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Productive partnerships

“Increasing whānau and iwi authority and involvement in education is critical to improving presence, engagement, and achievement. To achieve this, parents and whānau must be actively involved in decision-making and their children’s learning in all education settings.”

Ka Hikitia – Managing for Success: The Māori Education Strategy 2008-2012, page 28.

Productive partnerships incorporate Māori students, whānau, and educators sharing knowledge and expertise with each other to produce better outcomes for Māori learners. This principle includes taking a ‘personalised learning’ approach that puts every learner and their achievement at the heart of education and recognises that one size fits one.

The resources you will find on this page reflect these principles of productive partnership and provide examples of this from schools across New Zealand.

  1. Filed under: Productive partnerships | Identity Language and Culture | Effective leaders

    The 'Iwi Working Towards Best Education Outcomes for their People' article, featured in the 2 April Education Gazette, outlines the Education in the Ngātiwai Rohe booklet developed by the Ngātiwai Trust Board.

  2. Filed under: Productive partnerships | Effective leaders

    In her report, detailed on the Educational Leaders website, Helena Baker, principal of Te Kura o Tākaro, writes about how she worked with the community on the curriculum design process.

  3. Filed under: Productive partnerships | Effective leaders

    The Treaty of Waitangi media gallery on the NZConline website provides examples from schools of the Treaty of Waitangi principle in action.

  4. Filed under: Productive partnerships | Effective leaders

    In this clip the Ngati Porou Marautanga o Aotearoa Cluster discuss how they developed a strong professional learning community to provide support as they design their Marau-ā-kura and put this into action in their classrooms.

  5. Filed under: Productive partnerships | Identity Language and Culture | Ako | Research & evaluation | Effective leaders

    In this sabbatical leave report from Bruce Pagan, Principal, Kaikoura Primary School; Bruce investigates the effects/benefits that the pursuit of culturally significant events can have on Māori student achievement, with particular reference to those families/students that engage regularly in hui, muttonbirding, and carving.

  6. Filed under: Productive partnerships | Effective leaders

    Three schools in the Te Kauhua initiative – Hillmorton, Lincoln, and Hornby High Schools - opted to cluster together for purposes of their research inquiry. They worked from a common research question, but tailored their inquiries to their individual school contexts. The cluster schools met regularly over the duration of the project, sharing findings and challenging one another’s practice and thinking. The following case study highlights the approaches and findings of Hornby High School.

  7. Filed under: Productive partnerships | Effective leaders | Effective teachers

    Lincoln High School investigates how, as part of a cluster arrangement, a school can foster the development of an effective professional learning community that is focused on teaching as inquiry and premised on three underpinning principles: ako (reciprocal learning), culture counts, and productive partnerships.

  8. Filed under: Productive partnerships | Effective leaders

    Sally Wilson, Principal, Raurimu Avenue School discusses how she used the school’s commitment to Ka Hikitia to make dramatic changes at Raurimu Avenue School.

  9. Filed under: Productive partnerships | Effective leaders

    The community engagement section of the New Zealand Curriculum Online website presents resources on this site support school leaders, teachers and professional learning facilitators as they engage with school communities.

  10. Filed under: Productive partnerships | Identity Language and Culture | Effective leaders

    The Special Education (SE) Māori strategy uses the imagery of a meeting house (wharenui) to explain how Service Provision for Māori can be facilitated within the context of Special Education.

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