Skin in the Game: Tribal Participation in Teacher Professional Learning

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-10 - Learning From Differences in Professional Development

Abstract

This paper reports on the third year of a culturally responsive professional learning and development initiative for teachers and schools in New Zealand. To ensure delivery is culturally responsive a unique consortia approach between local indigenous Māori (iwi, tribe) and two tertiary institutions has been developed. The initiative aims to ensure teachers in New Zealand acquire the skills required to make certain Māori enjoy educational success as Māori. A comprehensive evaluation of the model in year two found that working in collaboration with the tribe has been essential in building capacity and advancing the level of culturally responsive practice for facilitators working in schools. The findings validate the role of indigenous tribes engaging in teacher professional development and learning.

Authors

• Catherine Savage, Ihi Research and Development

• Porsha London, Te Tapuae

• Philip Prendergast