ERO undertook this evaluation of the Resource Teachers: Māori (RTM) service following a request from the Ministry of Education for information to inform future policy decisions. The evaluation looked at: the extent to which RTM support quality learning outcomes for students in, or learning te reo Māori; the effectiveness of governance and management arrangements; and the role of the Ministry of Education in relation to the RTM service.
This is the first ERO evaluation of the RTM service since the administrative reforms (Tomorrow’s Schools) in 1989 brought these resource teachers under the control of boards of trustees. Prior to 1988, when the RTM positions were made permanent, the Department of Education had administered Itinerant Teachers of Māori through the Māori Advisory Services. Since 2003, ERO has reported on the work of Resource Teachers: Learning and Behaviour and the Resource Teachers: Literacy. This RTM evaluation adds to and complements the findings in these evaluations.
The RTM service has the potential to make a highly positive contribution towards better outcomes for students because of the level of expertise many RTM have in te reo Māori. There is considerable evidence that some RTM have a positive influence on student outcomes through the work they do with teachers to enhance their delivery and knowledge of te reo Māori, and to teach other curriculum areas through the medium of te reo Māori.
For a range of reasons this potential is not always realised. The quality and consistency of RTM practice varies. This presents challenges for all stakeholders and is detrimental to the reputation of the service as a whole. To improve the cohesion and effectiveness of the service ERO found four areas that are worthy of further consideration by the Ministry of Education. These include: clarifying what is expected of RTM, particularly their role in supporting te reo Māori teachers in immersion settings; ensuring that they receive personnel entitlements especially in the areas of performance management and induction; improving the governance and management arrangements; and investigating ways to provide national coordination for the service.
The RTM role is poorly defined. In the absence of consistent and effective guidelines and monitoring systems many RTM have attempted to establish their own role definition and accountability systems. This is because the 1996 Memorandum of Understanding, currently in use, has extensive scope for interpretation. Many boards of trustees, principals and management committee members would welcome the development of a clear set of national guidelines, similar to those for other resource teachers.
RTM have a key role in supporting immersion kaiako (teachers) with te reo Māori especially where they are having difficulty with the language. RTM also have vital role in helping kaiako interpret, understand and use curriculum documents and learning resources in immersion education. Given that there is an increasing number of kaiako who do not have the technical reo and the fluency in te reo Māori to implement the resources according to their intended use, the role of RTM in support, guidance and mentoring is critical. ERO has concerns about the seemingly tacit acceptance in the education sector of kaiako with poor quality reo Māori. Stakeholders often identify this as simply ‘the nature of bilingual education in New Zealand.’
Personnel management practices, such as appointment, induction, appraisal, training, and the provision of good and safe working conditions for RTM need significant attention. Employing boards require more guidelines about how to implement these practices for the benefit of RTM, and to increase the level of assurance about the quality of the service nationally.
As a national resource, the RTM service lacks effective coordination and leadership. The majority of those who are involved with the service agree on this point. The absence of effective professional leadership and coordination limits the effectiveness of RTM. It is ERO’s opinion that any decisions about the leadership and coordination of the RTM service must focus on what is best for the students and contribute positively to Māori education.