The Effectiveness of In-School Professional Learning Opportunities for Teachers Within New Zealand Secondary Schools: Implications for the Development of Relational Trust Between Teachers and Indigenous Students

• In Event: Roundtable Session 8
  In Roundtable Session: Indigenous Schools and Schooling and the Power of Educational Research

Abstract

This paper identifies issues related to the effectiveness of in-school professional learning opportunities that enable school leaders and secondary teachers to develop relational trust and culturally responsive practices for Māori students. Research findings were gathered across a range of New Zealand secondary schools and included in-class observations, interviews with Māori and non-Māori stakeholder groups and school leader survey results. Findings identified in-school factors, including inadequate teacher appraisal, a lack of feedback to teachers and a lack of knowledge related to effective pedagogies for Māori students. Results reported reflect a national evaluation of a professional learning programme within New Zealand that aims to develop culturally responsive leadership practices and relational trust to enable Māori students to achieve educational success as Māori.

Authors

• Anne Shelly Hynds, Victoria University of Wellington

• Luanna H. Meyer, Victoria University

• Robin Averill, Victoria University of Wellington

• Rawiri Hindle, Victoria University

• Flaviu A. Hodis, Victoria University of Wellington

• Walter (Wally) Takaha Penetito, Victoria University of Wellington

• Susan C. Faircloth, North Carolina State University