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Starpath Newsletter Starpath newsletter The Starpath Project For Tertiary Participation and Success | Issue 5 | April 2013 | www.starpath.auckland.ac.nz From the Director In a recent meeting with the Minister of Education the topic of public metrics was raised. The Minister is keen to follow the examples of the Health Ministry and Ministry of Social Year 12 Academic Mentor Male Aloalii and student Dashmesh Kaur Development in terms of publically reporting on a small number of indicators. Developing a programme for In the case of health there are six indicators reported on for each District Health enduring academic success Board in the country. The idea of determining public indicators for the education sector is an interesting efore becoming a Starpath partner school Māori Academic Mentoring groups which are one. Bin 2011, Aorere College in Auckland had voluntary for students. been running a series of after school ‘achievers’ What should we consider? First the indicators need to have meaning and significance to the groups and department-based mentoring Academic mentors meet with each student education sector. In other words, they must be able programmes for their students. Principal once a term during academic mentoring time, previously called tutor time. The details to connect directly to the classroom and with school Pat Drumm saw the Starpath Project as an realities so that they cannot be dismissed easily. of these conversations are then recorded on opportunity to learn effective practice from Another consideration needs to be that they can be Kamar. During this time all students, whether partner schools and a way to formalise their communicated to parents and to the general public in commitment to raising student achievement. they are meeting with the mentor or not, have ways that are understandable. a year appropriate academic workbook to As leader of the school’s academic counselling work through. The workbooks were designed Some of the indicators have been ‘self chosen’ programme, Deputy Principal Stuart Kelly, was by deans Kelly Paterson and Frances Murphy through the Better Public Service Targets. These adamant that any formal programme they based on ideas they had seen at other Starpath include ‘98% of children starting school will have participated in quality early childhood education’ introduced wasn’t seen by teachers as a quick partner schools. and ‘85% of 18 year olds will have achieved NCEA fix or short term initiative. “We wanted an Level 2 or an equivalent qualification’. Other potential enduring strategic programme that targeted A weekly, school-wide professional development programme supports the academic mentors. indicators are National Standard outcomes and academic success above anything else“ he says. retention statistics. These statistics are readily These sessions focus on how to conduct an available now. It is important that the indicators that At the beginning of 2012 Stuart began by effective academic mentoring conversation and are chosen are positive and constructive. introducing a programme with the Year 11 the use of assessment data, such as e-asTTle, tutor groups, which the school calls Academic NCEA and PATs. Stuart says: “There has been a The Minister is also looking for what she has termed Mentoring. Teacher’s were required to interview significant increase in teachers’ use of data to ‘out-of-school’ measures, of which one will be focused each student in their tutor group about inform discussion.” on parental engagement with their school. It would their academic progress using achievement seem sensible to work with other government agencies, such as the Ministry of Social Development data stored on Kamar, the school’s student Mentors meet fortnightly with deans and senior and the Health Ministry, to see if there can be cross- management system. Tutor groups were kept to leaders for updates and support. “Staff have been incredibly supportive of rolling out the fertilisation with their indicators that pertain to young 15-20 students to maximize the chances of the people and education. programme’s success. programme over the whole school this year because they saw how successful it was with the I also would like to take this opportunity, on behalf “Our Year 11 results last year were the strongest Year 11 students last year,” notes Stuart. of the team here at Starpath, to congratulate ever,” says Stuart. Following this success, Distinguished Professor Dame Anne Salmond on Aorere College decided to roll out Academic For Stuart, the fact that students and teachers being named New Zealander of the Year. have responded so positively is a triumph. Mentoring to all student year groups. Almost Dame Anne’s contribution to Starpath has been every registered teacher at the school is now “Students now have one person consistently significant. She was responsible for the initiation an academic mentor. Junior mentoring groups supporting their academic advancement,” he of the project, has been on the Board since its have 20-30 students where the key focus is on says. “Teachers have a coordinated, strategic inception, and continues to be one of its most fervent settling into academic life at the school. Year 10 role in guiding their students successfully supporters. through NCEA and realizing their potential. groups focus on preparing for NCEA. From Year Professor Liz McKinley As a result school leaders, teachers, students 11 onwards, mentoring groups are kept smaller Director, Starpath Project with no more than 20 students to ensure they and parents are seeing the benefits through get regular contact with their mentor. The increased academic attainment.” school also has additional junior and senior Implementation update A busy year ahead Joy Eaton, Deputy Director roject Director, Professor Liz McKinley, Phas said on a number of occasions that this will be the busiest year for the Starpath Project and, with all 39 partner schools now fully on board, she is not wrong. The beginning of 2013 saw the completion of Starpath’s introduction sessions with the final group of schools. All Phase Two schools now have a baseline profile written and have been introduced to the key findings from Starpath’s research in Phase One. Each school is now working through an individual implementation plan co-constructed with support from Starpath. From monitoring interviews last year it was evident that schools were eager for immediate Photo of an academic counselling session provided by Manurewa High School support with academic counselling. In February Starpath held workshops in Auckland, Whangarei and Paihia . At these workshops teachers viewed and discussed the Academic conversations: Academic Counselling DVD produced for the Starpath tool kit with the help of Massey and Manurewa High Schools. Schools also wanted The building blocks for success more discussion about data interpretation. With this in mind Starpath is developing he academic conversation between a student and a teacher is a key element in Starpath’s a series of workshops to assist schools to Tacademic counselling strategy for improving Māori and Pacific student achievement. Academic investigate achievement issues identified counselling is an integral element of the Data Utilisation, Academic Counselling and Target Setting through their data and evidence. Programme (DUACTS) and partner schools have developed different approaches to structuring these conversations with students. The group of schools that joined the Starpath Project in 2011 (Group A) are currently One thing that is consistent for a successful academic discussion across all schools is the teacher’s attending a professional development series ability to build a positive rapport with the students they are supporting. Earlier this year Starpath focused on two key strands of Starpath work. conducted a series of workshops with teachers involved in academic counselling. From discussions and One strand discusses the important role of feedback we have identified some critical aspects for effective conversations with students, including: leadership in the change process and the other concentrates on developing literacy Be Present Be confident strategies to tackle the persistent barrier of The conversation needs to concentrate on the Research suggests that students expect attaining University Entrance literacy. These individual being counselled. The teacher should their teachers to be confident about the workshops will be available for this year for reduce distractions and interruptions as much matters discussed in an academic counseling schools that joined Starpath in 2012 (Group B) as possible. If these discussions take place in conversation. It’s important for academic and start with classroom observations during a classroom the teacher should consider how counsellors to keep up to date with NCEA term two. to separate conversation space from other expectations, and it is also helpful to know when Alongside the professional development activities. The position of seating needs some to refer the student to another person such as opportunities, Starpath has a commitment thought. The conversations can take place face careers counsellor. Being well prepared for the to provide feedback to schools as they to face, side by side or with a desk in between. conversation is important. This includes looking implement their plans. To do this, Starpath back at records to see what was agreed last will seek to observe tracking, academic Be an active listener time. counselling and whānau conferencing events The teacher should be able to demonstrate that happen in schools during term two. The that they are fully focused on the conversation. Build trust year will culminate with a return to Group A Skills such as paraphrasing, reflecting, clarifying The relationship developed with a student schools to start the evaluation interviews and and recapping are important. Using wait-time can be particularly strong and this inevitably discussions that will be reflected in the final during the conversation is vital to encourage involves a a high level of trust. It is essential to report. student engagement. be mindful of confidentiality and ensure that professional boundaries are respected at all At the same time, research work continues Bring an academic focus times.
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