While most English Medium schools opt to use the e-Learning Planning Framework, one dual medium school (36 teachers and one kaiako in the rumaki classroom) have chosen to use the MM-elpf or Te Rangitukutuku. This process has meant staff have came together, gained new understandings had established a ‘united voice’ when addressing school-wide goals for learning.
At the start of Term 2, LwDT facilitator Renee Raroa introduced Te Rangitukutuku by facilitating discussions around where the school was currently at; in terms of implementing e-learning across the curriculum, some background thinking about the tool as well as introducing the terminology.
Answergarden: Teacher & Leadership thinking at the very beginning
Why should we use digital technologies for teaching and learning?
This was a layered process as the initial set up stages of the tool are in te reo Māori. All-but-one staff member needed some support with te reo instruction, in that regard the english interpretation of the framework was invaluable. There was lots of talking around the understanding the dimensions, strands and phases of tool so when it came to putting responses into the digital survey, the teachers were comfortable enough to support each other and ready to respond openly online.
Supporting EM engagement with the MMeLPF tool
Once the survey was completed, the results were analysed. The dimensions identified to address were Whanake Ngaiotanga (Professional Learning) and Te Ako (Teaching and Learning). While the responses indicated a difference between individual answers, it also showed the leadership team that staff needed a differentiated approach to professional learning but also to ensure everyone was working towards achieving school-wide goals ie; building an inquiry around raising literacy for target students (through the use of digital tools). Once the teachers were committed to the task and the timeframes, Renee started supporting teachers to address their teaching as inquiry goals through blended methodologies, online and off.
Interpretation of the MMeLPF results.
An example of the range between different individuals, highlighted by the MMeLPF
Interpretation of the MMeLPF results.
Co-constructed mapping against the eLPF dimensions to support next steps.
Prior to using Te Rangitukutuku, links between whole-school goals, teacher inquiry processes and appraisal weren’t always clear. Now everyone is on the same page. They share the same terminology and responsibility for lifting achievement for target students. Teachers feel supported by the LwDT facilitator and are growing in confidence to share with each other. Feedback from teachers indicates they are already seeing shifts in individual target students, especially where teachers have targeted those students across different learning areas.
Storyhui shared by kaiako in the rūma rūmaki.
“Finding the balance”
Storyhui shared by kaiako in english medium.
Finding common ground through digital technologies: “I was feeling quite isolated, like things were different for me in rūma rūmaki. Now I can try out new things and share what we are doing with the rest of the school.”
Empowering teachers: “I was really not confident at all with computers. But, now I have given things a go. When I get together with different groups, now I am the guru! I can see how to use this effectively now and my students love it.”
So far, the benefits of using the MMelpf framework are:
● everyone can now see the bigger picture - they see where they are and how how much further they need to go
● new staff are initiated into this culture of readiness for learning and are supported to work alongside the learning community
● there’s a move towards more distributed leadership where the teachers have more voice and choice
● there are plans to include more student and community voice as part of this process.
The school plans to revisit the MMelpf tool later this year and collate student literacy data to review progress and impact so far.
Big thank you and acknowledgement to Renee Raroa (CORE Education) for helping to create this story.