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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 | Research & evaluation

    This report by Dr Ruth Gorinski provides a summary of Benita Tahuri’s (2007) literature review on the effective engagement of families, whānau, and communities in mainstream education and the building of partnerships. The literature examined included reports, Ministry of Education publications, journals, texts, and conference papers sourced from a range of data bases.

  2. Filed under: Productive partnerships | Effective teachers

    The Te Kauhua phase 3 case studies seek to provide knowledge and guidance to inform the wider educational community about effective strategies for strengthening school-whānau relationships and Māori learner achievement outcomes. Each case study is organised under the following headings: school background information; the research question; impetus for the research; an outline of what was done and the impact on student learning and achievement; key learnings, challenges, and opportunities encountered and some reflective questions for your school to consider.

  3. Filed under: Productive partnerships

    As part of their action research for Te Kauhua phase 3, Ranui Primary investigated the impact that parents can have on their children’s reading when they are given knowledge and strategies to help their children read.

  4. Filed under: Productive partnerships | Effective teachers

    The Hastings Central School case study is part of the Te Kauhua case studies report (2010), prepared for the Ministry of Education by Dr Ruth Gorinski. As part of their action research for Te Kauhua phase 3, Hastings Central School investigated in what ways using aspects of tikanga, history, and local resources in a “place based” (Heretaunga district) curriculum enhanced their learning programme.

  5. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Taihape Area School undertook two projects. For Project 2 they investigated the collaborative development of e-portfolios to engage whānau in the student learning partnership.

  6. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Taihape Area School undertook two projects. For Project 1 they investigated what really makes a difference for Māori student achievement outcomes within a ‘place based’ educational context. 

  7. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Cobden Primary School investigated how a tuakana-teina reading programme can enhance Māori learner literacy achievement and build teacher understanding of a Māori world view (te ao Māori).

  8. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Henderson Intermediate investigated the development of ako-based positive relationships that enhance the presence, engagement and achievement of students, whānau and teachers.

  9. Filed under: Productive partnerships | Effective teachers

    As part of their action research for Te Kauhua phase 3, Chisnallwood Intermediate investigated the ways that the provision of a culturally connected learning context facilitates Māori student and whānau engagement in learning and teaching.

  10. 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.

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