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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 | Effective leaders | Effective teachers

    Approaches to conceptualising, identifying and providing for gifted and talented Māori students are dual faceted: they may emanate from Te Ao Māori; a Māori worldview on the one hand, and have significant connotations to Te Ao Hurihuri (the global world) on the other.

  2. Filed under: Productive partnerships | Effective teachers

    Home–school partnerships are shared relationships and initiatives between schools and whānau. Students are part of both groups, which together make up the wider school community.

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

    Te Marautanga o Aotearoa is the Māori medium curriculum, which outlines what students will learn through the medium of Māori language. The curriculum is founded on the Treaty of Waitangi, and is expressed through the vision of students achieving their full potential.

  4. Filed under: Productive partnerships | Ako | Effective teachers

    Providing opportunities for student voice informed and encouraged changes in teacher practice.

  5. Filed under: Productive partnerships | Effective teachers

    Mason Durie, Wally Penetito and Keriana Tawhiwhirangi discuss the need for both Māori and non-Māori to share the responsibility of building and maintaining effective relationships for learning. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

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

    A regional example of celebration of student learning with their community is the annual Nati awards on the East Coast of the North Island. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

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

    At Hiruharama School, the process of learning is expressly communicated to all the students, and they are the primary communicators of their learning to whānau. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  8. Filed under: Productive partnerships | Identity Language and Culture | Ako | Effective teachers

    Culturally responsive learning contexts are those where the learner can bring their own experiences into the classroom context. (Extract from ‘Te ManaKōrero: Relationships for Learning’, 2007).

  9. Filed under: Productive partnerships | Identity Language and Culture | Effective teachers

    At Ruawai Primary School and Kapiti College, whānau knowledge is valued as teachers construct contexts for learning that reflect the cultural significance and history of their location.

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

    Just as teacher-student partnerships need to be culturally responsive and mutually respectful, so do the partnerships between school, whānau and iwi.

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