“ Pelega o le fanau i fa’atinoga talafeagai i totonu o Aoga Amata” “Treasuring children through good practice in Samoan Early Childhood Centres” 1
Context/Background 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. 2
Trial for ERO’s ECE Methodology • 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. 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
Evidence identified by ERO • 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. 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 Matauranga Tikanga Whakaako Whose knowldege is how approaches to valued and how the teaching and learning are curriculum is designed responsive to diversity to achieve positive and support positive outcomes for children outcomes for children Pou Whakahaere Pou Ārahi how the service how leadership is enacted to determines its vision, enhance positive outcomes philosophy and direction for children to ensure positive outcomes for all children Arotake and Aromatai Self review gathering and using information in culturally Whanaungatanga appropriate ways for decision Recognises the critical making and improvement importance of relationships in providing a foundation for positive learning experiences 9
Fetu Taiala Model - Fa’atusa (Fale Samoa) 3.Faiaoga 2. Komiti Leadership – Tautai fa’afoe 4 3 5 1. 1 2 4. Tagata Tofa Mamao & Tofa Manino/Mau Lautele 1. Komiti VALUES, AND BELIEFS Fa’atonu 5. Matua ma fanau 10
E le o le fale, a’o le ‘ anofale Tu ma aga Fa’aSamoa Gagana ma le aganu’u Fealofani Agava’a Faiva ma tiute O tomai Matafaioi Taleni Maopopo Fa’atufugaga Soalaupule/talanoa Tofi Olaga Fa’aleagaga ALOFA, FA’AALOALO, TAUTUA, ONOSA’I, LOTO AGANU’U, LOTO MAUALALO 11
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
Challenges Reviews Actioned Moving forward Children/parents Va – Children/parents Children/parents feel Reciprocal/responsiv voices are safe and valued and e relationships valued/respected have a sense of belonging Re-structuring Governance Appointment of New Secured $1.2mil and Board members incl land to establish new new Chairperson Aoga Amata Management Professional Appointment of New Ensures the smooth Development Manager running of the Aoga Teaching/learning Quality teaching Appointment of New High quality practices Supervisor Curriculum, resourceful teachers and rich Limited Space Learning environment Re-arranged environment essential learning areas Community Funding and Worked in MPECET secured building partnership to secure $1.9mil to re-build maintenance funding current Aoga Amata 13
Complementary evaluation-an approach that balances external ERO review with service self review according to each service's circumstances. ERO REVIEW 2013 2012 EC SERVICE SELF REVIEW EC services with EC services operating well EC services sustaining high quality provision and very limited with established processes continuous improvement self review of self review through effective self review
Pelega o le fanau i fa’atinoga talafeagai i totonu o Aoga Amata” 5 15
Pese Fetu Taiala 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 5 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 16
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 5 17
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