Activity 3- Examine how indigenous knowledge and cultural responsiveness are informing the way you are taking action



Activity 3- Examine how indigenous knowledge and cultural responsiveness are informing the way you are taking action

Word Count- 516

What are the facts? What do you feel about them?
Senior Managers have been currently looking at ways to increase parent engagement. There has been robust discussions on ways that we could gain engagement as the parent engagement surveys highlighted that parents are interested in knowing more about their child but do not have the time. We have had several classes trial and use Class Dojo and Facebook as online platforms to engage with parents. Many teachers have commented about the feedback and comments they have received on these forums as it gives them as teachers ways of communicating positively with parents, that is valid and easy to access. Parents are able to view student learning, student work or day to day activities (Kiwi Can, Sporting events) happening in the class or wider school (powhiri and teacher farewells).


Why did it happen this way? How does this relate to your past experiences?
According to TKI “the better the engagement between parents, families, and schools, the greater the positive impact on student learning. Partnerships with whānau/iwi and the wider community can be enhanced by the use of technologies. Technologies facilitate ongoing reciprocal two-way communication between students and parents, giving parents anywhere, anytime access to their child's learning. This leads to improved learning outcomes for students through blended, culturally inclusive, and sustainable practices” . This is the main reason why we are wanting parent engagement, so that it can have a positive impact on student learning and achievement. We have decided to use the ‘Culturally Responsive Practice for Maori Scale’ as we feel the interrelated concept of Rangatiratanga (teacher effectiveness) relates to our inquiry. We sit between an R5-R6 for Rangatiratanga (teacher effectiveness). We offer teachers ongoing professional development on Maori perspectives and we have developed systems with the school’s Maori whanau (Asil, 2017). We are wanting to gain teacher effectiveness in order to improve communication methods.


What have I learned? How can you apply this in the future?
We will continue to use Facebook with the idea of introducing the app Seesaw to a few classes before it is implemented by all class teachers. We are going to trial it with parents to see which online forum works best for them. As stated in Savage et al. (2011) “regular problem-solving group meetings and classroom-based coaching were associated with positive changes in teacher–student inter-actions and classroom pedagogy” (pg. 185). This has helped us to understand when we introduce Seesaw to teachers we need to make sure support is offered in order for teachers to be able to operate this effectively and the chosen few teachers who will trial Seesaw will need to be committed to the project, in order for it to be effective. As Senior Managers we will need to ensure a policy is introduced to reinforce how the Seesaw app should be used. There will need to be vigorous communication with parents in order for them to know how to download the app and how they can access information.





​Reference:
Asil, M. (2017). A School-Based Measure of Culturally Responsive Practices. Frontiers
in Education 2(17), 1-7. doi: 10.3389/feduc.2017.00017

Savage et al. Retrieved from https://app.themindlab.com/media/23160/view Culturally responsive pedagogies in the classroom: indigenous student
experiences across the curriculum

TKI. Retrieved from http://elearning.tki.org.nz/Beyond-the-classroom/ Engaging-with-the-community/Home-school-partnerships








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