This report evaluates the in-school facilitation component of two projects, Te Kauhua and Te Kotahitanga. Both projects have the specific aim of improving Māori student achievement in English-medium schools through enhancing teacher practice and improving school-wide structures and processes. In both projects an in-school facilitator has supported the professional development programme from within the school and has also assisted with school strategic planning for building teacher capability. An examination of the in-school facilitation component contributes knowledge and understanding of important features in the design of such an approach.
Purpose
The study sought answers to the following questions:
- What evidence is there that in-school facilitation models are effective in building teacher capability and improving student engagement and student achievement?What are the key qualities and skills required for effective in-school facilitation of professional development projects which focus on raising Māori student engagement and student achievement?
- What are the similarities, differences, and unique aspects of the in-school facilitation models employed in Te Kauhua and Te Kotahitanga?
- How were facilitators appointed?
- What training did facilitators undertake and what support is available while in the role of facilitator?
- What changes have facilitators noticed in moving from teacher to in-school facilitator? How does the new role impact on existing and new relationships?
- What is the relationship between the facilitator and the school principal?
- What have been the benefits and drawbacks of in-school facilitation according to stakeholders (facilitators, teachers, principals, support staff)?
- How can the quality of in-school facilitation be improved?
- What do facilitators see as their dilemmas of practice?