanding Form for Regional Coordinator
In-school Facilitator Information
This section includes information about: • The In-school Facilitator Role • The Programme Effectiveness • The Implementation Plan • Memorandum of Understanding – In-school Facilitator
In-school Facilitator Role • provide onsite support with in class observations, feed back and feed forward on teacher practice and
how they use the language structures as well as identifying successful 2nd language activities/strategies • collect evaluations and work from participants (participants could complete this in hardcopy or
electronically • undertake the programme to meet the desired level to then facilitate the programme with the
participants • liaise with the principal and the Regional Coordinator for the duration of the contract • gather evidence for the preparation of progress reports • organise and coordinate in-class observations.
Programme EffectivenessThe outcomes, indicators and evidence of the progamme for each kura should include evidence that indicate progress made towards the outcomes sought from the WPR programme.
The effectiveness of the programme will be measured using a variety of strategies.
The following Language Effectiveness Table has been developed as an indicative sample demonstrating the type of programme indicators the VUW model develops with the kura. This also includes the effectiveness in relation to programme implementation.
Language Effectiveness Table
Kura Intended Outcomes Indicators
Demonstrated improved teacher capability through increased proficiency, confidence and application of te reo Māori in Māori medium teaching contexts.Participants will be able to demonstrate:
• increased correct use of kīwaha, whakataukī and kupu hou being spoken by kaiako in a variety of contexts
• the appropriate use of second language learning methodologies in a Māori medium teaching context
• improved kaiako knowledge, skills and capability to produce a high quality Māori medium teaching exemplar.
Participants will: • produce quality second language acquisition unit plans
to be checked by a peer following set criteria before teaching
• be formally observed delivering quality second language acquisition teaching
• provide detailed evaluations and next teaching steps with each completed unit plan
• keep reflective notes on their shifts in teaching practice • produce a high quality exemplar that has been trialed,
evaluated and peer reviewed.
Increased teacher knowledge and skills in aspects specific to Māori medium teaching.Participants will be able to demonstrate:
• increased use of Te Marautanga o Aotearoa in their teaching.
Participants will: • produce quality second language acquisition unit
plans using Te Marautanga o Aotearoa and supporting materials as key resources
• be formally observed delivering quality second language acquisition teaching based primarily on Te Marautanga o Aotearoa
• keep reflective notes on their shifts in teaching practice in regards to the use of Te Marautanga o Aotearoa.
Improved collaboration and sharing of experiences and learning within kaupapa mātauranga Māori.Participants will be able to demonstrate:
• collaborative practices to support their cluster and kura to promote kaupapa mātauranga Māori teaching and learning.
Participants will: • promote their exemplar in their current kura and
wider cluster • deliver a presentation on the production of a quality
exemplar in their current kura and wider cluster • collate a database of resources to share with their
current kura and wider cluster • produce a long-term te reo Māori implementation plan
for their current kura.
Implementation Plan The ISF, RC and a member of the VUW programme team in meeting the above objectives will create an implementation plan.
Memorandum of UnderstandingWhakapiki i te Reo (WPR)
Professional Learning and Development Programme
BETWEEN: Te Kura Māori, Te Whānau o Ako Pai ki te Ūpoko o te Ika a MāuiVictoria University of Wellington (VUW) Faculty of Education
AND
(In-school Facilitator)
In-school Facilitator will: • provide onsite support with in class observations, feed back and feed forward on teacher practice and
how they use the language structures as well as identifying successful 2nd language activities/strategies • collect evaluations and work from participants (participants could complete this in hardcopy or
electronically • undertake the programme to meet the desired level to then facilitate the programme with the
participants • liaise with the principal and the Regional Coordinator for the duration of the contract • gather evidence for the preparation of progress reports • organise and coordinate in-class observations • return all programme materials in their original distribution condition, as listed below:
� Apple iPod Touch 30GB and accessories
Serial number
NB: VUW take no responsibility or liability for any material on the iPod/iPod Touch other than that directly related to the Whakapiki i te Reo programme.
SIGNED: Date: In-school Facilitator
SIGNED: Date: Victoria University of Wellington
Memorandum of Understanding Form for In-school Facilitator
This section includes information about: • Kura-School Wide Data
c Whole Class/School Language Error Analysis
• Teacher Data c Participant Information c Goal Setting c In-class Observations
• Student Data c Register of Students to be Tracked c Oral Language Assessment c Written Language Assessment
As part of the WPR programme presently being provided by VUW in your kura there is information that is needed to better support kaiako in Māori language planning (both kaiako and ākonga), and to also support the kura in its professional development strategy. VUW provide a report to the Ministry of Education about new initiatives and successes by kura who are part of the programme. There are three identifiable areas for the collection of this information; these are kura or school-wide data, teacher data and student data.
This information is collected, collated and analysed by the In-school Facilitator or Regional Coordinator, as well as the assigned personnel from the VUW team and forms part of the information reported to the Ministry. At all times individual teacher and student confidentiality is maintained and information provided to the Ministry is primarily made up of quantitative data with unnamed narrative data used to highlight particular initiatives, successes, and/or target language needs.
Kura-school wide data This could be, but not necessarily exclusive to current assessment practices, statistical or data base information collated within schools pertaining to two modes of learning tuhituhi and kōrero. The initial data gathered from kura will be to identify what assessment practices are presently running within the kura. Following this, the In-school Facilitator or Regional Coordinator will work with the school to develop a school-wide assessment strategy.
The assessment and monitoring tool for gathering kura-wide data is: • Whole Class/School Language Error Analysis: A diagnostic sheet to identify whole class/school errors
in the areas of kōrero and tuhituhi.
Whole Class/School Language Error Analysis The purpose of the language error analysis is to:
• identify whole class common errors in the areas of kōrero and tuhituhi • inform individual classroom te reo Māori programmes • inform teacher implementation of the Whakapiki i te Reo programme.
Examples of language errors could derive from: • language commonly heard/written in schools. e.g. He kapu ti koe? • language from the wider community, city, and country. These errors are usually full of transference from
English. For example the incorrect use of pronouns māua-mātou, tāua-tātou • language errors that are specific to a local community, school, or whānau.
c Pāpā: E Nohorua whakatikatika tōu ruma c Tama: I ………… (I’ve done it).
Assessment and Monitoring
Whole Class/School Language Error Analysis Sample
Kura Kaiako
Tau Kura (0-8): 3 Taumata Marautanga (1-8): 2
Strand Observation CommentsList 3 key errors you have observed in your classroom.
Assessment Tool What evidence have you gathered to justify your comments?
Oral 1. He aha tēnei mō?
2. Nā tō…
3. Mā koe…
Please circle:
Anecdotal notes
Individual assessment
Group assessment
Conferencing
Other (please specify)
Written 1. i, ki
2. māua ko, rātou ko, koutou ko…
3. ana – ka whakamahi i ngā wā katoa
Please circle:
Anecdotal notes
Individual assessment
Group assessment
Conferencing
Other (please specify)
Whole Class/School Language Error Analysis
Kura Kaiako
Tau Kura (0-8) Taumata Marautanga (1-8)
Strand Observation CommentsList 3 key errors you have observed in your classroom.
Assessment Tool What evidence have you gathered to justify your comments?
Oral 1.
2.
3.
Please circle:
Anecdotal notes
Individual assessment
Group assessment
Conferencing
Other (please specify)
Written 1.
2.
3.
Please circle:
Anecdotal notes
Individual assessment
Group assessment
Conferencing
Other (please specify)
Teacher data The teacher data is collected through a variety of ways to ascertain teacher progression in te reo Māori. This information will be tracked both through teacher reflection tasks and one-to-one meetings with the In-school Facilitator or Regional Coordinator.
The assessment and monitoring tools for gathering teacher data include the following: • Participant Information Sheet* Each participant is required to fill in a participant information sheet.
Participants answer questions about their teaching history, language status (for example, second language learner, native language speaker) and their current class roll.
• Language Proficiency Test An attestation test on wetereo (language grammar), hopu reo (language acquisition principles) and two modes of learning (writing and speaking) undertaken at the start of the year and again at the end of the year to show any improvement in language development. This test has been developed by the VUW team to correlate with the content that is covered in the VUW WPR programme.
• Strategy Inventory for Language Learning SILLs A questionnaire to discern types of strategies that participants are currently using to acquire language. (The SILLs is available in He Pukapuka mā te Pouako Tau 1, Tau 2).
• Goal Setting* Each participant is expected to set goals for their learning and development at the beginning of the year and revisit these with the ISF and RC. The goals will be developed in consultation with the ISF and RC and may derive from the language proficiency test results, the SILLs as well as a personal language goal.
• In-class Observations* The purpose of the in-class observations is to get evidence of the participant implementing knowledge they have learned from the WPR programme.
• He Pukapuka mā te Pouako A Teacher’s Book for Year 1 and Year 2. These books contain the SILLs, worksheets for the wetereo and hopu reo sections of the WPR programme, language activities and resources, a reflection activity and a glossary. Each participant receives a book and is expected to complete the work assigned each week and then meet with the ISF to discuss their progress.
*Assessment and monitoring tools included in this folder.
Whakapiki i te Reo Professional Learning and Development Programme
Participant Information Sheet
Personal details:
First name:
Last name:
Name of Kura:
Number of years teaching:
Estimated classroom roll:
Do you consider yourself to be:
� Native speaker � Second language speaker
Were you?
� Māori medium schooled � Bilingual schooled � Mainstream schooled
Contact address:
E-mail address:
Contact phone:
Preferred method of contact: phone / email / post
Additional information requiredPlease attach a 100 word summary for each of the following:
• the type of language learning you have been involved in • in te reo Māori, (if possible), explain why you have applied to participate in Whakapiki i te Reo Māori
programme.
Please provide a brief outline of your teaching history.
Document SelectionPlease ensure that you have included the following documentation with your application:
• two x 100 word summaries • a brief teaching history.
Wha
kapi
ki i
te R
eo
Reg
iste
r of A
tten
danc
e
Scho
ol:
Year
: Re
gion
al C
oord
inat
or:
Nam
es o
f Pa
rtic
ipan
ts
Date
s
Wha
kapi
ki i
te R
eo
Reg
iste
r of A
tten
danc
e
Scho
ol:
Year
: Re
gion
al C
oord
inat
or:
Nam
es o
f Pa
rtic
ipan
ts
Date
s
Wha
kapi
ki i
te R
eo
Reg
iste
r of W
ork
to C
ompl
ete
– Yea
r 1
Scho
ol:
Year
:
Regi
onal
Coo
rdin
ator
:
Nam
es o
f Pa
rtic
ipan
ts
Regi
ster
of W
ork
to C
ompl
ete
– Ye
ar 1
Participant Info
SILLs Pre-test
Register of Students
Diagnostic Analysis 1
Wetereo 1
Wetereo 2
Wetereo 3
Wetereo 4
Wetereo 5
Wetereo 6
Wetereo 7
Wetereo 8
Wetereo 9
Hopu Reo 1
Hopu Reo 2
Hopu Reo 3
Hopu Reo 4
Hopu Reo 5
Hopu Reo 6
Hopu Reo 7
Hopu Reo 8
Hopu Reo 9
Hopu Reo 10
He Aronga Wetereo
Wha
kapi
ki i
te R
eo
Reg
iste
r of W
ork
to C
ompl
ete
– Yea
r 1
Scho
ol:
Year
: Re
gion
al C
oord
inat
or:
Nam
es o
f Pa
rtic
ipan
ts
Regi
ster
of W
ork
to C
ompl
ete
– Ye
ar 1
Huritao 1
Huritao 2
Huritao 3
Huritao 4
Huritao 5
Huritao 6
Huritao 7
Huritao 8
Huritao 9
He Aronga Hopu Reo
Writing Samples 1
Writing Samples 2
Writing Samples 3
Writing Samples 4
Writing Samples 5
Writing Samples 6
Writing Samples 7
Writing Samples 8
Oral Samples 1
Oral Samples 2
Oral Samples 3
Oral Samples 4
SILLs Post-test
Diagnostic Analysis 2
Wha
kapi
ki i
te R
eo
Reg
iste
r of W
ork
to C
ompl
ete
– Yea
r 2
Scho
ol:
Year
: Re
gion
al C
oord
inat
or:
Nam
es o
f Pa
rtic
ipan
ts
Regi
ster
of W
ork
to C
ompl
ete
– Ye
ar 2
Participant Info
SILLs Pre-test
Register of Students
Diagnostic Analysis 1
Wetereo 1
Wetereo 2
Wetereo 3
Wetereo 4
Wetereo 5
Wetereo 6
Wetereo 7
Wetereo 8
Wetereo 9
Wetereo 10
Hopu Reo 1
Hopu Reo 2
Hopu Reo 3
Hopu Reo 4
Hopu Reo 5
Hopu Reo 6
Hopu Reo 7
Hopu Reo 8
Hopu Reo 9
Hopu Reo 10
Wha
kapi
ki i
te R
eo
Reg
iste
r of W
ork
to C
ompl
ete
– Yea
r 2
Scho
ol:
Year
: Re
gion
al C
oord
inat
or:
Nam
es o
f Pa
rtic
ipan
ts
Huritao 1
Huritao 2
Huritao 3
Huritao 4
Huritao 5
Huritao 6
Huritao 7
Huritao 8
Huritao 9
Writing Samples 1
Writing Samples 2
Writing Samples 3
Writing Samples 4
Writing Samples 5
Writing Samples 6
Writing Samples 7
Writing Samples 8
Oral Samples 1
Oral Samples 2
Oral Samples 3
Oral Samples 4
SILLs Post-test
Diagnostic Analysis 2
Whakapiki i te Reo Register of Work to Complete – Year 1
Participant: Class:
School: Year:
Year 1 Programme Completed Received by ISF or RC
Comments
Participant Info
SILLs Pre-test
Register of Students
Diagnostic Analysis 1
Wetereo 1
Wetereo 2
Wetereo 3
Wetereo 4
Wetereo 5
Wetereo 6
Wetereo 7
Wetereo 8
Wetereo 9
Hopu Reo 1
Hopu Reo 2
Hopu Reo 3
Hopu Reo 4
Hopu Reo 5
Hopu Reo 6
Hopu Reo 7
Hopu Reo 8
Hopu Reo 9
Year 1 Programme Completed Received by ISF or RC
Comments
Hopu Reo 10
He Aronga Wetereo
Huritao 1
Huritao 2
Huritao 3
Huritao 4
Huritao 5
Huritao 6
Huritao 7
Huritao 8
Huritao 9
He Aronga Hopu Reo
Writing Samples 1
Writing Samples 2
Writing Samples 3
Writing Samples 4
Writing Samples 5
Writing Samples 6
Writing Samples 7
Writing Samples 8
Oral Samples 1
Oral Samples 2
Oral Samples 3
Oral Samples 4
SILLs Post-test
Diagnostic Analysis 2
Whakapiki i te Reo Register of Work to Complete – Year 2
Participant: Class:
School: Year:
Year 2 Programme Completed Received by ISF or RC
Comments
Participant Info
SILLs Pre-test
Register of Students
Diagnostic Analysis 1
Wetereo 1
Wetereo 2
Wetereo 3
Wetereo 4
Wetereo 5
Wetereo 6
Wetereo 7
Wetereo 8
Wetereo 9
Wetereo 10
Hopu Reo 1
Hopu Reo 2
Hopu Reo 3
Hopu Reo 4
Hopu Reo 5
Hopu Reo 6
Hopu Reo 7
Hopu Reo 8
Hopu Reo 9
Year 2 Programme Completed Received by ISF or RC
Comments
Hopu Reo 10
Huritao 1
Huritao 2
Huritao 3
Huritao 4
Huritao 5
Huritao 6
Huritao 7
Huritao 8
Huritao 9
Writing Samples 1
Writing Samples 2
Writing Samples 3
Writing Samples 4
Writing Samples 5
Writing Samples 6
Writing Samples 7
Writing Samples 8
Oral Samples 1
Oral Samples 2
Oral Samples 3
Oral Samples 4
SILLs Post-test
Diagnostic Analysis 2
Goal Setting
Guidelines for Goal Setting Each participant is expected to set goals for their learning and development of te reo Māori at the beginning of the year and revisit these throughout the year. The goals will be developed in consultation with the ISF and RC. Goals will vary depending on the individual, the classroom setting and the school. Here are some examples for your consideration when selecting a goal.
• Select an aspect of te reo Māori to work on from the results of the language proficiency test. As an example if vocabulary is an issue, then increasing vocabulary in a range of contexts could be a goal.
• Select an aspect of te reo Māori that has been identified through the whole class/school language analysis sheet. For example if the pronouns were identified as a common error then make a deliberate attempt to highlight correct pronoun use.
• Select an aspect or a strategy to work on from the results of the SILLs. As an example if the strategy Remembering more effectively was an issue, then the skills identified in this area could be a goal for you to work on improving.
• Select an aspect of te reo Māori that has been identified by local kaumātua or iwi. • Utilise the reflection and goal setting tasks in He Pukapuka mā te Pouako Tau 1, pages 39–40.
Goal Setting Sample
Kaiako Kura
xxx xxxx
Whāinga
Correct usage of ‘i’, ‘ki’, ‘a’, ‘o’ and ‘hāngū’.
Paearu angitū (Ngā tohu ki te tutuki i te/ngā whāinga)
I know I have reached my goal when I am confident in these aspects of grammar and able to develop resources also.
Ngā whakaaro āwhina
The language concepts i, ki, a and o are frequently identified by participants as goals for development and will be discussed by the WPR VUW team to revisit these where needed and ensure sufficient time is given to these concepts in future. Utilise the podcasts for i, ki, a and o as well as He Pukapuka mā te Pouako to ensure you understand when you use these concepts. We will keep revisiting these as well throughout the term.
Kaitirotiro: Te rā:
Goal Setting Sheet
Kaiako Kura
Whāinga
Paearu angitū (Ngā tohu ki te tutuki i te/ngā whāinga)
Ngā whakaaro āwhina
Kaitirotiro: Te rā:
In-class Observations Guidelines for In-class Observations In-class observations are an important part of the VUW WPR programme. Each participant will be observed throughout the year implementing aspects of the WPR programme into the classroom. Goal s will vary depending on the individual, the classroom setting and the school. Here is the process for in-class observations for your consideration.
• The participant will have developed a set of goals to be assessed by the observer during the observation in consultation with the ISF/RC.
• A date, time and designated observer (the ISF or RC) will be set. • The observation will take place. • The session will be observed and feedback will be given based on the pre-set goals including the aspects
that were good, the aspects that need to be worked on and next steps for the future. • The participant and the observer will discuss the observation and the participant will be given an
opportunity to contribute their thoughts to the session as well.
In-class Observations Sample
Kaiako: xxxx Kura: xxxx
WhāingaSentences structures and the useage of ‘i’ and ‘ki’.
TirohangaHe mahi whakarōpu kai. Ngā kai pai mō te tinana.He aha tēnei kai? He aha tēnā kai?“Haramai konei” Haramai ki konei! “Nellie raua ko Cameron!” korua ko…“Pīrangi koe ki te tini ngā kai?”“Titiro tō ōhia manomano.” Titiro ki… “Titiro te pikitia” Titiro ki …“Kāore he water. He powerade.” Ehara i te wai. He …. kē. “Mōhio koe ki ngā ture?”
Ngā Hua Pai Ngā Whakaaro Hei Āwhina
He pai te ngohe whakarōpu kai.I whai wā ngā tamariki katoa ki te whakarōpu ngā kai me te kōrero i ōna take. I mārama pai ai ngā tauira ki ngā kai pai/kai kino.
Tērā pea me whakarōpu te katoa kia ngawari te mahi.Whai wā ngā tauira ki te whakamārama i ō rātou whiringa (kauhau).Akiaki ngā tamariki ki te kōrero Māori. Mihi ki ngā mea e kaha ana.
Ngā Whakaaro tā te KaiakoRawe ngā kōrero awhi i a xxx. He pai te mahi mōu. I pīrangi au ki tōku mahi whakarongo ki te iPod ia wā, ia wā, ki te tautoko taku ako.
Ngā kōrero whakamutunga tā te kaitirotiroHe kupu o te rā (verbs that take ‘ki’)Re-visit podcast, ‘Hei mahi’ and readings(I matapaki māua whai muri i te tirohanga, ā, i whakamārama atu au i ngā āhuatanga i kitea e au. I kī atu me tiro anō ki te pāhorangi me te ‘Hei mahi’ hei āwhina. Ka kōrero hoki i ngā huihuinga 1:1 mō tēnei whāinga).
Kaitirotiro: Te rā: 20.09.2011
This in-class observation has focused on use of i and ki, which are concepts that the majority of participants find hard to grasp. There are good suggestions for improvement for the participant to use, which was agreed upon, by the participant. The goals, suggestions and next steps outlined in the three samples above will continue to be reviewed by the PC, RC and the participants throughout Term 4 at the one-to-one meetings with the possibility of another in-class observation (if time permits as Term 4 is only 8 weeks long).
In-class Observations Sheet
Kaiako Kura
Whāinga
Tirohanga
Ngā hua pai Ngā whakaaro hei āwhina
Ngā whakaaro tā te kaiako
Ngā kōrero whakamutunga tā te kaitirotiro
Kaitirotiro: Kaiako: Te rā:
Student dataThe student data is collected through a variety of ways to ascertain student progression in te reo Māori.
All data collation could be scheduled over a ten-week term, with weeks 1–7 used solely for data identification and collation while weeks 8–10 could be allocated to filling in the assessment sheets. This will be negotiated with the kura involved. This information will be tracked and discussed during whole staff meetings and one-to-one meetings with the In-school Facilitator or Regional Coordinator.
The VUW WPR team’s tools for monitoring student’s language development are: • Register of Students to be Tracked* Each participant identifies three students to be tracked for the
year. The students should include a high achiever, medium achiever, and a low achiever in the areas of kōrero and tuhituhi. Writing and speaking samples will be gathered from these students throughout the year and analysed using the WPR programme marking guides with the help of the ISF or RC.
• Oral Language Assessment* Each participant selects and monitors three student’s oral language over the year and reports this to the ISF. A plan is also developed to improve the student’s oral language.
• Written Language Assessment* Each participant selects and monitors three student’s written language over the year and reports this to the ISF. A plan is also developed to improve the student’s written language.
*Assessment and monitoring tools included in this folder.
Register of Students to be TrackedParticipants are asked to identify three students to be tracked over the year in the areas of oral and written language for the purposes of the WPR programme. The students should include a high achiever, medium achiever, and a low achiever. At the end of the year the selected students will then be passed on to their next teacher to continue tracking them. The purpose of tracking the same students is to get a longitudinal overview of their progress of te reo Māori in the areas of written and oral language.
When selecting the students, the teacher could consider the following two questions: • Why have you placed them at these levels? • What is your justification?
As part of assessment best practice this process would assist the teacher with their overall teacher judgment (OTJ), which also aligns to the principles of Ngā Whanaketanga Rūmaki Māori.
The following questions could be used by the teacher when planning for assessment:1. What modes of learning are you assessing for this term?2. What are you trying to find out?3. What are you trying to improve? 4. Does it show shifts in student achievement? 5. Does it cater for teacher reflection to analyse teacher practice? 6. How are you going to report this information?
Register of Students to be TrackedInstructions for the WPR participant:Identify three students to be tracked for the WPR programme for the year. The students you select should include a high achiever, medium achiever, and a low achiever in the areas of kōrero and tuhituhi. Writing and speaking samples will be gathered from these students throughout the year and analysed using the WPR programme marking guides with the help of your ISF or RC.
Teacher Information
Teacher Name:
Kura:
Year Level:
Student Information
Student 1
Name:
Year Level:
Current Level for Kōrero: Low / Medium / High
Current Level for Tuhituhi: Low / Medium / High
Student 2
Name:
Year Level:
Current Level for Kōrero: Low / Medium / High
Current Level for Tuhituhi: Low / Medium / High
Student 3
Name:
Year Level:
Current Level for Kōrero: Low / Medium / High
Current Level for Tuhituhi: Low / Medium / High
Oral Language AssessmentGuidelines for assessing oral language: 1. Transcribe student work and place under the ‘Transcription’ section2. Print page and begin error analysis using pen3. Write the ‘Correct Form’ in the listed column4. Following analysis write an evaluative comment identifying ‘next step’ teaching.
Key:OP – Oral Production. Fluency- language flow, intonation,phonology/pronunciationG – Grammatical errorsD – Maori discourse. Whether it is a Māori structure, or an English structure written in te reo MāoriSLC – Socialinguistic Competence. Use of idioms, proverbial sayings etc, iwi dilectual orientationsC – Cognition. Self corrects, monitors language use, paraphrases, well structured ideas.
Oral Language Rating ScaleO
ral P
rodu
ctio
n (P
K)
Flue
ncy/
Lang
uage
Flo
wIn
tona
tion
Phon
olog
y/Pr
onun
ciat
ion
Lear
ner’
s or
al la
ngua
ge
Gram
mar
The
Lear
ner:
Voca
bula
ry
The
Lear
ner:
Dis
cour
se
(Lan
guag
e di
scou
rse.
H
ow la
ngua
ge is
st
ruct
ured
so
that
it
is u
nder
stoo
d by
the
liste
ner)
The
lear
ner
has:
Soci
olin
guit
icCo
mpe
tenc
e
Ther
e is
/are
:
Cogn
otio
n
Stra
tegi
c Co
mpe
tenc
e
The
lear
ner:
1 Very
Lim
ited
Prof
icie
ncy
Is h
altin
g; fr
agm
enta
ry/e
xhib
its ch
unki
ng; i
nvol
ves
long
pau
ses;
is sl
ow; c
onta
ins m
uch
repe
titio
n w
ords
&
lear
ned,
rout
ine
phra
ses.
Is m
onot
onic
/is l
ow p
itche
d; so
unds
as t
houg
h re
adin
g/is
mar
ked
by p
itch
rise
s ref
lect
ing
unce
rtai
nty.
Is m
arke
d by
inco
rrec
t pro
nunc
iatio
n of
vow
els,
cons
onan
ts a
nd v
owel
ble
nds.
Uses
sim
ple
sent
ence
s;
mak
es n
umer
ous m
ajor
an
d m
inor
err
ors.
Has
ver
y lim
ited
voca
bula
ry a
t his
/her
di
spos
al.
Very
lim
ited
know
ledg
e of
app
ropr
iate
M
āori
sequ
ence
m
arke
rs-in
terl
ingu
al
inte
rfer
ence
.
No
evid
ence
of
soci
olin
gust
ic
refe
renc
e.(w
hana
unga
tang
a,
kiw
aha,
wha
kata
uaki
/w
haka
tauk
i)
Uses
long
pau
ses t
o m
enta
lly o
rgan
ise
succ
essi
ve id
eas;
code
sw
itche
s to
com
pens
ate
for g
aps i
n m
essa
ge;
requ
ires
pro
mpt
ing.
2 Lim
ited
Prof
icie
ncy
Is fr
eque
ntly
hes
itant
; stil
l inv
olve
s fre
quen
t ch
unki
ng; h
as a
n un
natu
ral f
low
; is m
arke
d by
fr
eque
nt re
gula
r, he
sita
nt-p
ause
s; in
volv
es so
me
repe
titio
n-w
ords
& p
hras
es.
Is le
ss m
onot
onic
; is o
ften
low
pitc
hed/
freq
uent
ly
invo
lves
pitc
h ri
ses r
efle
ctin
g un
cert
ainl
y.Re
quir
es ca
refu
l lis
teni
ng-fr
eque
nt
mis
pron
unci
atio
ns.
Mak
es re
gula
r maj
or
and
man
or e
rror
s;
uses
sim
ple
stru
ctur
es
and
is n
ot a
war
e of
in
corr
ect g
ram
mar
.
Has
a m
inim
al a
mou
nt
of v
ocab
ular
y w
ith
whi
ch to
com
mun
icat
e id
eas/
thou
ghts
; se
arch
es fo
r wor
ds.
Som
e aw
aren
ess o
f se
quen
cing
but
use
s m
arke
rs in
corr
ectly
-so
me
inte
rlin
gual
in
terf
eren
ce.
Lim
ited
abili
ty in
th
e us
e of
Māo
ri
soci
olin
guis
tic fo
rms –
e.
g. M
āori
pro
noun
s.
Uses
bri
ef h
esita
tions
to
men
tally
org
anis
e su
cces
sive
idea
s;
som
e pr
ompt
ing
still
re
quir
ed.
3 Basi
c Pr
ofic
ienc
yFl
ows m
ore
natu
rally
usi
ng si
mpl
e se
nten
ces;
is n
ot
mar
ked
by u
nnec
essa
ry p
ause
s; is
onl
y oc
casi
onal
ly
hesi
tant
.Is
mar
ked
less
freq
uent
ly b
y pi
tch
rise
s ref
lect
ing
unce
rtai
nty.
Show
s a g
reat
er a
war
enes
s of M
āori
pho
nolo
gica
l so
unds
-few
occ
asio
nal e
rror
s.
Has
som
e co
ntro
l of
Māo
ri st
ruct
ures
but
m
akes
occ
asio
nal
erro
rs; i
s beg
inni
ng
to p
rodu
ce a
mix
ture
of
sim
ple
and
mor
e co
mpl
ex st
ruct
ures
.
Has
ade
quat
e vo
cabu
lary
to e
xpre
ss
idea
s; o
ccas
iona
lly
sear
ches
for w
ords
.
A gr
owin
g aw
aren
ess
of se
quen
cing
eve
nts
and
is m
akin
g fe
wer
m
ista
kes.
Regu
lar e
rror
s oc
curr
ing
in le
arne
r la
ngua
ge -
som
e us
e of
app
ropr
iate
Māo
ri
soci
olin
guis
tic fo
rms.
Mak
es th
e oc
casi
onal
at
tem
pt a
t sel
f co
rrec
tion;
requ
ires
no
prom
ptin
g.
4 Elem
enta
ryCo
nfid
ent
Prof
icie
ncy
Soun
ds m
ore
nativ
e lik
e; p
ause
s are
mor
e m
eani
ngfu
l; co
mm
unic
ates
idea
s usi
ng lo
nger
se
nten
ces.
Is o
nly
occa
sion
ally
mar
ked
by p
itch
rise
s ref
lect
ing
unce
rtai
nty.
Conf
irm
s con
trol
ove
r pho
nolo
gica
l sou
nds-
mak
es
only
occ
asio
nal e
rror
s.
Mak
es ra
ndom
m
ista
kes i
n co
mpl
ex
sent
ence
stru
ctur
es.
Has
dev
elop
ed a
br
oade
r ran
ge o
f vo
cabu
lary
to co
pe
with
a v
arie
ty o
f top
ics.
The
abili
ty to
use
mor
e ap
prop
riat
e se
quen
ce
mar
kers
– fo
rm is
ge
nera
lly co
rrec
t.
Occa
sion
al e
rror
s ev
iden
t in
lear
ner
lang
uage
– so
me
use
of
Māo
ri so
ciol
ingu
istic
fo
rms i
s mos
tly
appr
opri
ate;
mor
e ev
iden
ce o
f Māo
ri
dial
ecta
l for
ms.
Is a
ble
to se
lf co
rrec
t; is
abl
e to
mon
itor
lang
uage
use
.
5 Nat
ive
like
Prof
icie
ncy
Is a
lway
s sm
ooth
and
effo
rtle
ss –
exp
ress
es id
eas
with
gre
ater
eas
e/co
nfid
ence
; has
dev
elop
ed th
e ab
ility
to p
arap
hras
e; is
nat
ive
like.
Show
s no
evid
ence
of i
napp
ropr
iate
pitc
h ri
ses;
re
flect
s cer
tain
ty a
nd co
nfid
ence
.Sh
ows a
ccur
acy
in p
rodu
ctio
n of
Māo
ri p
hono
logy
.
Prod
uces
com
plex
se
nten
ces;
mak
es
only
the
occa
sion
al
gram
mat
ical
slip
.
Has
an
exte
nsiv
e vo
cabu
lary
; is a
ble
to
para
phra
se in
stea
d of
sear
chin
g fo
r an
appr
opri
ate
wor
d.
Cont
rol o
ver a
gre
ater
va
riet
y of
sequ
ence
m
arke
rs -
mor
e co
nfid
ent a
nd a
ccur
ate
sequ
enci
ng o
f eve
nts.
The
abili
ty to
use
ap
prop
riat
e lin
guis
tic
form
s con
fiden
tly
and
accu
rate
ly w
ith
very
lim
ited
slip
s;
clea
r sig
nals
of i
wi
orie
ntat
ions
thro
ugh
dial
ect.
Auto
mat
ical
ly se
lf co
rrec
ts; c
onst
antly
m
onito
rs la
ngua
ge
use;
is m
ore
skill
ed
in p
arap
hras
ing,
can
effe
ctiv
ely
orga
nise
id
eas.
Oral Language Assessment Sample
Kaiako: Date:
Transcription OP G V D SLC C Correct Form
Y7 I hīkoi a Turau rāua ko Wirihana ki te papa tākaro me i kite rāua i etahi moni me i tiki a Wirihana i te moni katahi i whakaaro a Turau me hoko kai, hoko aha rānei mo ratou katahi i kite e rua ngā tangata i tōna moni i a rāua i hoatu raua te moni ki a rātou katahi i hoatu ia etahi rare ki a rāua.
3 2 3 2 3 3 I hīkoi a Turau rāua ko Wirihana ki te papa tākaro i kite rāua i ētahi moni. Nā Wirihana te moni i tiki, kātahi a Turau ka whakaaro me hoko kai, hoko aha rānei mā rāua. Kātahi ka kitea rāua e ngā tangata tokorua nā rāua te moni. Ka whakahokia te moni ki te tokorua, ā, kātahi rāua ka hokona ētahi rare mā ngā tama.
Evaluation Comment:Y7 Learner has over generalised use of conjunction “me” possible interlingual transference for the English word “and”.Incorrect use of “katahi i”, instead of katahi ka.Some confusion over use of Tūpou or pronouns rāua for rātou. Has examples of correct and incorrect use.Errors in quantifying people “e rua ngā tāngata” instead of “tokorua”.Next steps would include going over Māori sentence starters, the correct use of ‘katahi ka’. Using the papa whakakōrero resource to correct pronouns and quantifying people. Some time on the use of punctuation and grammar conventions of the Wete reo podcasts would be advantageous.
Oral Language Assessment Sheet
Student: Date:
Year level: Teacher:
Transcription Analysis Correct Form
OP G V D SLC C
Evaluation Comment:
Written Language Assessment
Guidelines for assessing written language: 1. Scan a copy of student work and place under the ‘Writing Sample’ section. 2. Print page and begin your analysis. 3. Refer to ‘Hei Āwhina i te Kaiako’ on the reverse to help you identify features within the sample. Highlight
features under the ‘Hei Āwhina i te Kaiako’ section that show in the written sample.4. Record errors as well as good writing in the ‘Identifiable Features’ column.5. Following analysis write an evaluative comment identifying the next steps in teaching.
Written Language Assessment SampleGuidelines for assessing written language at the Ka Rere stage:
Student: xxxxx Date: xxxxx
Year Level: Tau 8 Teacher: xxxxx
Writing Stage: Ka RereWriting Sample
Identifiable Features
1. whakataetae a motu waka ama = nationals for waka amaInterlingual interference
2. rātou ko…Tūpou – reflecting good understanding of the use of Tūpou (personal pronouns)
3. te tahiWewehi kupuSeparation of kupu. “To a motel” interlingual interference also.
Evaluation Comment:
Learner’s language is developing and student is ready to expand vocab and grammatical knowledge in order to enhance writing. Language extension through varied means.
Pānui: concentrated session looking at language as well as meaning.
Whakarongo: exposure to different ‘voices’ through use of technology in classroom.
Reo-a-waha: introduce Papa Whakakōrero into classroom and provide as many opportunities for child to speak.
1 Dipthongs are sequences of two or three vowels that form a single syllable. The double dipthongs are: ae, ai, ao, au, oe, ou, ei,eu (Harlow, 2001, pp. 10–11).
Te Weteoro/Phonological Awareness
Hear and identify sounds formed by the dipthongs1 e.g. mau, hoe, tai, hae, pao, hei, toi, kou, heuDistinguish between the ‘ae’ and ‘ai’ dipthongs, e.g. as in pae and pai.Distinguish between the ‘ue’ and ‘ui’ double vowel blends, e.g. as in hue and hui.
Te Arapū/Alphabet
Recognise and write the printed form of the dipthongs, e.g. au, moe, pou, heu, kei, pai.Recognise and write the printed forms of the double vowel blends, e.g. hia, roa, kua, hue, hui.
Te Tātaki Kupu/Spelling
Spell most words correctly.Use the dictionary for checking words.Use the macron to represent a long vowel sound.
Te Puna Kupu/Vocabulary
Write words related to theme work.Write words related to particular forms of writing.Write words of particular value to their community.Write expressive words to convey their thoughts and feelings.
Whakatakoto Tuhinga/Print Protocols
Organise texts according to the form of the writing.Organise written texts into paragraphs.Use a range of sentence beginnings.Correctly use commas and quotation marks.Use colons, semi-colons, hyphens, dashes and bullet points.
Te Mahi-ā-Ringa/Fine Motor Skills
Craft handwriting according to school-wide expectations.
Hei Āwhina i te Kaiako The following are identifiable features in a piece of written work at the Ka Rere stage of He Manu Tuhituhi that are encompassed in Level 4 of NWRM. Use the features identified below to support the annotation of the student’s written sample you have collected. Highlight the identifiable features on the attached sample to identify student knowledge in relation to Puna Reo.
Written Language Assessment Sheet – Ka Oho
Student: Date:
Year Level: Teacher:
Writing Stage: Ka Oho
Writing Sample Identifiable Features
Evaluation Comment:
Hei Āwhina i te Kaiako The following are identifiable features in a piece of written work at the Ka Oho stage of He Manu Tuhituhi that are encompassed in Level 1 of NWRM. Use the features identified below to support the annotation of the student’s written sample you have collected. Highlight the identifiable features on the attached sample to identify student knowledge in relation to Puna Reo.
Te Weteoro/Phonological Awareness
Whakarongo me te tāutu i ngā kupu i roto i te rerenga kōrero.Whakarongo me te tāutu i ngā kūoro (syllables) i roto i ngā kupu.Whakawehe-wehe i ngā oro puare (vowels) poto me ngā oro puare roa, hei tauira, awa/iwa, mau/rau.Whakarongo, whakawehewehe i ngā oro tuatahi i roto i ngā kupu.Whakarongo me te whakawehewehe i ngā kūoro iti kei te pito mutunga o ngā kupu, hei tauira, kape/kapi.Tāutu i ngā kupu huarite hei tauira, hau, tau; moe, toe…
Te Arapū/Alphabet
Āhukahuka me te tuhi i ngā pū hei whakatinana i ngā oro puare.Āhukahuka me te tuhi i ngā pū hei whakatinana i ngā orokati tīmatanga o ngā kūoro poto, hei tauira, ha, he, hi, ho, hu.Tapa me te āhuakhuka i ngā orotahi pūrua (diagraphs) ng/wh.Tapa i ngā ingoa o ngā pū.Whakamahi pūriki/pūmatua.Ahukahuka ko te tikanga o te tohutō he whakatōroa i te oro puare.
Te Tātaki Kupu/Spelling
Whakamātau ki te tātaki kupu mā te whakatinana i te oro ka rangona ki te pū (sound/letter association).Whakamahi i te tohutō hei whakatōroa i te oro o te oro puare.
Te Puna Kupu/Vocabulary
Tuhi i tōna ake ingoa.Tuhi i ētahi kupu waiwai (basic sight words).Tuhi i ētahi kupu whaiaro (personal vocabulary) e mōhiotia ana.
Whakatakoto Tuhinga/Print Protocols
Tuhi mai i te taha mauī ki te taha matau.Whakawehewehe i ngā pū me ngā kupu.Tuhi i ngā pūmatua i ngā wā e tika ana.Āhukahuka me te whakamahi i te irakati, te tohu pātai me te tohu whakaoho.Whakamahi i ētahi momo tīmatanga waiwai mō te rerenga tuhituhi, hei tauira, He… Kei te… Ko… I….
Te Mahi-ā-Ringa/Fine Motor Skills
Pupuri tika i te pene.Waihanga tika i ngā pū.
Written Language Assessment Sheet – Ka Whai Huruhuru
Student: Date:
Year Level: Teacher:
Writing Stage: Ka Whai HuruhuruWriting Sample
Identifiable Features
Evaluation Comment:
Hei Āwhina i te Kaiako The following are identifiable features in a piece of written work at the Ka Whai Huruhuru stage of He Manu Tuhituhi that are encompassed in Level 1–2 of NWRM. Use the features identified below to support the annotation of the student’s written sample you have collected. Highlight the identifiable features on the attached sample to identify student knowledge in relation to Puna Reo.
Te Weteoro/Phonological Awareness
Distinguish between short and long vowel sounds.Hear and identify the sounds formed by the consonant-single vowel syllables, e.g. ha, ka, mi, ni, po, ro, tu, ngu, we, whe.Say words that rhyme with a given word.
Te Arapū/Alphabet
Write the consonant-single vowel syllables, e.g. ha, pu, ri, ko, me.Recognise the macron is the symbol for the lengthened vowel sound.
Te Tātaki Kupu/Spelling
Attempt to spell words by sound sequencing the consonant-single vowel syllables, e.g. ha/ka, ka/ra/ka.Use the macron to represent a long vowel sound.
Te Puna Kupu/Vocabulary
Write an increasing number of high frequency sight words.Write words from their personal vocabularies.Write words of particular value to their communities.Write expressive words to convey their thoughts and feelings.
Whakatakoto Tuhinga/Print Protocols
Organise print on the page, including writing on the line, writing from the margin, and leaving spaces at the top and bottom of the page.Use full stops, capital letters, question marks and exclamation marks.Write simple sentences.
Te Mahi-ā-Ringa/Fine Motor Skills
Hold a pen correctly.Form letters correctly.
Written Language Assessment Sheet – Ka Marewa
Student: Date:
Year Level: Teacher:
Writing Stage: Ka MarewaWriting Sample
Identifiable Features
Evaluation Comment:
Hei Āwhina i te KaiakoThe following are identifiable features in a piece of written work at the Ka Marewa stage of He Manu Tuhituhi that are encompassed in Level 2–3 of NWRM. Use the features identified below to support the annotation of the student’s written sample you have collected. Highlight the identifiable features on the attached sample to identify student knowledge in relation to Puna Reo.
Te Weteoro/Phonological Awareness
Hear and identify sounds formed by the dipthongs1 e.g. mau, hoe, tai, hae, pao, hei, toi, kou, heuDistinguish between the ‘ae’ and ‘ai’ dipthongs, e.g. as in pae and pai.Distinguish between the ‘ue’ and ‘ui’ double vowel blends, e.g. as in hue and hui.
Te Arapū/Alphabet
Recognise and write the printed form of the dipthongs, e.g. au, moe, pou, heu, kei, pai.Recognise and write the printed forms of the double vowel blends, e.g. hia, roa, kua, hue, hui.
Te Tātaki Kupu/Spelling
Attempt to spell words using the dipthongs and double vowel blends, au, moe, pou, koa, hue, hui.Spell frequently used words correctly.Use invented spelling for new words by sound sequencing the syllables.Use the dictionary for checking words.Use the macron to represent a long vowel sound.
Te Puna Kupu/Vocabulary
Write words related to theme work.Write words related to particular forms of writing.Write words of particular value to their community.Write expressive words to convey their thoughts and feelings.
Whakatakoto Tuhinga/Print Protocols
Organise texts according to the form of the writing.Write compound sentences.2 Correctly use full stops, capital letters, question marks and exclamation marks.Use commas and quotation marks.
Te Mahi-ā-Ringa/Fine Motor Skills
Craft handwriting according to school-wide expectations.
1 Dipthongs are sequences of two or three vowels that form a single syllable. The double dipthongs are: ae, ai, ao, au, oe, ou, ei,eu (Harlow, 2001, pp. 10–11).
Written Language Assessment Sheet – Ka Rere
Student: Date:
Year Level: Teacher:
Writing Stage: Ka RereWriting Sample
Identifiable Features
Evaluation Comment:
Hei Āwhina i te Kaiako The following are identifiable features in a piece of written work at the Ka Rere stage of He Manu Tuhituhi that are encompassed in Level 4 of NWRM. Use the features identified below to support the annotation of the student’s written sample you have collected. Highlight the identifiable features on the attached sample to identify student knowledge in relation to Puna Reo.
Te Weteoro/Phonological AwarenessHear and identify sounds formed by the dipthongs1 e.g. mau, hoe, tai, hae, pao, hei, toi, kou, heuDistinguish between the ‘ae’ and ‘ai’ dipthongs, e.g. as in pae and pai.Distinguish between the ‘ue’ and ‘ui’ double vowel blends, e.g. as in hue and hui.Te Arapū/AlphabetRecognise and write the printed form of the dipthongs, e.g. au, moe, pou, heu, kei, pai.Recognise and write the printed forms of the double vowel blends, e.g. hia, roa, kua, hue, hui.Te Tātaki Kupu/SpellingSpell most words correctly.Use the dictionary for checking words.Use the macron to represent a long vowel sound.Te Puna Kupu/VocabularyWrite words related to theme work.Write words related to particular forms of writing.Write words of particular value to their community.Write expressive words to convey their thoughts and feelings.Whakatakoto Tuhinga/Print ProtocolsOrganise texts according to the form of the writing.Organise written texts into paragraphs.Use a range of sentence beginnings.Correctly use commas and quotation marks.Use colons, semi-colons, hyphens, dashes and bullet points.Te Mahi-ā-Ringa/Fine Motor SkillsCraft handwriting according to school-wide expectations.
1Dipthongs are sequences of two or three vowels that form a single syllable. The double dipthongs are: ae, ai, ao, au, oe, ou, ei, eu (Harlow, 2001, pp. 10–11).
Whakapiki Calendar January 2012–December 2013
Jan
2012
Feb
2012
Mar
ch 2
012
Apri
l 20
12M
ay 2
012
June
201
2Ju
ly 2
012
Aug
201
2Se
pt 2
012
Oct
201
2N
ov 2
012
Dec
201
2
Jan
2013
Feb
2013
Mar
201
3Ap
ril 2
013
May
201
3Ju
ne 2
013
July
201
3Au
g 20
13Se
p 2
013
Oct
201
3N
ov 2
013
Dec
201
3