Much work has been done to explore and support different ways of thinking about the factors and attitudes that have an impact on the educational achievement of Māori learners. Rather than doing more of “what we’ve always done”, the voices and commentaries in this kete show that thinking differently about the way we connect and engage Māori learners can lead to better relationships and improved learner outcomes.
Thinking differently for improved outcomes
This gallery contains reports, articles, and videos that consider what is needed to improve outcomes for Māori learners. They include data from schools that are making a difference.
We cannot solve our problems with the same thinking we used when we created them.
Meeting the needs of Māori within mainstream education
This report from a school principal identifies the issues school leaders need to address and support the identity, language and culture.
… we have National Standards we have Priority Learners, we have the new Teacher Registration Criteria. Principals, as the professional leaders, are the ones who must make the first difference for Māori students in our schools by developing a “culturally responsive curriculum” within our schools.; Source: “Culturally responsive curriculum”: Meeting the needs of Māori students in mainstream education
Place-based Education: Catering for curriculum, culture and community
Educator Wally Penetito explores the role of “place-based” education in New Zealand to cater for the curriculum, culture, and community.
This research paper poses questions and discusses identity (who am I?) and location (where am I?). Penetito outlines a convincing case that place-based education benefits not just Māori learners but all students.
Realising Māori student potential
Improving educational outcomes for Māori students
In this 2012 paper, New Plymouth Boy’s High School principal Michael McMenamin outlines research-based initiatives. He focuses in particular on the practices of four secondary schools that are making an impact on educational outcomes for Māori students.
Focus on Māori students (video)
What’s good for Māori (video)
This report from a school principal identifies the issues school leaders need to address to support students' identity, language and culture.
Educator Wally Penetito explores the role of “place-based” education in New Zealand to cater for the curriculum, culture and community
This 2012 paper from secondary school principal Michael McMenamin describes the initiatives and outcomes for Māori students at four secondary schools.
This video addresses the benefits of focusing on Māori students and points out that the results are worth the wait and improve the achievement of non-Māori students as well.
This video addresses the benefits of focusing on Māori students, and points out that the results are worth the wait and affect all students.
Using data to drive improvement
This gallery looks at the ways evidence is used increasingly to set goals that focus on equitable outcomes. Monitoring systems guide the use of focused interventions where the evidence shows specific needs.
Building on Success: Te Kākahu – digging into issues of equity
Te Kākahu is a professional learning and development (PLD) response, working directly with whānau, hapū, and iwi in up to 10 schools within the Whanganui rohe over 2014-16. It is led by Te Puna Mātauranga o Whanganui and Cognition Education Ltd.
Te Kākahu draws on iwi capability to shift Māori perspectives within curriculum towards a place-based, iwi-centred curriculum. It aims to normalise local tikanga and knowledge within classrooms and school culture.
School data (video)
Impacting outcomes (video)
Critical reflection (video)
This iwi-led response to the PLD initiative Te Kākahu includes a tool developed by iwi and whānau with schools in the Whanganui rohe. It is used to find out more about Māori learners in up to ten secondary schools.
This video from the He Kākano response features an iwi-developed tool that is used in ten secondary schools to help understand more about Māori learners.
This video explores what teachers have learned from a PLD programme to improve outcomes for Māori learners.
This video looks at the need to gather data widely and analyse it closely to inform teaching and learning decisions.
Voices to improve learning outcomes
This gallery shows how voices other than those of teachers and leaders can influence the experience that learners have in the classroom. Voices of learners and whānau are highlighted.
NZC Ka Hikitia blog series
A closer look at Ka Hikitia – Accelerating Success 2013–2017
NZC Online offers a series of blogs about Ka Hikitia – Accelerating Success 2013–2017.
The blog posts look closely at different aspects of the Māori education strategy and provides questions, resources, and suggested actions for school leaders and kaiako.
Use the links below to view each blog in this series on the NZC Online site.
This blog examines the principle of productive partnerships and includes links to inspirational school stories and resources. Developing productive partnerships with whānau, hapū, and iwi is a key focus of the content.
This blog explores the Māori potential approach principle and offers links to resources that promote high expectations and strong educational pathways for Māori students.
This third and final blog post is an interview with Wharehoka Wano, Kaihautū Māori at CORE, who shares his views about the strategy and offers some practical advice.
The Māori education experience (video)
Setting expectations (video)
Good for all students (video)
The first in an NZC Online series of blogs. This blog examines the principle of productive partnerships and includes links to inspirational school stories and resources. Developing productive partnerships with whānau, hapū, and iwi is a key focus of the content.
The second in an NZC Online series of blogs. This blog explores the Māori potential approach principle and offers links to resources that promote high expectations and strong educational pathways for Māori students.
The third blog in the NZC Online blog series, this contains an interview with Wharehoka Wano, Kaihautū Māori at CORE, who shares his views about the strategy and offers practical advice.
In this video, respected educators Sir Sidney and Lady June Mead reflect on the contributions whānau, hapū, and iwi make and on the importance of expectations in raising achievement for Māori learners.
In this video, respected educator Sir Sidney Mead outlines his aspirations for rangatahi, including non-Māori.
In this video, Sir Sidney and Lady June Mead describe their early teaching experiences and why there is a need for programmes like He Kākano. They observe that while there have been areas of improvement, there are still issues related to Māori education that seem resistant to change.
Narratives from Culture Speaks (image)
Student voices (video)
Bringing about change (video)
Distributed leadership (video)
Te Kotahitanga eBook Connecting with Māori Communities, chapter 8: Understanding Power and Partnerships, page 29, download 5.
Narratives from whānau contained within Culture Speaks (Bishop & Berryman, 2006) provide some valuable insights into Māori parent’s experiences of engagement or lack of it with schools. Teachers can use these five extracts and discussion frameworks across their team and compare and contrast the findings.
In this video from the Te Kotahitanga response, students share their experiences of the changes their teachers made and what these meant to them.
In this video, former regional coordinator Raewin Tipene-Clark describes the work she and her colleagues undertook with school management teams to help improve Māori student learning outcomes.
In this video, staff at Hillmorton School discuss their team approach and the importance of looking beyond a short-term focus.