promising practices in supporting success for indigenous students
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PROMISING PRACTICES IN
SUPPORTING SUCCESS FOR
INDIGENOUS STUDENTS
October 2017
OECD Study undertaken with Canada,
New Zealand and Queensland (Australia)
from February 2016 to August 2017
SUMMARY
Origins of the study
Objectives
Conceptual frame
Key findings
Origins of the study
Initiated by Alberta Education following the International Summit on the Teaching Profession in Canada in 2015
Collaboration between 6 Canadian provinces and territories (Alberta,Manitoba, New Brunswick, Northwest Territories, Nova Scotia and theYukon) and the OECD to shape and implement the study
New Zealand and Queensland, Australia also participated, as afurther means of cross-jurisdictional peer learning
Commitment of each participant to improve educationaloutcomes for Indigenous students.
Objectives of the study
Build an empirical evidence base on how best to support Indigenous students’ success
Identify promising strategies, policies, programmes and practices that support improved learning outcomes amongst Indigenous students.
Assist provinces and territories to learn from each other to achieve accelerated, sustained progress
Conceptual frame
Student
well-being
Participation
Engagement
Achievement
• An holistic approach on the well-being, participation,engagement and achievement in education of Indigenousstudents
• These outcomes are interconnected and mutually reinforcing.
Four inter-related outcomes
Student well-beingA critical and desirable outcome,fundamental to students’ abilityto participate, engage with andsucceed in education
EngagementA necessary precondition for
student learning
AchievementRequired set of skills to realise
ambitions and participate fully in
society.
ParticipationStudents’ access to educationand their opportunities to learn
Defining success
• Success can be defined in many ways
For example, in New Zealand, Sir Mason Duriedefined it:
“… where (Māori) can participate fully, as Māori, in teao Māori (the Māori world) and te ao whänaui (widersociety)”.
(New Zealand Treasury Guest Lecture Series, Wellington, 2006)
Approach and methodology
Quantitative and qualitative
Information from participatingjurisdictions:
• Data on student well-being, participation, engagement and achievement
• Evaluations and other research
• Strategies, policies and programmes.
Literature review, analysinginternational evidence.
Field visits in each participatingCanadian province and territory tomeet with:• Indigenous students and parents• Indigenous teachers and Support
Workers• Elders• School leaders• Teachers• Other education stakeholders.
A clear will to improve, evidenced by a range of new initiatives and programmes being put in place
Key findings
Many examples of promising practices
And common threads in how these improvements and successes have been achieved.
Many efforts to address disparities have notsucceeded.
The challenges are complex
Legacy of colonisation processes,including residential schools
The impacts are deep and longstanding,including intergenerational poverty and trauma
Much activity is occurring topositively engage Indigenousstudents in education
The findings show improvements yet
much still to do
Indigenous students are morepositive about education thantheir parents
Progress is visible in someareas, such as senior schoolretention and qualifications
But improvements in achievement overall are not yet widespread.
Limitations in theavailable data restrainjurisdictions’ abilities tomonitor progress over time
• New Zealand reduced the gap in ECEC participation.
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Dif
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Difference between Indigenous and total participation rates in ECEC
Difference betweenIndigenous and the totalchildren participation ratein ECEC
Some system-wide improvements have
been achieved
Some system-wide improvements have
been achieved
• Graduation rates of Indigenous students in Canada, Queensland and New Zealand increased over the last decade.
But improvement takes time
• Progress can be achieved but can take time.
Indigenous students were clear on what
they want from education
• Indigenous students told us they want:
To learn about their cultures, languages and histories
To have teachers who care about them and expect them to succeed
To feel safe and included at school.
The study found common elements in
how improvements were achieved
Building relationships with Indigenous communities, based on respect and trust Setting deliberate,
measureable targets, and reporting on theseTaking multiple actions at
both a system-level and local level, changing expectations and capability
Ensuring the experiences of individual students are enhanced
Persisting and adjusting efforts over a significant period of time.
Pursuing sufficient effort to make a difference
And some actions have greater impact
than others
Key priorities at a system level
• Key priorities at a system level to improve education for Indigenous students are:
EARLY LEARNINGSUPPORTING TEACHERS AND LEADERS
MONITORING PROGRESS
What does the study show
• Indigenous children are more likely to:
o Not participate in ECEC
o Have a later start in school than other students
Why early learning matters
• Ensure the development of oral language, emotional regulation, and other skills critical for early well-being and ongoing development
Pathways for improvement
• Access for every child to high-quality, tailored and culturally responsive early childhood education and care.
At a system level – Early learning
“Starting behind means staying behind.” (Researcher, Manitoba)
At a system level – Early learning
Example of good practice in New Zealand: Early Learning Taskforce
• The aim was to increase participation rates of Māori and children of Pacific Island descent
• Using a data-focused methodology, setting regional targets
• Key strands:
o Partnering with Māori and Pasifika communities to understand and co-construct solutions
o Seeking support from the broad community
o Working with other government agencies
o Working with schools in low socio-economic areas to identify and reach children who are not participating in ECEC.
Provision of early learning
Example of good practice in North Winnipeg (Manitoba)
• The study found a highly successful ECEC programme tailored for Indigenous children and their families.
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Control Programme
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Evaluation Group
Average percentage point change in Language development scores
Provision of early learning
Example of good practice in North Winnipeg (Manitoba) –Further details on the programme
• Based in the community the children live
• Enriched, individualised caregiving
• Engagement with families, through home visits and involvement of parents in the centre
• Recruitment and training of local staff
• An holistic approach, linked to other supports and services for families
• Managed transition to the local elementary school.
What does the study show
• Principals can make all the difference – or not
• Teachers need support to develop their understanding and skills
Why support for teachers and leaders matters
• For Indigenous students’ experiences to change, the practices of teaching and learning also need to change
• The package of responses needed at an individual school level vary, so school leaders need to be “awake at the wheel”
Pathways for improvement
• Specify expectations for teachers and school leaders
• Provide tailored professional development
• Support schools to work together to improve student outcomes.
At a system level – Supporting teachers
and leaders
• “It’s our responsibility to find the resources we need … these are children, who want to learn.”
(School principal, New Brunswick)
At a system level – Supporting teachers
and leaders
At a system level – Supporting teachers
and leaders
Example of good practice in Northwest Territories with a programme for new teachers
• A three day programme to:
o Improve new teachers’ knowledge and appreciation of the local community’s historical, cultural and social context
o Teach Indigenous curriculum content
o Better understand the history and legacy of residential schools.
At a system level – Supporting teachers
and leaders
Example of good practice in New Zealand: Learning and Change Networks
• Schools voluntarily work together to boost student achievement in particular learning areas, through:
o Teachers’ working together to better understand the achievement patterns at their school and at partner schools, for different groups of students
o Classroom observations by teachers within and across schools
o Students providing their views on the teaching and learning at their school
o Persistence in achieving mutual goals over a number of years.
At a system level – Monitoring progress
What does the study show
• Limited disaggregated data and monitoring
Why monitoring progress matters
• Helps to understand trends
• Indicates when adjustments are needed to policies and other initiatives
Pathways for improvement
• An example of such a mechanism is the annual Closing the Gap report produced by the Australian Department of Prime Minister and Cabinet
• Another illustration is the New Brunswick Student Wellness Survey, conducted every three years.
And some actions have a greater impact
at a school level
Key priorities at a school level
• Key priorities at a school level to improve education for Indigenous students are :
QUALITY AND EFFECTIVENESS OF TEACHING
ENGAGING FAMILIES
DIRECT SUPPORT FOR STUDENTS
At a school level – Quality and
effectiveness of teaching
What does the study show • Quality and effectiveness of teaching are crucial for students’ success• Teaching is more effective when cultural and linguistic differences are taken into
account
Why quality and effectiveness matters• Quality and effectiveness of teaching impact students’ learning• Teachers’ attitudes and expectations can also impact students in their confidence and
competence
Pathways for improvement• Teaching can be enhanced through the deliberate selection of:
o learning activitieso curriculum contento assessment mechanisms.
“It’s our responsibility to find the resources we need … these arechildren, who want to learn.” (School principal, New Brunswick)
At a school level – Quality and
effectiveness of teaching
Example of good practice in Nova Scotia: Show Me Your Math
• Students explore mathematics in their own community and cultural practices
• Through exploring aspects of counting, measuring, locating, designing, playing and explaining, students discover that mathematics is all around them
• Every year, students gather for an annual mathematics fair to share and celebrate the work they have done.
At a school level – Engaging families
What does the study show
• Indigenous families can be wary of engaging with schools, given past experiences
Why engaging families matters
• Schools working alongside parents as partners achieve gains in student well-being, participation, engagement and achievement
Pathways for improvement
• Engage Indigenous families in their children’s education, through:
o Involving parents on education goals for their children
o Supporting parents to play a very active role in their child’s learning.
At a school level – Engaging families
Example of good practice in a school in New Brunswick: Engaging families in their children’s school transition
• Each child’s transition to school is carefully managed
• Staff meet parents before children start school to learn about their child’s interests, development and needs
• Children and their parents:
o Visit the school before the year starts
o Participate in a welcome ceremony at the start of the school year.
At a school level – Engaging families
Example of good practice in Queensland: Families as First Teachers programme
• The programme aims to:
o Build the capacity and leadership of local Aboriginal and Torres Strait Islander staff implementing the programme
o Strengthen Aboriginal and Torres Strait Islander ownership and build the capacity of parents/carers in early learning
o Create resources for home use
o Provide opportunities for parents to meet with and support one another
o Manage transitions from home to formal education settings
o Embed culture and language in early learning
o Build children’s early literacy and numeracy skills.
At a school level – Direct support for
students
What does the study show • Many ways to provide direct support to individual students
Why direct support for students matters• Providing customized and effective supports to students can:
o Effectively address barriers faced by Indigenous studentso Identify opportunities to increase their engagement and success in
education
Pathways for improvement• A model that works well for schools with a number of Indigenous students is
appointing Indigenous Support Workers. Such staff can contribute to: o Ensuring regular student attendanceo Supporting teachers in building sound relationships with Indigenous
students and their parentso Initiating new curriculum resourceso Leading professional development for teachers.
A common formula for improvement at a
individual school level
An inspirational leader
Strong relationships with students, parents and local communities
Capable and committed staff
The use of every possible lever to engage and support students to be successful
Sustained commitment to achieve improvements.
• To get further information on the study and new work on education outcomes of Indigenous students, please contact Rowena Phair ([email protected])
• To consult the report, Promising Practices in Supporting Success for Indigenous Students.
To get further information