Grants in 2022
Stonefields Collaborative Trust-Enhancing Learning Design - A collaborative approach to growing teacher effectiveness
CET funded the pilot project in 2021 which deployed two apps, SchoolTalk and Engagement Sliders, to support teachers’ understanding of how to better design learning, cause learning and evaluate their impact. Key to this has been focusing on the cycle of Teaching, Learning and Assessment (TLA) to become more responsive to learners' needs. The 2021 project identified that teacher effectiveness would be further improved with a focus on 2 aspects-
First, although the TLA cycle is attuning teachers to what is missing from their learning designs, many are only using it in a linear way. Pilot teachers are now able to use progressions and gap analysis to inform future learning designs and decide if adequate progress is being made. However, only a few teachers are using this information to deliberately redesign the current learning and differentiate how learners can better engage in their learning. Additionally, innovative practices, such as collaborative learning design, are seen even less.
Second, the 2021 project developed an implementation and support model to support future schools that embark on learning how to use the TLA cycle in practice. A full suite of PLD collateral is part of this innovation. It has been formulated based on learnings from the pilot teachers, learners and whānau involved, but needs to be tested more widely to assess its efficacy.
In 2022 the project aims to address these two opportunities for further developing teacher effectiveness by providing 8 schools (7 from the 2021 project plus 1 new) with further collaborative professional learning and support. We propose to continue to use the Engagement Sliders, which generate insights from learner engagement pulse checks, as well as SchoolTalk’s gap analysis against learner progressions, to help teachers become more agile, responsive and strategic in their learning design and future decision making.
Contact: Emily Ruffell
Ako Mātātupu: Teach First NZ-Teacher Mentoring
The funding is a contribution to the salary of the Mentor coordinator.
Evidence from the TFNZ programme over the last eight years, and other initial teacher education programmes, shows that the in-school support that new teachers are provided by their mentor or ‘associate teacher’ is a key determinant of how well that teacher develops, and their retention in the profession. This is more important for employment-based programmes like TFNZ because of the place-based and practice-based nature of the teacher’s learning, meaning the school and the mentor have a greater influence on the participant’s development. Evidence from TFNZ programme and others shows that this mentoring is the most variable, in terms of quality. As such, if TFNZ can improve the quality of mentoring, through additional support, guidance, and training, this can improve the quality of the support for participants and increase teacher effectiveness more broadly.
Contact: Patricia Bell
Stewart Germann Grant: Empowerment Foundation-KIDPOWER
The funding to deliver a pilot Kidpower Programme to approximately 1000 school children across 10 schools including Ko Taku Reo (NZ provider of education services for the Deaf and hard of hearing), their teachers and parents/caregivers in Auckland whose funding precludes them for undertaking this vital learning. The programmes teach and educate people to use their own power to stay safe, act wisely and believe in themselves and are applicable to young and old, whatever gender, culture or ethnicity. The Skills gained include:
ecognising and stopping inappropriate touch or behaviour
• Keeping safe when on their own
• Getting help safely from strangers
• Stopping bullying
• Coping with peer group pressure
• Turning fear into positive practical action
• Recognising an emergency situation, and taking quick, effective action.
Contact: Fiona Bryan
Maia Centre For Social Justice and Education-Brave Learning
Funding is for the research component of this pilot by the Ministry of Education for Pasefika young people in South Auckland.. It addresses the need for justice for the many young people aged 16-19, especially from low-income backgrounds, who made the brave decision to leave school earlier than they otherwise might have done to take on paid employment to support their family as result of the lockdowns in 2020 and 2021. This was often necessary when other members of their family lost their employment when companies down-sized or reduced the hours especially for casual or low-paid employees as a result of the economic downturn caused by the lockdowns.
The Pilot seeks to provide the responsive support necessary for these young people to continue to work towards their learning goals alongside their paid employment, no matter what these goals are.
The research questions explored with CET funding are:
What effective support is required for young people from low-income backgrounds who have chosen to leave school earlier than expected (as a result of Covid-19) to continue to work towards their learning goals?
What goals do these young people have?
How do these young people understand and articulate the barriers they face in achieving these goals?
Contact Jay Allnutt
Tim Bray Theatre Company-Extraordinary Creative Programme
The 2022 grant is for the continuation of the highly successful 2020 pilot programme, funded by the Stewart Germann Grant, of drama classes for neurodiverse children and young people..
The objectives of the programme are for participants to develop:
strategies and life skills to support communication and self-expression
confidence and connection
strategies for self-regulation and executive functioning
The Education Hub: Bright Spots awards
Since 2019, CET has had a partnership agreement to fund up to three Bright Spots projects that align with CET’s strategic granting outcomes.
In 2021 the focus of Bright Spots in 2021 will be on effective literacy instruction in the early primary years (Years 0-2). CET will be contributing to the Models of Effective Practice project which aims to increase the availability of examples of effective teaching by capturing and disseminating proven models of existing and established effective practice in New Zealand schools that are informed by research.
Grants in 2021 and before
In the sections below are details of grants from 2018 to 2022.
Teach First NZ Fellows Programme
TeachFirst NZ (TFNZ) is an independent charitable trust that runs a teaching and leadership development programme in partnership with the University of Auckland. Participants concurrently teach classes in low decile schools and study for a postgraduate teaching diploma. After the two years, TFNZ supports its alumni, to remain engaged in advancing educational opportunity over the long-term.
Cognition Education Trust funded TFNZ to expand its "Te Ahowhai" curriculum and deliver a customised leadership development programme to an additional 25 experienced teachers or “Fellows”. Although participation was not as high as anticipated, the new TFNZ: Ako Mātātupu qualification- the Masters in Teaching and Education Leadership- has presented a new opportunity to engage with teachers outside of the Fellows programme, as well as informing the creation of the new Masters qualification. TFNZ has taken responsible for the training of the In-School Mentors who support participants.
Evaluation of the TFNZ programme by NZCER, and other research in h New Zealand and overseas, identifies mentoring for beginning teachers as the least consistent or most variable element in new teachers’ induction and early development. Therefore, TFNZ sees the development of their work around supporting and growing mentors as having significant potential to impact not just TFNZ programme participants, but other teachers entering the profession for the first time.
TFNZ is also considering how an initiative similar to the Fellows programme might be developed as a re-training course for overseas trained teachers who need to learn the unique context of New Zealand’s education system before they are appointed to schools. TFNZ are scoping how this might be designed and delivered, over what timeframe, and who potential collaborators might be.
Contact: Jay Allnutt CEO
Jay Allnutt email@example.com
In 2015, with unbudgeted income received from excellent returns on its investments, the Trust made three donations for projects that were consistent with its mission:
Manaiakalani Educational Trust –contribution towards their Professional Learning and Development programme
Storytime Foundation - contribution to support the establish and management of two pilot programs (Manukau and Far North) to extend their delivery of their Books for Babies (‘B4B’) programme for children beyond current 12-14 months to 24 months
NZ Geographic - contribution towards the wire frame and code development of NZ Geographic’s digital educational resource.
University of Auckland, Dr Maree Davies- Developing Critical Thinking Skills
This was a longitudinal Student Voice senior secondary school project in critical
thinking (CT) and group discussions, during 2016 and 2017.
The students and teachers were from four co-educational secondary schools in Auckland.
The current study was the third in a series in the field of dialogue and focused on student voice within
small group discussions at senior secondary level in the curriculum areas of English and Geography.
The initial aim was for senior secondary students to gain confidence in learning to use their voice to
express their critical thinking skills in group discussions that were taught within the project.
However, the wider outcome was that the students in the project also gained confidence in using
their new critical thinking skills outside of the project, i.e. in other curriculum areas and in
conversations with friends, family and the wider community.
One of the key recommendations of this research is that a critical thinking skills framework,
should be taught to all Year 9 students so that using critical thinking skills become habitual
by NCEA or Cambridge exams.
The study offers a new and innovative critical thinking model which will be made available to
all schools on the Ministry of Education site and will be accompanied by professional vignettes to be used as teaching resources.
The findings of this study have been presented at the American Educational Research
Association (AERA) annual meeting in New York on 13 April 2018 as part of an international symposium on classroom talk.
Contact: Dr Maree Davies
Whangarei Boys’ High School-Write That Essay
Whangarei Boys’ High School has been a school for day boys and boarders for over 135 years. In 2016 the school roll was over 1250, with students coming from all over the Far North to attend Carruth House (boarding hostel), as well as serving the wider Whangarei area. Students are 40% Māori .
This project was a partnership between Whangarei Boys' High School and Dr Ian Hunter and the Write That Essay team designed to be a school wide transformation project to lift academic writing performance. The project had different strands including deep and detailed analysis of student writing at the beginning and end of year 9. This was designed to identify actual writing needs and build teacher capability through staff PDL writing workshops.
Through targeted faculty work there was training in use of the online writing tool and improvement in the assessments task for internal assessments.
The aim was to have improved student performance in writing and heightened teacher skill in the area of teaching writing. The intention was to share the expertise developed at this school across the Primary and Intermediate schools in our local area.
Comparisons of year 9 test results of those taking part in WTE at beginning and end of 2017, showed:
51% of cohort improved their writing skills by at least 1 level, broken down as:
29% writing improved by one level
18% improved by 2 levels
11% improved by 3 levels
1 student improved by 4 levels
11% went backwards due to attendance and other issues
38% remained at same level.
A Write That Essay Committee provided support to teachers in implementing the WTE programme and
PD in form of presentations was given to all staff at the beginning of terms 1, 2 and 3.
Two other schools in the Whangarei COL have been given presentations on WTE.
READ FINAL REPORT
Contact: Karen Gilbert-Smith, Principal