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What works for Māori learners and why

Crown Leadership

Toward educational success for Māori – the policy story

Māori education policy prior to Ka Hikitia

The policy story continues – Ka Hikitia and beyond

 

Unpacking Ka Hikitia

What is Ka Hikitia?

Ka Hikitia in Action and case studies

 

Toward educational success for Māori – the research story

Unpacking the Better Service Guidelines

Considering the key evidence in system inquiry

 

Professional Learning and Development (PLD) – the school story

Te Kauhua

Te Mana Korero

Ako Panuku

He Kakano

Te Kotahitanga

 

Building on Success: Kia Eke Panuku and Te Kākahu

Kia Eke Panuku

Te Kākahu

 

Educational partnerships with iwi and hapū

Iwi aspirations for tamariki and mokopuna

Understanding iwi aspirations for tamariki and mokopuna

 Connecting with Māori communities

 The iwi landscape

 

Sharing responsibility for educational success as Ngā Iwi

 Mapping current relationships

 Iwi learning initiatives

 

Reconnecting with Nga Iwi

 Case studies

Place-based curriculum

 

Productive partnerships with whānau

Strong school and whānau connections

Research and reports that support partnerships

 Guiding documents that support partnerships

 

Exploring connections with whānau

 Ways of exploring school-whānau partnerships

 

Connecting and collaborating with whānau

 Perspectives on connections

 Creative ways of making connections

 Examples of Te Mana Korero

 Building strategic connections

 

Achievement and reporting as shared responsibilities

Systems for involving whānau and students in monitoring achievement

Student-led conferences for improved outcomes

Matapihi o te ao

Supporting learners through NCEA

 

School leadership for educational success as Māori

Research that supports new actions

The effectiveness of Te Kotahitanga

Education Review Office – National Reports

Guiding Documents

 

Leadership for improvement

Goal setting with evidence

Tools to inform change

 

Thinking and being different

Thinking differently for improved outcomes

 Using data to drive improvement

 Voices to improve learning outcomes

 

Engaging teachers in kaupapa

How to engage teachers in the kaupapa

Changing practices

 

Extending the impact

 The coherence of professional learning

 Leading change case studies

 

Teaching for educational success as Māori

Culturally responsive teaching

Evidence from research

Challenging assumptions

 

Tools for teaching as inquiry

Understanding impact

 

Accelerating literacy

Literacy skills and knowledge

 

NZQA Support and Resources

 Adding to the knowledge

 

Sharing stories

Whanaungatanga case studies

Interactive teaching strategies

 

Valuing identity, language and culture

Normalising Te Reo Māori

Social sciences – collections with a Māori perspective

Sites and resources to support different learning areas

Treaty of Waitangi related resources

Te Reo Māori and Tikanga reference sites

School Journal and Junior Journal stories with Māori themes

 

Māori learners achieve success as Māori

The power of student voice

What work for Māori learners

 

Using student voice for learning

 Tools and resources for gathering student voice

 

Harnessing student voice for improvement

 Case studies and videos

 

Resources

How our knowledge grew

Te Kotahitanga

About

Mihi

The Development of Te Kotahitanga

Effective Teaching Profile

History of the Project

Student interviews

 

Professional Development

Māori learners

Research

Kaupapa (collective vision, philosophy)

 

Results and Findings

The people behing Te Kotahitanga

Publications

Videos

Teachers' Stories

School Stories

Interviews 

 

He Kakano

About Us

Te Awe o Ngā Toroa

Our team

 

The programme

What is He Kakano

How does it work?

Leadership PD process

In-school activities

Outside-school wānanga

 

The schools

Toolkit

Process documents

Research and publications

Resource Bank for Schools

Videos

 

Conference videos

How He Kākano transformed education in New Zealand

About He Kākano

Implementing He Kākano

Sir Sidney and Lady June Mead

Hillmorton High School

Lincoln School

 

Te Kauhua

Te Kauhua Phase 1: The Pilot Phase

Key themes

Case studies

 

Te Kauhua Phase 2: 2004-2005

Report summary

Reflections

Professional readings

 

Te Kauhua Phase 3

Henderson Intermediate School

Chisnallwood Intermediate

Hillmorton High School

Lincoln High School

Hornby High School

Cobden Primary School

Taihape Area School: Project 1

Taihape Area School: Project 2

Hastings Central School

Ranui Primary School

 

Te Kauhua Literature Review Sumary: 2007

Te Mana Korero

Introduction

Underlying concepts

An overview of the themes

Using an inquiry approach

 

Undertaking professional development on issues related to Māori students’ engagement and achievement

Key research evidence

Exploring the resources to learn more about how effective professional development can contribute to realising Māori student potential

 

Having high expectations for Māori students’ achievement

Key research evidence

Exploring the resources to learn more about expectations that contribute to realising Māori student potential

Learning more about expectations

 

Engaging Māori students meaningfully in all aspects of learning

Key research evidence

Exploring the resources to learn more about engaging Māori students meaningfully in the learning process

Selecting topics and contexts

Setting goals

Encouraging independent, self-motivated, reflective, and metacognitive learners

 

Developing responsive and respectful relationships with Māori students

Key research evidence

Exploring the resources to learn more about forming culturally responsive and mutually respectful relationships with Māori students

What Māori students are looking for in their teachers

 

Building, maintaining, and using responsive and respectful partnerships

Key research evidence

Exploring the resources to learn more about forming culturally responsive and mutually respectful relationships with Māori students

Some introductory points
Fostering family-whānau-iwi involvement at the governance level

Encouraging family/whānau and iwi involvement in school planning

Using family-whānau-iwi-community expertise

Ways of making families/whānau and iwi welcome in the school

Fostering communication, including communication about learner achievement

Encouraging involvement in school activities as students get older

Making students’ intended learning outcomes clear to families/whānau and iwi

Bringing families/whānau and iwi in through adult learning opportunities

Going into the community as well as inviting the community into the school

The benefits of responsive and respectful partnerships: some general comments

 

Building responsive school leadership in order to realise Māori students’ potential

Key research evidence

Exploring the resources

The importance of effective school leadership

School leaders as agents of change

Using data to make changes to teaching and learning

Leadership for sustainability

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