Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
“Treasuring children through good practice in Samoan Early Childhood Centres”
“Pelega o le fanau i fa’atinoga talafeagai i totonu o Aoga Amata”
1
1. Tofa Manino/Mau, tofa mamao & filosofia (Vision, Mission and Philosophy) • Tava’esina Trust/Fetu Taiala Aoga Amata
• E auau le Tava’e i ona fulu
2. Community Based: • In low-socio economic area – Mangere East
• Predominantly Samoan children and families
3. Located next to Four other Pasifika ECE Centres • Premises and facilities maintained by the Mangere Pasifika ECE
Trust (MPECET) together with Tava’esina Trust who over-see the day to day operation of Fetu Taiala.
• A total of 153 children attend all five Pasifika ECE Centres at the MPECET complex.
Context/Background
2
• ERO identified examples of good practice from education reviews in 387 early childhood services undertaken in Terms 1 and 2, 2012.
• Five were selected as examples of good practice for identifying and responding to priorities for children’s learning. Fetu Taiala Aoga Amata was selected as one of these Centres.
• Others include an education and care service, Māori immersion centre, a kindergarten and a Playcentre.
• Each example highlights the priorities teachers have identified for the children at their service, how their assessment practices reflected these priorities, and how their identified priorities were evident in their curriculum design and self review.
Trial for ERO’s ECE Methodology
3
ERO’s overall evaluation question
How well placed is Fetu Taiala Aoga Amata to promote positive outcomes for all children?
Note the difference with our current focus which is to look at the quality of interactions, the programme and the environment
4
• Implementation of Philosophy (Reflects the Centre’s Vision)
• Fa’aSamoa values, beliefs, language and cultural practices are integrated into all areas of our service
• Responsive and reciprocal relationships with the community of learners:
- Children, parents and whanau, teachers
- Community: Churches, MOE, ERO, other Educational, health and social organisations
- Providing an environment where other voices are respected and acknowledged
• On-going internal reviews (self-review) is integrated in all aspects of management and teaching practice.
• Self-Review has led to changes in the learning environment to better respond to children’s strengths, interests and holistic development
5
• Children’s confidence and competence in the gagana Samoa and understanding of Fa’aSamoa
• Children’s strong sense of identity and pride as Samoan learners
• Teacher’s encouragement and value of child initiated play and learning
• Teacher’s support for children’s emerging interests
• Parents involvement and responsive relationships with teachers
• Self-review is well integrated into all aspects of management and teaching practice, which include: children’s learning and development, teaching and learning practices, learning environment, relationships with the community of learners.
Evidence identified by ERO
6
Written evidence we provided for ERO:
• Pre-review Form – Prior to ERO Visit – We provided ERO with our pre-review document which gave us the opportunity to voice/document our own views on our current progress, strengths, challenges and to identify any areas of improvements that we were working on. • Evidence of on-going internal reviews: - Minutes of staff and board meetings - Parents voices/interviews/surveys/evenings/ - Monthly newsletters and reminders - Self-review processes (documentation) - Assesments and evaluations of children’s learning/development - Staff Performance Appraisals - Annual Plan and Strategic Plan - Professional Development for teachers, management and governance • Other documents of compliance: - Strategic Plan, philosophy, policies, employment contracts and job descriptions
7
Fetu Taiala overall evaluation question
Are we providing a high quality learning environment that promotes positive
outcomes for children?
8
ERO’s model for review - Pou
9
Pou Whakahaere how the service
determines its vision, philosophy and direction
to ensure positive
outcomes for all children
Pou Ārahi how leadership is enacted to enhance positive outcomes
for children
Tikanga Whakaako how approaches to
teaching and learning are responsive to diversity and support positive
outcomes for children
Matauranga Whose knowldege is valued and how the
curriculum is designed to achieve positive
outcomes for children
Whanaungatanga Recognises the critical
importance of relationships in providing a foundation for
positive learning experiences
Arotake and Aromatai Self review gathering and
using information in culturally appropriate ways for decision
making and improvement
Fetu Taiala Model - Fa’atusa (Fale Samoa)
10
Tofa Mamao & Tofa Manino/Mau VALUES, AND BELIEFS
Leadership – Tautai
1. 1 2 3 4
5
5. Matua ma fanau
4. Tagata Lautele
3.Faiaoga 2. Komiti fa’afoe
1. Komiti Fa’atonu
E le o le fale, a’o le ‘anofale
11
Tu ma aga Fa’aSamoa
Agava’a
O tomai
Taleni
Fa’atufugaga
Gagana ma le aganu’u
Matafaioi
Faiva ma tiute
Fealofani
ALOFA, FA’AALOALO, TAUTUA, ONOSA’I, LOTO AGANU’U, LOTO MAUALALO
Soalaupule/talanoa
Maopopo
Tofi Olaga Fa’aleagaga
Capacity and sustainability
• ERO evaluates how well placed Fetu Taiala is to make and sustain improvements for the benefit of all children
Note: Challenges, reviews actioned, moving forward
12
13
Challenges Reviews Actioned Moving forward
Children/parents Va – Reciprocal/responsiv
e relationships
Children/parents voices are
valued/respected
Children/parents feel safe and valued and
have a sense of belonging
Governance Re-structuring Appointment of New Board members incl
new Chairperson
Secured $1.2mil and land to establish new
Aoga Amata
Management Professional Development
Appointment of New Manager
Ensures the smooth running of the Aoga
Teaching/learning Quality teaching practices
Appointment of New Supervisor
High quality Curriculum,
resourceful teachers and rich
environment Learning environment Limited Space Re-arranged
essential learning areas
Community Funding and building
maintenance
Worked in partnership to secure
funding
MPECET secured $1.9mil to re-build
current Aoga Amata
Complementary evaluation-an approach that balances external ERO review with service self review according to each service's circumstances.
ERO REVIEW
2012
EC SERVICE SELF REVIEW
2013
EC services with very limited self review
EC services sustaining high quality provision and continuous improvement through effective self review
EC services operating well with established processes of self review
Pelega o le fanau i fa’atinoga talafeagai i totonu o Aoga Amata”
15
5
Pese Fetu Taiala
16
5
A’oa’o le tama, e tusa ma ona ala, a o’o ina matua e le toe te’a ese lava.
Savali i luma o tagata, tulou, tulou, lava
A mana’o ise mea, fa’amolemole lava
A’e taliaina se mea mai se tagata,
Ona fa’apea lea fa’afetai lava
O tu ia ma aga, Samoa mai le amataga,
E iloa ai o le Samoa moni lava…1, 2, 3, 4, shoo!!
Pese tusia e Vaitava’e Toleafoa Moe
17
5
Acknowledgements • SAASIA & Teuila Consultancy
• Violet Tu’uga Stevenson (ERO representative)
• Tava’esina Trust Board, Management, Staff, Children and Parents of Fetu Taiala Aoga Amata
• Mangere Pasifika ECE Trust (MPECET) Board and teaching staff