are the Keys to Success in the Hawke Partnership Kirsty Jones
Eastern Institute of Technology
Teacher quality is most commonly defined by the various teaching contexts. The programme has now been running outcomes learners achieve and is used to indicate the critical as a three-year degree since 2013 and 2015 saw the first cohort influence teachers have on how much students learn (Alton-Lee, of candidate teachers graduate. The programme’s successes can 2003; Hattie, 2009). Raising achievement by improving the quality be seen through employer feedback about the excellent calibre of teaching has therefore become a key policy focus for many of the graduating teachers, all of who have secured teaching countries, including New Zealand. The importance of teacher positions for the start of the 2016 school year. quality on student achievement has led to a widespread review Leadership and innovation have been central to the Partnership of initial teacher education which has resulted in criticism that model. To achieve the programme goals, principals, mentor graduates are under-prepared for the realities of the classroom teachers and teacher educators have all played critical and and ill equipped to implement student-centred activity based collaborative leadership roles, which have been pedagogically teaching practices. Thus, focused and emphasise there has been growing teaching and learning to demand to improve raise learner achievement. teacher quality through Mainly these roles are practice-based models described as follows. of teacher education that The principal, as the help training teachers professional leader of make connections the school, is responsible between theor y and for overseeing the practice, and develop implementation of the the expertise to adapt school-based learning their teaching practice aspect in the school. in response to learners’ School-based learning needs (Timperley, 2013). is the consistent In Hawke’s Bay a Teacher school presence in the Education Partnership programme. By spending team are responding to two days of each week in this demand. the same school setting T h e Ha w k e’s B a y candidate teachers are Te a c h e r E d u c a t i o n able to see, feel, and Partnership team consists explore the complexity The founding group of school principals and mentor teachers. These schools of representatives from 21 of teaching. The mentor have been partners of the programme since it started and are now on to their primary schools located teacher is the professional second cycle. in Napier, Hastings, teaching leader based Havelock North and Gisborne, and the teaching staff of the at the school. This person is selected from the school staff by Bachelor of Teaching (Primary) programme at the Eastern the principal in consultation with EIT staff. He or she is the Institute of Technology (Napier and Gisborne) [EIT]. These manager of the school-based learning on behalf of the school and people are working effectively together to deliver a practice-based principal, and the ‘face of teaching’ for the candidate teachers, initial teacher education programme that focuses on preparing someone who supports and guides, interprets experiences, and skilful teachers for New Zealand schools, and graduating more mentors. Mentor teachers are expert practitioners, good models, Māori teachers in line with regional demographic needs. The and patient and proactive teachers who establish strong rapport Partnership is about more than schools simply ‘agreeing to with their junior colleagues and become critical friends. help’ the teacher education institution. It is characterised by The teacher educator is the professional leader from within effective leadership, mutual co-operation, respect and support EIT. This person oversees the entire programme and has overall and a collaborative collegial focus on teaching as inquiry and responsibility for the design, content and implementation of both reflective practice to improve teacher quality. Candidate teachers the on-campus courses and the school-based learning. Teacher (more commonly known as student teachers), work alongside educators have expertise with course content. They ensure that the primary school and EIT staff to develop high quality teaching clear links are made between theory and practice, and that the skills that enable them to promote learning for children in New Zealand Qualifications Authority and the New Zealand
tual Co-operation
wke’s Bay Teacher Education
Education Council accreditation requirements are being met. All members of the Partnership team are committed to working closely with one another for the collective success of the group and they share consistent understanding of the Partnership’s expectations and their own leadership roles and responsibilities. All partners foster a ‘no blame’ culture by taking collective responsibility for issues that arise and working collegially to find resolutions in the best interests of everyone. Terms of agreement, which clearly articulate the obligations of each partner, have been developed collaboratively and are reviewed annually. The eight leadership dimensions identified in Robinson, Hohepa and Lloyd’s (2009) School Leadership and Student Outcomes: Identifying What Works and Why, Best Evidence Synthesis guide the Partnership. Commitment to the eight leadership dimensions can be seen in the following ways. 1. Partnership members deliberate together to establish realistic and achievable goals that align with all parties’ strategic and institutional goals, and they regularly review the joint direction. 2. A collective and strategic approach is taken to resourcing. One example is the commitment made by all partners to ensure funding is available to release mentor teachers or other staff as needed for the programme. 3. Teacher educators, principals and mentor teachers work together to design programme content so that close links are made between the candidate teachers’ learning focus, the school curriculum, teaching and learning, and student achievement. 4. All parties take an active role in promoting and participating in the Partnership’s teacher learning and professional development programme. 5. Candidate teachers are valued and included as part of the staff when they are engaged in school-based learning and their involvement enhances the teaching and learning environment. School operations, expectations and responsibilities are clearly communicated to them and there are consistent practices for resolving conflict or issues that may arise. 6. Opportunities are intentionally provided for teachers to build relationships and engage in learning conversations with candidate teachers and with other colleagues within their own school and across the Partnership schools. These opportunities give participants the chance to talk about their learners’ diverse needs, to learn ways to address those needs, to develop consistent teaching practice, and to improve continuity for learners as they transition from one classroom to another, and from school to school. 7. Close alignment is made between the theory taught at EIT and its application to practice in schools. This enables candidate teachers to engage in constructive problem-
solving discussions that build formal theories of practice by challenging assumptions. 8. The use of digital technologies and an online environment are embraced so that there is up-to-date application of smart tools by the Partnership community and instant internet connection to pursue various aspects of teaching and learning.
Recently one of the programme’s teacher educators conducted a small case study to explore the success of the Partnership practices. Principals, mentor teachers, teacher educators, candidate teachers and students in schools were asked to comment on Partnership practices where they had seen improved learner outcomes. This was done through a questionnaire and/ or as part of a focus group interview. Four common areas arose from the study. They were: The Knowledge Building Community, Leadership, Teacher Practice and Teacher Capacity. These areas align with findings about improved learner outcomes in the best evidence synthesis studies
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carried out by Timperley, Wilson & Fung (2007), Robinson (2009) and Alton Lee (2003). The Knowledge Building Community Regular formal and informal learning opportunities occur between Principals, mentor teachers, teacher educators, teachers and candidate teachers enabling participants to draw on expertise and a wide knowledge base to inform their own practice. As one of the principals said: We have developed as a learning community, for the betterment of our community (shared ownership and responsibility) – EIT, schools, iwi, external experts, up to date teaching and learning practices, knowledge building and sharing, support and desire to succeed together, pooling resources etc. etc. etc. His comments are supported by those of a Mentor Teacher who said: We value the strong relationship that has been established between EIT and the other schools. There are open lines of communication and strengthened professionalism throughout the school and community. A Teacher Educator also reported that: The close connection EIT has with the local schools helps me to keep up to date with new teaching initiatives. I have also been able to get to know teachers in the field and tap into their expertise. Timperley, Wilson and Fung (2007) found that, when groups contain and have access to appropriate expertise, the opportunities to learn and process new ideas collegially provide conditions that improve student outcomes. Leadership Case study participants affirmed the collaborative model of the Hawke’s Bay Primary Education Partnership for enabling the growth and distribution of leadership among the team. They reported many examples of participants building their leadership skills. Principals commented collectively that: The partnership allows us to grow leadership within and across our schools as it enables more staff to take on mentoring roles within and outside the programme. We believe in and practise distributive leadership and this programme allows us to expand how we provide opportunities for our teachers to be leaders. A mentor teacher said: I have improved my leadership relationship skills by having to balance the staff needs along with the candidate teachers’ needs. Candidate Teachers were also able to see themselves in roles of leadership. One reported: When I was on practicum I got to do heaps more teaching. I also led the syndicate in learning Te Reo Māori because that was my strength. I think that because the school knew me so well through school-based learning they trusted my capabilities to lead. Findings from Timperley et al. (2007) indicate that building leadership capacity impacts positively on student outcomes. Through the BTP partnership, the regular and ongoing opportunities to develop teaching capacity our candidate teachers develop during school-based learning in term strengthen their capacities to lead during more formal practicum teaching opportunities. Teacher Practice Participating in ongoing professional development is central to the Partnership and schools work collaboratively with each other and EIT staff to design and implement development programmes that improve teacher quality. This collective approach has exposed participants to a wider range of new learning, and
enabled each party to appropriately pool their resources and draw on each other’s expertise for the common good. Principals acknowledged this in the case study, one saying: The many regular and varied professional development opportunities available through the Partnership has enabled me to cost effectively expose staff to wider learning, better meet their development needs and subsequently improve the children’s achievement. Mentor teachers saw the usefulness of collegial support too saying things like: I have become a better mentor teacher by attending the professional development with my principal and through having regular dialogue with the other mentor teachers. Similar thoughts came from teacher educators who said for example: I have become very clear on the links between theory and practice and I work hard to ensure my teaching makes a close connection to school-based learning. I reflect on the campus teaching in dialogue with teachers in schools in order to improve my course work so that it is based on best practice and closely linked with what candidate teachers will learn when in schools. In addition to planned professional development, having candidate teachers in the schools has enabled ongoing and continuous teacher learning and development to take place informally. Comments from participants such as this were common: The conversations between candidate teachers and teachers have improved the quality of teacher reflection and feedback. Reflective practice was certainly enhanced and became a ritual as teachers prepared for time with the candidate teachers in their classrooms. Research shows us that participating in teacher learning and development has the biggest effect on student outcomes (Robinson et al., 2009). The BTP partnership not only develops candidate teachers’ learning and development but the learning and development of the teachers who host them also. Teacher Capacity In the case study Partnership participants commonly reported that the presence of the candidate teachers in school positively impacted on student outcomes and were one of the ways they were addressing the findings from the Quality Teaching For Diverse Students in Schooling: Best Evidence Synthesis (Alton-Lee, 2003). Teachers reported: Having additional adults in the classroom who are becoming more and more able to assist with teaching learners means you can work with small groups and individuals for longer and more often. Principals’ comments were similar, one saying: The Candidate Teachers have enhanced the school in so many ways. In addition to teaching they are willing and able to help with extra-mural activities, sports events, duty, fundraising etc. They give back more than they take and are such a valuable part of the staff. The learners themselves also recognised the added value of having candidate teachers at their school. A group of year six learners collectively talked about that saying: The EIT teachers help us a lot. We get extra sessions of one on one or small group time when they are at school. They also provided more and different activities at lunchtime and afterschool, like learning to juggle and photography. The comments above, along with many more from the case study, showed it was evident that Candidate teachers add to the teaching and learning capacity of the school. In addition to learning themselves and applying their own teaching skills to practice they share their talents and provide additional support in the classrooms and playground, and help to evoke a culture of continuous improvement.
Challenges and Lessons Learned Evidence from the case study suggests that the Partnership successes outweigh the barriers however there have been some lessons learned. The two main ongoing challenges faced by the team are around the organisation and management of the schoolbased learning component of the programme, and resourcing it. Crucial to overcoming those challenges is the ongoing commitment by all parties to address barriers by being solution focussed. Close connections and frequent contact between EIT and the schools along with detailed documentation, regular review, ongoing programme modifications and a ‘no blame’ culture enables the Partnership to stay focussed on the group goals and overcome barriers. Conclusion A collective commitment to improving teaching quality was the catalyst for the Hawke’s Bay Primary Teacher Education Partnership initiative and that focus has remained central throughout the development of the locally operated practicebased initial teacher education programme. Effective leadership practices and mutual co-operation in the Partnership has been key to the successful outcomes of The Knowledge Building Community, Leadership, Teacher Practice and Teacher Capacity; and challenges are addressed as they arise through a solutions focussed approach. With the inaugural cohort of graduates securing teaching positions, a full intake of new Candidate Teachers joining the programme and continued support from local schools, the Partnership is in a strong position to continue the important work of making a difference for learners.
References Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best evidence synthesis. Wellington, NZ: Ministry of Education. Hattie, J. (2009). Visible learning. New York, NY: Routledge Ministry of Education, (2012). Iterative best evidence synthesis programme/He Kete Raukura, quality teaching/He Ako Reikura BES Exemplars/Nga Kete Raukura – Ngā Tauira. Wellington, NZ: Author. Robinson, V., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identify what works and why: Best evidence synthesis Iteration. Wellington, NZ: Ministry of Education. Timperley, H. (2013). Learning to practise: A paper for discussion. Wellington, NZ: Ministry of Education. Timperley, H., Wilson, A., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, NZ: Ministry of Education. About the Author For the past 25 years I have enjoyed working in Primary Education in various roles from classroom teaching to school leadership and teacher development, both in New Zealand and overseas. Currently I work at the Eastern Institute of Technology, Hawke’s Bay as a Teacher Educator and Practicum Co-ordinator on the Bachelor of Teaching Programme. I hold a Master of Educational Administration and Leadership, and have research interests in how initial teacher education can be strengthened through institutional and school partnerships.
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